The expansion is supported by renewed funding from Class Act Federal Credit Union, which has committed $450,000 to support scholarships and programmatic needs.

The Louisville Teacher Residency, the first program of its kind in Kentucky, provides college graduates who did not major in education the opportunity to earn a master’s degree and Kentucky teaching certification in just one year, in exchange for a commitment to teach in a high-needs JCPS school.

“UofL is deeply grateful for our partnership with Jefferson County Public Schools to implement a teacher residency program that recruits, retains and elevates future educators,” said President Gerry Bradley. “We are also grateful to Class Act for their generous scholarship support, which enables us to create new pathways for educators pursuing careers in Early Childhood łÉÈËֱȄ and Special łÉÈËֱȄ.”

During the residency year, participants spend four days each week embedded in JCPS classrooms, gaining hands-on teaching experience under the guidance of master teachers. On Fridays and throughout the summer, residents attend classes at UofL, completing coursework co-designed by JCPS and university faculty to ensure alignment with classroom realities and district needs. Upon completion, residents transition into full-time teaching roles within JCPS.

“I am thankful for Class Act’s continued support, which plays an important role in providing our residents with the guidance, resources, and preparation needed to succeed in the classroom,” said Stefanie Wooten Burnett, assistant dean at UofL’s College of łÉÈËֱȄ and Human Development. “This partnership reflects our shared commitment to strengthening the teacher pipeline and supporting students in JCPS.”Ìę

Class Act Federal Credit Union has now committed more than $1 million to the Louisville Teacher Residency program since its creation.

“Supporting the Louisville Teacher Residency aligns with our credit union philosophy of ‘people helping people,’ and specifically with Class Act’s mission of supporting education in our community” said Tom Anonson, president and CEO at Class Act Federal Credit Union. “By partnering with UofL and JCPS, we are helping prepare educators who will make a lasting difference for students and families across our community.”

This collaboration, spearheaded by professors Andrew Wilson and Morgan Balabanoff in the , connects UofL undergraduate and graduate students with Jefferson County Public School high schoolers to create a “near-peer” community designed to spark curiosity in STEM fields.

“Having a college student there at the high school gives them an opportunity to network and discuss what college is like, what is a degree like, and have those soft interactions that make a difference,” Wilson said.Ìę

Heading into its fourth year and continually expanding, the program offers a diverse range of activities designed to expose students to chemistry – whether that’s through laboratory experiments mirroring research at UofL, interactive poster sessions, assistance at science fairs or even a pen pal program.

Cailet Hardtmann-Huckabee, a 10th-grade chemistry teacher at Fairdale High School, agrees that the interactions with college students are eye-opening for the students.

“Allowing students to speak with a variety of people in different stages of progress toward their scientific goals and collegiate journey opens my students’ eyes to the expanse of topics that could be studied and often changes their perception of what it looks like to do science after high school,” she said.

Bridging the science gapÌę

“Nano Day” serves as a cornerstone of the initiative, providing high school students with hands-on experience in nanoparticle synthesis and characterization. This process generates incredibly tiny particles, often by precisely controlling chemical reactions, enabling the harnessing of their unique properties for diverse applications. Hardtmann-Huckabee said the experiment directly follows their unit on separation methods, during which students learn diverse techniques to separate mixtures based on component properties.

“Since we have increased our collaboration to include a wide variety of experiences throughout the school year, we are able to use the experiences to complement the content we already have planned,” Hardtmann-Huckabee said.

This is often students’ first exposure to professional lab equipment beyond that in a high school setting. Cas Koevoets-Beach, a Ph.D. candidate in chemistry, has volunteered for two years. Koevoets-Beach said synthesizing nanoparticles gives students “hands-on experience with new techniques and instrumentation that they might not see in their curriculum.”

“It also forces them to make connections between the foundational concepts they’re learning about in their classes like light-matter interactions and properties of light and how they fit into more sophisticated research,” Koevoets-Beach said.

There’s also value to the UofL students that participate, especially those interested in pursuing academia.

“Most of us are used to talking to undergraduate STEM majors or faculty about chemistry, so it’s been a cool challenge to adapt our explanations of chemical concepts and technical directions for younger scientists to help them develop their understanding,” said Koevoets-Beach. “Watching how the high school teachers and our professors have collaborated has been an invaluable lesson in how to better bridge the gap between high school and college science courses.”

