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,â€� McFadden said. “That’s one of the hidden things that come to life when you’ve been working in a lab for six weeks.â€�

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?’,â€� 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.â€�

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,â€� said Brock.

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,â€� said Amy Lingo, interim dean of the College of ³ÉÈËÖ±²¥ 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.,â€� 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.â€�
• “It doesn’t matter what hand you have; it matters the way you play the hand you have.â€�
• “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?â€�

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.Ìý

His work perfectly aligns with , which works to enhance the quality of life and economic opportunity for residents of west Louisville.ÌýThe 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,â€� Craddock said.Ìý“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.â€�

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.

“Higher education positively affects social mobility, meaning students from all backgrounds – white, Black, Hispanic, from eastern Kentucky, western Kentucky, the suburbs, the inner cities, small towns, rural areas — become empowered to enhance the quality of life for themselves and their families, while increasing the talent dividend for the state of Kentucky,â€� Gill said.

In the spirit of oneness, Gill has restructured DEI work at the Health Sciences Center and Belknap campuses under one umbrella: UofL’s Division of Diversity, Equity and Inclusion. Establishing a new university-wide Inclusion and Equity Council represents another step. Chaired by Gill and the provost, the council includes one representative from every UofL college and vice-presidential unit, along with several community organizations including the NAACP, Americana World Community Center, Asia Institute Crane House, La Casita Center and the Louisville Urban League. The new 30 person-plus council meets quarterly for the purpose of information sharing, resource collaboration and solution development.Ìý

“It is important that we not work in silos. Through collaboration, we will become more efficient and make a greater impact,� he said.

Gill also is working with the Commission on Diversity and Racial Equity (CODRE) to prioritize the numerous recommendations made in the Cardinal Anti-Racism Agenda (CARA) report that will help move the university’s DEI efforts forward. Additionally, the DEI division has created new positions and repurposed several existing roles to help in the effort.

The charge to the team is to launch new diversity training modules for faculty and staff utilizing the (IDI) and . This innovative diversity training strategy will be led by Marian Vasser, assistant vice president for inclusive excellence, and 15 individuals from throughout UofL who will become certified trainers in the IDI model. This fall, the President’s Cabinet and the Council of Academic Officers will participate in diversity training exercises with one of the nation’s leading experts in strategic diversity leadership,

The DEI division also is ramping up efforts to reach both current and future students. Through the new Inclusive Excellence Scholars program, Gill is engaging with UofL alumni from various disciplines who will participate in week-long mentoring with students, offering expertise on the global competencies that are needed for workplace success. Similarly, a newly formed Corporate Chief Diversity Officer Advisory Board includes chief diversity officers from several regional and national companies to connect with students for mentorship, internships and co-ops.

Other efforts to impact future Cardinals involves a partnership with Jefferson County Public Schools (JCPS) to host the Explore Pathways event this fall, providing more than 1,000 JCPS students, many of whom are Pell Grant eligible, an opportunity to explore education and career options. The one-day event at Cardinal Stadium will provide youth a chance to visit with UofL colleges and unit representatives.

Among the most intensive DEI effort will be the new Cardinals Rising initiative, a program open to all, that will reach young men of color in grades 7-12. Organized by Brandyn Bailey and Daquarius Mahone in the DEI office, Cardinals Rising collaborates with local middle and high schools. Counselors from each of the schools will help identify youth who would benefit from this program.

“The earlier we can reach young people, the more impact we can have. These are bright students, but their energies may be misapplied. We want to invest, pour into them and help them understand they can be anything they dream to become,� Gill said.

The program aims to bring youth to campus, introducing them to the college-going culture, along with involvement of their parent or guardian who also will have opportunities to learn about financial literacy and financial wellness, educational advancement and careers. Parents and guardians will sign an agreement, committing to help their child succeed by encouraging their studies and building life skills, along with becoming immersed themselves in the Cardinals Rising program. The DEI division is in process of seeking grant funding to help support this initiative.

“Cardinals Rising will change the lives of the students and create a ripple effect that will impact the entire family toward generational wealth. UofL will be a leader in graduating first–generation, Pell-eligible students,� Gill said.

A unique partnership with UofL’s College of ³ÉÈËÖ±²¥ and Human Development and a gift from the , allowed the P.E. program to be reinvigorated. Pepsi’s $160,000 gift allowed for the hiring of Sattar-Shamsabadi, along with a few facility updates.

