Scholarly Activity

Dr. Keith Carpenter brings over 20 years of experience in public education, having taught at the middle school level, as well as third and fifth grades, and worked as an intervention specialist. His diverse background also includes roles as an ELL instructor and Special Education teacher, giving him a broad perspective on supporting diverse student needs. Dr. Carpenter earned his undergraduate and master’s degrees from Tusculum University and holds an Ed.S. and Ed.D. from Lincoln Memorial University.

Presentations:

Carpenter, K. & Iannaccone, B. (2024, September) LMU Symposium on Special Education. LMU Cedar Bluff, Knoxville, TN, United States

Carpenter, K. & Coffey, R. (2022, December) Engage Education. Lecture presented at East Tennessee Federal Programs Conference, Gatlinburg, TN, United States.

Carpenter, K. (2022, May) Certified middle school educators’ perceptions of response to intervention and instruction in rural Tennessee schools. Lecture presented at the 2022 Lincoln Memorial University Sixth Annual Research Day, Harrogate, TN, United States.

Carpenter, K. & Coffey, R. (2019, November) How music attaches to memory. Lecture presented at LEAD Conference, Tennessee Department of Education, Nashville, TN, United States.

Carpenter, K. & Coffey, R. (2010, August) How music attaches to memory. Lecture presented at Early Childhood Developmental Conference, Johnson City, TN, United States

Publications:

Carpenter, K. (2022). Certified middle school educators’ perceptions of response to intervention and instruction in rural Tennessee schools. ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2818617191)

Dr. Jacob Carver is the Assistant Vice President for Accreditation at Lincoln Memorial University (LMU). Since joining LMU in 2014, Dr. Carver has held multiple roles, including instructor, counselor, and coach at the J. Frank White Academy, as well as director of institutional research and accreditation. He has been instrumental in LMU's accreditation efforts, overseeing reporting and assessment to ensure compliance with accreditation standards. A four-time LMU graduate, Dr. Carver holds a Doctor of Education in Curriculum and Instruction and several other advanced degrees in education. He also serves as an adjunct instructor in the Carter and Moyers School of Education.

Presentations:

Carver, J. (2022). Best practices for documentation of SACSCOC substantive changes. Lecture presented and roundtable discussion facilitated at the Tennessee Association for Institutional Research (TENNAIR) annual conference, Franklin, TN.

Dr. Chessica Cave is UTIL Director and Associate professor who works primarily with LMU’s Teacher Education Program. Dr. Cave excels in teaching, program administration, and curriculum development. Dr. Cave’s research and publishing interests include, but are not limited to, teaching strategies in higher education and the effects of positive teacher-student relationships.

Presentations:

Cave, C. (2023, October). Creativity in the classroom and best practices to optimize learning. Association for Continuing Higher Education Conference, Charleston, SC, United States.

Cave, C., & Stanley, A. (2023, October). The new faculty academy: Empowering your faculty for the complex, dynamic, unique nature for effective teaching. Association for Continuing Higher Education Conference, Charleston, SC, United States.

Stanley, A., & Cave, C. (2023, September). The new faculty academy: Empowering your faculty for the complex, dynamic, unique nature for effective teaching. Appalachian College Association Teaching and Leadership Institute, Knoxville, TN, United States.

Cave, C. (2023, May). Face-to-face and online literature circles in the college arena: Increasing content knowledge and student engagement. International Conference on Teaching and Leadership Excellence, Austin, TX, United States.

Wagner, S. R., & Cave, C. (2019, October). Together in the flow: Introducing teacher candidates to reading strategies through face-to-face and online literature circle discussion groups. Workshop presented at the International Literacy Association annual conference, New Orleans, LA, United States.

Cave, C. (2019, January). Benefits of online literature circles in the college arena. Paper presented at the Global Business & International Management Conference. San Antonio, TX, United States.

Cave, C. (2018, October). Small steps lead to big success: Embedding edTPA throughout your program. Lecture presented at the Teacher Performance Assessment (TPA) National Conference, San Jose, CA, United States.

Cave, C. (July 10, 2018). Creating a Multimodal Lecture. Paper presented to the 22nd World Multi-Conference on Systemics, Cybernetics and Informatics, Orlando, FL, United States.

Cave, C. (February 17, 2018). Teaching techniques: Beyond lecturing. Conference on Teaching Large Classes, 4th Annual, Blacksburg, VA, United States.