New funding provides expanded opportunities

The recently awarded funding to the UofL initiative for the development and distribution of science education materials focused on nanoparticle synthesis to chemistry students across Kentucky.

This grant will enable the creation of educational and experimental kits, expanding nanotechnology opportunities to schools outside of JCPS and further inspire students to pursue STEM fields. Wilson, Balabanoff and graduate students will be putting the kits together this summer.

“The kits will be accompanied by some instructional materials so that the high school teachers can run the labs in their respective schools, and we’ll also do either a virtual training with the high school teachers, or if they’re nearby, then we’ll do an in-person one with them,” said Balabanoff.

Through continued collaboration and the widespread distribution of these innovative kits, UofL’s chemistry department will continue to spark scientific curiosity all across the Commonwealth.

High school teachers interested in receiving a kit shipped to their school should contactÌęMorgan Balabanoff via email.

Through this collaboration students in grades 10-12 who are engaged in early childhood-focused academic coursework would have the opportunity to earn a CDA and/or RBT credential during or immediately following their studies in the JCPS Early Childhood Academy program. The CDA credential is the minimum requirement for Early Head Start lead teachers and Head Start assistant teachers.

In addition to helping create career pathways for JCPS students, the program is designed to address the local shortage of childcare and early childhood education professionals, to reach more children, and ultimately deliver on Mayor Craig Greenberg’s five-year plan to create a pathway to universal pre-K for every 3- and 4-year-old in Louisville.

“The collaboration between the PNC Foundation and the University of Louisville is truly transformative for our community. With PNC’s support, UofL will develop innovative workforce programs that strengthen the early childhood education sector,” said Greenberg. “This aligns perfectly with my administration’s ‘Thrive by 5’ initiative, a five-year plan to create a pathway to universal pre-k by ensuring that every 3- and 4-year-old in Louisville has access to quality early learning. The impact of this work on our children, economy and future will be extraordinary.”

The program’s impact could be substantial, with up to 100 participants per year potentially working toward completion. The practical experience placements would be in high-needs environments, including commercial centers, nonprofit centers, school districts, Head Start programs and private programs serving economically disadvantaged populations or children with specific disabilities.

“As a longtime champion for high-quality early childhood education, PNC is committed to improving access to resources and programming for our community’s youngest learners,” said Kristen Byrd, PNC regional president for Kentucky. “Developing future educators who can help prepare children for success in school and life is central to this work, and all of us at PNC look forward to the impact this program will create for educators and students in Jefferson County.”

The ECRC was established by the UofL College of łÉÈËֱȄ and Human Development in 1999 to conduct and disseminate research on early childhood development and education. Jon Lee, recently appointed director of the ECRC, will lead this innovative project.

“The effort between the PNC Foundation and the University of Louisville is a crucial step forward in supporting early childhood education in our community,” said Brandy Scott, Instructional Lead in Career Pathways at Jefferson County Public Schools. “At JCPS’ Early Childhood Academies, we are committed to ensuring every student has the opportunity to thrive and get a jump start on their postsecondary education or career. We expect the support from PNC to allow us to expand our efforts in preparing our youngest learners for long-term success, while also strengthening the early education workforce. This initiative will have a lasting impact on children, families and the future of education in Louisville.”

“We are grateful for the PNC Foundation’s support in this critical initiative,” said Lee. “Their commitment to early childhood education and economic development aligns perfectly with our mission to foster high-quality educational environments for young children and support the development of future educators.”

For more information about the ECRC and its initiatives, .

Funded by the NSF, a nearly is helping UofL cultivate environmentally conscious educators to equip students with knowledge of Louisville’s environmental issues and promote a more just and sustainable city.

Eight JCPS teachers participated in a six-week summer program where they partnered with UofL faculty in their urban-based ecological research. Mackenzie Kuhns, a Waggener High School chemistry teacher, collaborated with UofL Biology professor Mikus Abolins-Abols to study how Louisville’s urban heat island effects its robins.

“I didn’t like biology very much before I started this,” said Kuhns, who has previously participated in RET programs at UofL. “I have an appreciation now when learning about field work and different career opportunities for my students. When doing these programs, I always have something fun to bring back to them.”

For some teachers, it was their first lab or research project. Justin McFadden, an associate professor in the and one of the principal investigators of the grant, said this experience with UofL researchers strengthens their teaching.