“I want to instill a good relationship with the kids and help them build their own relationships with their physical, mental, emotional and social health. That’s huge in P.E., and it’s huge in the classroom,â€� said Sattar-Shamsabadi, who holds a bachelor’s degree in Health and Human performance and a Master of Arts in Teaching degree in Health and Physical ³ÉÈËÖ±²¥.Ìý

His philosophy is in line with research findings about the impact of physical health and education on mental health and attention. Students who engage in physical education courses while in school are more likely to be active outside of school and are almost twice as likely to continue to be active to a healthy level in adulthood, Students who are physically active also demonstrate better classroom behavior and a greater ability to focus.

“It’s made a huge difference in the energy levels of the students,â€� said Sattar-Shamsabadi. “There’s a definite shift in their mood when they know they have P.E. class that week. They’re more excited, they’re more engaged in the classroom when I walk by and check in on them.â€�

And it’s not just about the emotional and physical benefits of activity, he adds. It’s about exposure to the world of health and wellness activities.

“A lot of the students know about football and basketball, but their knowledge sometimes stops there,â€� Sattar-Shamsabadi said. “So, they’re learning new skills and activities they may never have had access to otherwise. I’d like to thank Pepsi for providing this opportunity for me, the community and the students here at Atkinson.”

The OVEC Teacher Residency Program (OVEC-TRP) offers college graduates with a degree other than education the opportunity to earn a master’s degree and teaching certification in one year, in exchange for their commitment to teach in schools within participating districts. Reaching minority candidates to help diversify classrooms is a focus of the program. Ìý

The initiative follows the success of the program in partnership with Jefferson County Public School’s Division of Diversity, Equity, and Poverty, now in its second year. OVEC-TRP hopes to build the impact on schools in districts throughout the Ohio Valley Region.

“We are thankful for our partnership with Jefferson County and OVEC districts,â€� said Stefanie Wooten-Burnett, clinical assistant professor and Director of Multiple Pathways for Teacher Certification in the College of ³ÉÈËÖ±²¥ and Human Development. “We know our teacher residency model is effective in recruiting diverse teachers, and now we have the opportunity to implement the model in more schools throughout the region.â€�

Beginning this summer, 18 candidates will begin the OVEC-TRP program, funded in part . The grant will pay for half of a student’s graduate tuition, stipends for mentor teachers in OVEC schools, test preparation materials and payment for books and other materials. Districts determine salaries and additional support for program participants during their year of residency.

“Creating an inclusive environment in Kentucky classrooms is critical to building a diverse and culturally-competent workforce, and that starts with our educators,� said CPE President Aaron Thompson. “Increasing the number of teachers from underrepresented groups, as part of our work to eliminate disparities in education, will strengthen our communities and economy.�

The program is unique in its emphasis on the codesign of coursework to meet the needs of districts.

“We call them District Supported Learning classes,� said Wooten-Burnett. “We partner with district personnel to design content for coursework, so the curriculum is tailored specifically to their respective needs.�

Matching teacher-to-student demographics in rural schools is a task of increased focus and attention for administrators, particularly

“Our goal from the beginning has been to remove barriers,� Wooten-Burnett said. “This is about recruiting and retaining minority candidates who want to work in schools with the goal of removing barriers to help them be successful as teachers.�

He took time to talk with UofL News about recent career accomplishments, Black Studies and Black ³ÉÈËÖ±²¥al 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 ³ÉÈËÖ±²¥ 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.Ìý

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 Canonâ€� was written alongside Janice A. Byrd, Pennsylvania State University and Joseph M. Williams, University of Virginia.Ìý

The UofL team will investigate traits of school leaders with an equity-focused perspective, which in turn will support the design and development of an equity-focused leader profile. The work also includes a self-study and potential revision of UofL’s principal preparation curriculum to better reflect the development of equity-focused school leaders.

Faculty working on the project include co-principal investigators Deborah Powers and Jeffery Sun, along with Rachel Yarbrough, project coordinator, and Kyle Ingle, who will manage the research components.