Cave, C. (May 28, 2017). Teaching techniques: Beyond lecturing. International Conference on Teaching and Leadership Excellence, 39^th Annual, Austin, TX, United States.

Guest Lectures:

Cave, C. (2021, October). Classroom management in middle and high school classrooms. Hancock Public Schools, Sneedville, TN.

Cave, C. (2021, October). Classroom management in the elementary classroom. Hancock Public Schools, Sneedville, TN.

Cave, C. (2021, September). Rigorous test design and rubrics. Duncan School of Law, Lincoln Memorial University, Knoxville, TN.

Cave, C. (2021, September). Close reading questions in all disciplines. Interdisciplinary Lecture in Humanities 380: Secondary Methods for Teaching Humanities. Lincoln Memorial University, Harrogate, TN.

Cave, C. (2021, August). Course design and incorporating meaningful feedback into your course. Duncan School of Law, Lincoln Memorial University, Knoxville, TN.

Cave, C. (2020, September). Creating text-dependent questions in all disciplines. Interdisciplinary Lecture in Humanities 380: Secondary Methods for Teaching Humanities. Lincoln Memorial University, Harrogate, TN.

Publications:

Cave, C. (2018). Benefits of online literature circles in the college arena. Journal of Global Business Management, 14(2), 47-56.

Dr. Edd Diden is an Assistant Professor at Lincoln Memorial University’s Cedar Bluff Campus, where he has been teaching since 2018. With a distinguished career in education administration, Dr. Diden previously served as Director of Schools for Morgan County Schools and Cannon County Schools, overseeing district operations and educational programs for over a decade. Prior to his district leadership roles, he was the principal at Wartburg Central High School for 13 years. Dr. Diden earned his Doctor of Education in Education Administration and Policy Studies from the University of Tennessee, Knoxville. He also holds a Master of Arts and a Bachelor of Science in Health and Physical Education/Fitness from Tennessee Technological University. Dr. Diden brings a wealth of knowledge and experience to his role, drawing on his extensive background in both teaching and educational leadership.

Publications:

Diden, E. (2016). Administrative support for the Foxfire approach to Teaching and Learning. In Smith, H. & McDermott, J. (Eds). The Foxfire Approach: Inspiration for Classrooms and Beyond. (pp. 93-100). Rotterdam: Sense Publishers.

Diden, E. (2005). Concept of Place, Pedagogy of Place, Framing Place-Based Learning in the United States, and Brain Drain: The Rural American Perspective. Ross, G. & Ubben, G. (Eds). In MYO Place: Education for the Neighborhood and the Neighborhood and the World. The University of Tennessee, Knoxville: MYOP Press.

Dr. Karen Foster, full professor, serves as the Director of Assessment and Accreditation for the Carter and Moyers School of Education at Lincoln Memorial University (LMU). In that role, Dr. Foster directs the CAEP accreditation process as well as the TNDOE process for the development of partnership agreements with the various school districts. Dr. Foster is an active CAEP accreditation site reviewer and is an active member of the TNDOE Advisory Committee on Educator Preparation (ACEP). Professor Foster’s diverse educational background includes classroom and higher-education teaching experiences in 7 different states. Prior to Lincoln Memorial University, Dr. Foster served as tenured associate professor and director of clinical experiences and school partnerships at a university in Alabama and as a director of clinical experiences and student teaching at a university in Connecticut.

Presentations:

Foster, K. M., Bicknell, T., & Stanley, A. (2024, March 24-26). Strategic staffing partnerships: Examining effective practices for supporting job-embedded and apprentice candidates throughout the clinical residency. National Association of School and University Partnerships National Conference, Anaheim, CA, United States.

Foster, K. M., & Bicknell, T. (2024, March 24 – 26). The mentorship: Partnerships that recruit, recognize, and support mentor teachers. National Association of School and University Partnerships National Conference, Anaheim, CA, United States.

Foster, K.M. & Stanley, A. (March 23-25, 2023). Addressing the teacher shortage through the Grow Your Own pathway and partnerships. Presentation at National Professional Development School Conference, Jacksonville, Florida.

Foster, K., McCook, J., Russell, R., & Wing, B. (2021, March 28-31). How can partnerships reinvent, build, and move forward together in creative PDS work, while transitioning within the framework of a virtual PDS model? [Conference session]. The National Association for Professional Development Schools, Virtual Conference, United States.