“Learning what research is and what can happen during research helps our teachers think about what their students are capable of in classrooms,” McFadden said. “That’s one of the hidden things that come to life when you’ve been working in a lab for six weeks.”

The second part of the institute was to create curriculum support pieces that the teachers can weave into the established JCPS science curriculum.

Erin Brock, a biology teacher at Seneca High School, said the program opened her eyes to all kinds of environmental issues she was unaware of previously and by bringing in local examples, her students will be more engaged throughout the year.

“We learned that Louisville is the fifth most air polluted city in the nation. And I was like, ‘What the heck?’,” said Brock, a first-year participant in a RET program at UofL. “Our cohort has talked about how we don’t want to be all doom and gloom. We want to show students the activists working to address these issues. Some of these neighborhoods that are more affected by environmental issues are not able to have a voice for various reasons and we want our students to know that and to speak up.”

Teachers seeing themselves as agents of changes is one of the primary goals of the program, according to Linda Fuselier, chair of the and one of the principal investigators of the grant.

“Learning about pollution, in and of itself, can just be depressing and boring,” Fuselier said. “But when you put it into the context of here are some activists right down the road from you who are working to interpret the science so that communities understand what is going on with these big industries and regulating authorities, it can make the content hit home.”

During the school year, teachers will receive ongoing support through professional development sessions and a collaborative network designed to foster curriculum sharing, continued research and teacher leadership.

The NSF grant will fund the program for an additional two years to train a total of 24 teachers. Applications for the summer 2025 cohort will open in the spring.

“This is absolutely the best training I’ve ever had as a teacher, to make me a better teacher. I feel like I have so much to bring to the classroom this year that I want to get the kids kind of hyped up about. I’m very thankful for UofL for offering this program,” said Brock.

The Central High School gives west Louisville students an up close and personal experience with a career in medicine. Students shadow UofL doctors during rounds at , scrub into operating rooms and witness surgeries. They also get to practice performing simpler procedures, like sutures, through this immersive curriculum.

The program launched in the fall semester of 2022, making this the second white coat ceremony to date, but already, the program’s success cannot be underestimated. Leaders like Edward Miller anticipate nearly 75% of students who receive their white coat will continue their journey towards a profession in a health care-related field.

“For two years now, we have witnessed and will continue to witness the changes this program makes to our community,” said , UofL Physicians – OB/GYN & Women’s Health and assistant professor in the Department of Obstetrics, Gynecology and Women’s Health at the UofL School of Medicine. “We’ve already connected dozens of students to meet, work with and befriend doctors, nurses and so many more health care professionals, and eventually that number will turn to hundreds, then thousands. These students will no longer be able to say that they have never seen a doctor that looks like them.”

As juniors in this program, these students rotate through each of the core medical clerkships from OB/GYN to emergency medicine in an effort to learn which field best suits them. In their senior year, they’ll get to choose which area of medicine they wish to pursue for their future and have one-on-one mentorship with leaders in those specialties.

“This program is an extension of the commitment to transform the health of our community by engaging with the next generation of health care professionals,” said . “We want to share our passion to care for people, hoping to inspire more students to consider nursing, medical school and other health careers at UofL Health.”

This year’s white coats were donated by Humana. Each one placed on the shoulder of a student serves as a reminder of ambitions that can be fulfilled. This historic partnership connects UofL Health, Central High School, UofL School of Medicine, the Falls City Medical Society and Humana to encourage the future generation towards a career in the medical field.

“The White Coat Ceremony is a true testament to the opportunities that can be achieved through collaboration and a commitment to the success of our city’s youth,” said Jeffrey Bumpous, MD, interim dean of the UofL School of Medicine. “Part of our mission is to educate the next generation of physicians and contribute to the health and wellness of the community—locally, regionally, nationally and globally. Thanks to partnerships like this driven by our Office of Community Engagement and Diversity, our faculty physicians can engage the next generation of health care professionals.”

The pre-medical pipeline program offers educational opportunities, college credit and hundreds of thousands of dollars in scholarships. At the end, students will be equipped with knowledge, resources and mentorship to lead the change for this community.

“Donning a white coat holds special significance for our students,” said . “Being viewed as a member of the UofL Health team is a tremendous opportunity as our students get hands on experience with the doctors and other health care professionals whose footsteps many of them hope to follow.”