“Equity is an important concept in education because not every student or teacher needs the same supports to experience success—with some needing more support or different supports and others needing less,� Powers said. “By examining our principal preparation program through the lens of equity, we will help strengthen the principal pipeline for JCPS. If potential leaders leave our program ready to create and lead in an equitable environment, the district will be able to mentor and support those potential leaders rather than spending their time and resources on ‘teaching’ the foundations of equity-centered leadership.�

Funding for the research comes from the Wallace Foundation, which recently awarded JCPS up to $8.2 million over five years. The grant will provide professional learning opportunities, mentorship and programming to strengthen the leadership pipeline for school principals with a focus on equity. In additional to UofL, JCPS also is partnering with Spalding University and the Kentucky Department of ³ÉÈËÖ±²¥ to provide certification programs.

The grant money will create the Jefferson County Leadership Academy, offering aspiring administrators workshops and programming that introduces them to the duties and expectations of an assistant principal and principal, along with mentoring and internship opportunities. In addition, JCLA will provide executive coaching sessions for current administrators.

JCPS was one of only eight districts nationally awarded funds from the . The school district will receive $1.79 million in each of the first two years of the grant. If the grants are successfully renewed in years 3-to-5, the district would receive a total of $8.2 million.

“It is exciting for the University of Louisville to be involved in this work to not only support the work of the local school district, but also to support the university mission focused on diversity, equity and inclusion,� Powers said.

The goal is to create a diverse teacher workforce within Jefferson County Public Schools that transforms educational outcomes of all students through courageous conversations, racially equitable instruction, culturally responsive teaching and meaningful reflection.Ìý

Hosted by the College of ³ÉÈËÖ±²¥ and Human Development in collaboration with Class Act Federal Credit Union, a recent reception at the Speed Art Museum celebrated both recent graduates and the incoming class of residents.

“It’s our honor to celebrate this program, both for the experiences of the students as well as the impact we know it has made in the community,� said CEHD Interim Dean Amy Lingo.

Nakhaya Douglas, an alumna of the program and a sixth grade math teacher at Thomas Jefferson Middle School provided incoming residents with advice.

“You need to have support, self-care and a standard,� she said. “There are going to be days where you want to say, ‘I’m done.’ Do not give up. Find whatever it is that keeps you going and believing in your future.�

UofL’s CEHD Director of Multiple Teaching Pathways, Stefanie Wooten-Burnett, says the LTR program is important for the success of all JCPS students.

“When I graduated from UofL’s master’s in teaching program in 2004, I was the only candidate of color,� Wooten-Burnett said. “When I think back on that, it was both depressing and daunting because we were going to work in schools with kids who looked like me, looked like my husband who is white and looked like my beautiful mixed children.�

JCPS superintendent Marty Pollio urged the incoming residents and recent graduates to remember the importance of their work.

“Kids lives are on the line,â€� Pollio said. “If I haven’t learned nothing else in my 24 years in JCPS, I have learned this: every interaction you have with a kid is a chance to change their life.â€�ÌýÌýÌý

Now, as a part of the inaugural class of graduates from the Louisville Teacher Residency program, Daugherty has signed a contract to launch her career as a teacher in a Jefferson County Public Schools classroom.

“I’m so glad I did the residency program,â€� Daugherty said. “There is no other teaching program in the state that prepares you to provide an equitable education to a diverse group of students like this one does.â€� ÌýÌý

The program is a collaboration between the UofL College of ³ÉÈËÖ±²¥ and Human Development and JCPS to recruit and train more teachers of color for JCPS schools.

Of the 28 students receiving their Master of the Arts in Teaching degree from UofL, 21 are teachers of color. The students received a reduced tuition rate, $30,000 stipend and were paired with a mentoring teacher from JCPS. The accelerated degree program required students to teach four days a week with instruction from UofL professors on the fifth day. It also allowed students to complete their master’s degree in just one year. In return, they have agreed to teach in a JCPS Accelerated Improvement School, or a school approved by the district, for five years.

The interim dean of UofL’s College of ³ÉÈËÖ±²¥ and Human Development, Amy Lingo, sees the first year of the teacher residency program as a huge success on many levels.

“This has expanded our relationship with JCPS, furthered UofL’s commitment to equity, and brought talented people into teaching who might not have otherwise considered it as a career,� Lingo said. “We look forward to watching them make their mark with the students in our community.�

Sixty percent of JCPS’ enrollment is students of color, and JCPS Superintendent Marty Pollio says the school district is committed to recruiting, training and retaining more diverse teachers.

“The Louisville Teacher Residency program is a key piece in our equity effort, putting more teachers in classrooms who look like our students,� Pollio said.

These newest teachers range in age from 23 to 60 and come from a broad range of backgrounds. For several, teaching will be a second or third career.