Students in the Central High School Magnet Career Academy are selected for admission through a competitive process with over 100 applicants that includes achievement test scores, grade point average, personal essays and teacher recommendations. Central has the second-highest number of Governor’s Scholars in the district. Central is one of two high schools in Kentucky to offer Montessori education.

The pre-medical magnet program starts accepting applicants in a student’s freshman year. For more information on how to apply, .Ìę

To donate to the program, .

The teachers received their master’s degrees this month from UofL after completing the Louisville Teacher Residency (LTR) program, which is designed to increase the pool of diverse, highly skilled teachers in low-performing urban schools.

The program, the first of its kind in Kentucky, offers college graduates who did not major in education the opportunity to obtain a master’s degree and teaching certification in one year. In exchange, they commit to teach in a high-needs JCPS school.

“UofL is deeply grateful for our partnership with Jefferson County Public Schools to implement a teacher residency program that recruits, retains and elevates future educators,” said Amy Lingo, interim dean of the College of łÉÈËֱȄ and Human Development (CEHD).

The 2023-24 LTR program begins in June, with a class of up to 50 residents. During the residency year, participants spend four days a week in the classroom alongside JCPS master teachers. During the summer and on Fridays, the residents will attend classes at UofL, and complete coursework co-designed by JCPS and the university. Participants will earn $30,000 plus benefits from JCPS during their residency then commit to work for five years in an Accelerated Improvement School (AIS) within JCPS.

Class Act Credit Union committed up to $300,000 for scholarships and programming for the first three years of LTR and has committed to the same funding for another three years.

Individuals interested in applying for the LTR program should visit the . Candidates must have a bachelor’s degree and at least a 2.75 GPA. Participants need not be a minority to apply, though the district is prioritizing candidates in high-needs areas, including minority representation and math and science teachers.

The – which oversees Signature Partnership strategy and events – sponsored an appearance by known as the “Hip Hop Preacher” for his ability to connect with young people to motivate them to succeed.

“Dr. Eric ‘ET’ Thomas’ passion, drive and grit are second to none,” said Vice President for Community Engagement Douglas Craddock. “His keen ability to connect with everyone he interacts with is evident and both impactful and inspirational. His visit to UofL was remarkable and will have a lasting effect on our campus and community.”

Sharing his own life experiences, Thomas talked about “going from a GED to a Ph.D.” to encourage the audience to achieve greatness.

“I’m a high school dropout. I was homeless for two and a half years, and somebody came in my life and said, ‘It’s not where you are, it’s where you want to be,’ and they helped me go from a GED to a Ph.D.,” he said.

A New York Times best-selling author for his book, Thomas uses easy-to-recall phrases to help plant motivational ideas in students’ minds:

• “When you want to succeed as badly as you want to breathe, then you will be successful.”
• “It doesn’t matter what hand you have; it matters the way you play the hand you have.”
• “God’s going to take care of you, don’t worry about that. But the question is, are you going to have the character to sustain that blessing?”

Thomas understands young people facing challenges because he has walked in their shoes. His urgent message to stop waiting for inspiration to strike and take control of your life is one he wishes someone had given him when he was a teenager—lost, homeless, failing in school and dealing with the challenges of being a young Black man in America.

Once he was able to break free from thinking of himself as a victim and truly understand his strengths, he switched the script. And today, he reaches out to reveal how others can rewrite their life’s script.Ìę

His work perfectly aligns with , which works to enhance the quality of life and economic opportunity for residents of west Louisville.ÌęThe goal is to collaborate with various community partners to improve the education, health, wellness and social status of individuals and families who live in Metro Louisville’s urban core.

“UofL’s Signature Partnership Initiative works closely with community residents, Jefferson County Public Schools, Louisville Metro Government, Metro United Way, the Urban League, faith-based organizations and many others in existing and new programs to eliminate or reduce disparities that West Louisville residents experience in education, health, economic and social conditions,” Craddock said.Ìę“We draw upon the expertise and energy of faculty, staff and students from every school and college at UofL to deal with the quality of life issues affecting our community.”

In addition to addressing the JCPS students in the Swain Student Activities Center Ballroom on Feb. 15, Thomas also spoke with student athletes on the football and men’s basketball teams.

“The Central High School Pre-Medical Magnet Program is what I’ve dreamed of being able to create since I graduated medical school,” said , assistant professor and director of maternal fetal medicine at UofL and provider with UofL Physicians – OB/GYN & Women’s Health. “This is a chance for students in west Louisville to not only know doctors that look like them, but to call them a mentor and friend.”

“UofL Health is proud to support Central High School and inspire the next generation of health care workers,” said Tom Miller, UofL Health CEO. “This program complements our commitment to reduce barriers to care by reducing barriers for employment. Together, with our , we are investing to ensure our community is well prepared for the future.”

The pre-medical pipeline program launched in August and offers educational opportunities, mentorship, college credit and hundreds of thousands of dollars in scholarships. Its creation is in partnership with UofL Health, the UofL School of Medicine, Falls City Medical Society and Jefferson County Public Schools (JCPS).

“I am so proud of our students and so excited to see their success,” Central High School Principal Dr. Tamela Compton said. “Our first pre-medical magnet class has already learned so much – from gaining hands-on first aid and emergency response experience in Central High School classrooms to scrubbing into surgeries at the hospital. Just two months into the program, these students are flourishing.”

More than 20 Central High seniors are currently rotating through different specialties, including OB/GYN, anesthesia and cardiothoracic surgery, while learning from UofL Health physicians and local physicians through the Falls City Medical Society. The Falls City Medical Society is committed to advancing the art and science of medicine for people of African descent and is playing a key role in ensuring student experience in the Pre-Medical Magnet Program is integrated into the Louisville physician community. Students shadow these physicians twice a week, earning college credit.

Later this month, the program will open up to Central High School juniors, who will rotate through each of the 10 core specialties.

“We are proud of our continued and strengthened partnership with Central High School and the opportunities it provides our faculty and students,” said Toni Ganzel, dean of the UofL School of Medicine. “Working alongside school administrators to enact quality learning for underserved youth is a strategic goal of the School of Medicine. We aim to fill our classrooms with diverse and talented students that reflect the world around us, and it is partnerships such as this that will create that transformative change.”

Students in the Central High School Magnet Career Academy (MCA) are selected for admission through a competitive process that includes achievement test scores, grade point average (GPA), personal essays and other teacher recommendations. Central has the second-highest number of Governor’s Scholars in the district. Central is one of two high schools in Kentucky to offer Montessori education.

“This program is already changing lives,” JCPS Superintendent Dr. Marty Pollio said. “Central’s pre-medical magnet students will graduate with knowledge many don’t gain until college. Opportunities like this are what we are working hard to provide to all JCPS students, so they graduate college and career ready.”

Referencing her role as Middle School Executive Administrator, Greenwell says, “Middle School is not an easy time for kids. This program was designed with that in mind. We know that students thrive when they have a choice in their learning and feel a sense of belonging. Through Explore, students will go through a rotation of pathway offerings in 6th grade. Then at the end of 6th grade, they will choose their 7th and 8th grade pathway in a special selection ceremony. Over the next two years, students will experience project-based learning, guest speakers, field trips to local high schools, and the creation of a capstone backpack artifact that connects to their passion.”Ìę

Greenwell stressed that the program is about hands-on learning and student choice during a time when many students can become disengaged.ÌęÌę

Prior to the Explore program, middle school students had to choose between taking an art and music-based elective or pursuing career and technical education electives such as robotics or healthcare.

“Now, due to funding and staffing, kids get to have both. It’s a win-win for all,” Greenwell said.ÌęÌę

Greenwell will work with principals districtwide to expand the program.

“The principal is key to the success of any new initiative and when working with principals, it’s important to respect their knowledge and experience in the field. Therefore, their time must be valued and goals must be clear,” she said. “It’s essential to provide expectations, but then also avenues of support for success. My goal has always been to serve others, and in this role, I’m able to do that on a much larger scale. Working with principals is no different – I’m here to serve.”Ìę

As Greenwell gets this new program rolling, she acknowledges that her experience earning a Doctor of łÉÈËֱȄ (Ed.D) degree from UofL was the “best step I made in my professional career.”

“The programs, especially the Ed.D, challenged me to pinpoint my exact philosophy of education and to understand the need for continual growth. There were long days and long nights in the process, but I graduated with a sense of pride knowing what I had accomplished,” Greenwell said. “I encourage anyone who wants to grow in education to pursue their administrative degree and doctorate. If nothing else, you will be exposed to a world of research that will help shape your beliefs about student learning and open your eyes to inequitable systems you can then fight to change.”Ìę

Story written by Susan Hildebrand, CEHD recruitment strategist.

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He took time to talk with UofL News about recent career accomplishments, Black Studies and Black łÉÈËֱȄal Theory as areas of research, as well as the interdisciplinary nature of his work.

UofL News: It seems your career has expanded over the past year, including tenure, a dual-appointment, high productivity in publications – what is the force behind this success?

Washington: The dual-appointment with Pan-African Studies has allowed me to revisit both my academic work and the person I was when I entered my doctoral program. So, I tell a lot of folks that this dual appointment is really me being my most honest and congruent professional self. I went into my doctoral program deeply immersed in Black psychology and Black educational practice literature. I felt alienated because it sometimes seemed there wasn’t anyone in my department that tapped into that work and made the connection back to counseling. It feels rejuvenating to be back to where I started thinking about these issues whether they be counseling or education through the lens of Black peoples’ experiences. That’s what I am most excited about.

UofL News: Hip-hop doesn’t always seem like the most common area of research. Talk a bit about that passion and translating it into your academic work.

Washington: I went into my doctoral program already in love and infatuated with hip-hop studies and hip-hop culture. It never occurred to me during my matriculation that it could be an area of research. For me, part of being the researcher and academic I am today is an effort to ultimately develop a presence in counselor education that lives and breathes hip-hop and recognizes its inherent therapeutic value.

In terms of translating this work to practice – I knew hip-hop was therapeutic from the moment that I met it. It’s an epiphany to white school educators – like ‘wow, hip-hop is amazing and can be therapeutic.’ My question is, when has Black cultural production not been therapeutic? The frustrating part of this is having to convince folks of hip-hop as a discipline. The things that Black and Brown folks have been saying for ages is meaningful to their existence – we are just coming around to treating it as a discipline? It can be frustrating. I’m not doing anything innovative, this work has been going on since the 80s. But it is still difficult to find an accredited program with references to hip-hop culture.

UofL News: While the dual appointment is relatively new, how has it informed your work in the College of łÉÈËֱȄ and Human Development and vice versa? How has it informed your teaching?

Washington: Pan-African Studies has so many ethical responses to the questions that are assumed to be asked in other disciplines. Critical race theory – the conversation that folks in education seem to have only just now showed up to – constitutes the core of what Black studies has been since its inception.

Take the Socratic method, for example. It is inherently problematic to associate the ability to do this pedagogical intervention to a man named Socrates, when there were folks doing it before he even existed. You can’t talk about the Socratic method and say you don’t engage in forms of white supremacy. So, this field is about creating basic and foundational courses that raise consciousness. There are things we do as teachers that we proclaim we would not do, but we do them because they are woven into the way we are taught to be teachers.

UofL News: Talk a bit about your work in schools throughout Jefferson County.

Washington: Most of my work has occurred at Central High School and the Academy at Shawnee. At Central, my work is with the Muhammad Ali Institute and the Muhammad Ali Scholars program. That program seeks to create a pipeline to our undergraduate programs.

I also co-developed and co-taught a course there called Hip-Hop Culture in American History. That was a rigorous and intense elective course. They were working through the same textbook that we would use for college students, and the course was the last period of the day. We had students signing up for that class even after the semester had begun. So, in terms of evidence of investment and engagement, that is meaningful.Ìę

UofL News: How do you see that developing in the future?

Washington: I have never relinquished the aspiration and the desire to contribute to the creation of a school counseling program that has hip-hop culture and pop culture as a core foundational ingredient. I think that’s meaningful and important, and it doesn’t exist in school counseling. There are programs and certificates that are related to hip-hop studies that show promise, so there are examples to prove that it’s viable.

UofL News: What makes the work we do at UofL distinct or unique from other schools across the country?

Washington: UofL’s Department of Pan-African Studies is one of the first in the region and the only degree-granting department in Kentucky. That’s impactful. Thinking about that and the possibility of contributing to that revitalization and history is something that makes our work unique.

Washington recently published a co-authored chapter in the book by Cheryl Holcomb McCoy, released November 2021. His chapter entitled, “Decolonizing the Counseling Canon” was written alongside Janice A. Byrd, Pennsylvania State University and Joseph M. Williams, University of Virginia.Ìę