Foster, K., (2020, February 13 -15). What resources and reflective practices are effective in developing mutually beneficial partnerships in rural areas, such as Appalachia? [Conference session]. The National Association for Professional Development Schools, Atlantic City, New Jersey, United States.

Foster, K., Tiller, D., & Stewart, T. (2019, March). Candidate support and success: Alleviating stress and building a strong sense of self-efficacy. Information presented at the Educative Teacher Performance Assessment (edTPA) Southeast Regional Conference, Franklin, TN, United States.

Foster, K., Jones, S., Lynch, S., & Bicknell, T. (2019, February). Building mutually beneficial partnerships in rural communities. Information presented at the American Association of Colleges for Teacher Education (AACTE) 71^st annual meeting, Louisville, KY, United States.

Foster, K. (2019, February). Clinical Practice Fellow Recognition, Association of Teacher Educators (ATE), Atlanta, GA, United States.

Foster, K. & McCook, J. (2018, October). Building mutually beneficial partnerships in rural communities: Supporting the implementation of edTPA. Invited presentation at the TPA National Conference, San Jose, CA, United States.

Foster, K. & McCook, J. (April 7, 2018). Support for candidates who student teach in rural settings. Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, AL, United States.

Foster, K. & McCook, J. (March 17, 2018) How does the implementation of edTPA impact Collaborative partnerships? 2018 National Association of Professional Development Schools National Conference, Jacksonville, FL, United States.

Cherie Barnett Gaines began her career in 2001 as a middle school teacher of science, reading, and English. Cherie earned her PhD from The University of Tennessee, Knoxville, with a concentration in Educational Administration and Supervision, and she currently works as an Associate Professor of Education in the doctoral program at Lincoln Memorial University. Dr. Gaines’s research includes rural schools, teacher leadership, school climate, social justice, middle school education, and leadership preparation.

Presentations:

Gaines, C. B., Courtner, A. S., & Collins, S. D. (2019, September). Dissertation Homeroom in a doctoral program. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN, United States.

Gaines, C. B., & Courtner, A. S. (2019, September). Trends of college admission from one Tennessee rural school district after Tennessee Promise. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN, United States

Murphree, P. G., & Gaines, C. B. (2019, September). Metamorphosis from traditional pedagogy to synchronous and asynchronous learning. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN, United States

Gaines, C. B. (2019, April). Teacher leadership in rural middle schools. Lecture presented at the Lincoln Memorial University Third Annual Research Day, Harrogate, TN, United States

Gaines, C. B. & Courtner, A. (2019, April). Sequential core curriculum to improve dissertation skills in a doctoral program. Lecture presented at the Lincoln Memorial University Third Annual Research Day, Harrogate, TN, United States

Gaines, C. B. (2019, March). Teacher leadership in rural middle schools. Lecture presented at the Critical Questions in Education Conference, Savannah, GA, United States

Courtner, A., & Gaines, C. B. (2019, March). Sequential core curriculum to improve dissertation skills in a doctoral program. Lecture presented at the Critical Questions in Education Conference, Savannah, GA, United States

Gaines, C. B. (2018, July). Models of teacher leadership: Perspectives from four countries. Lecture presented at British Educational Leadership, Management & Administration Society, Windsor, UK, United States

Gaines, C. B. & Courtner, A. (2018, September). Sequential core curriculum to improve skills in a doctoral program. Lecture presented at Appalachian College Association, 2018 Summit Meeting, Kingsport, TN, United States

Publications:

Gaines, C. B. (Ed.). (2019). Leadership for school improvement: Reflection and renewal. Charlotte, NC: Information Age Publishers.

Gaines, C. B. (2019). An historical evolution of school improvement. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. 1-18). Charlotte, NC: Information Age Publishers.

Gaines, C. B. (2019). Introduction: Evolution of school improvement: Reflection and renewal. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. ix-xiii). Charlotte, NC: Information Age Publishers.

Gaines, C. B. (2019). School leadership renewal. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. 117-126). Charlotte, NC: Information Age Publishers.

Dr. Kristy Hutson has been in public education for 13 years and held roles as a classroom teacher, PLC leader, STEM coach, district facilitator, TEAM evaluator, and mentor teacher. Dr. Hutson has also worked as a consultant facilitating staff development training for local business and nonprofit organizations. Dr. Hutson’s research interests include educational and societal equity, tracking in education, ability grouping, social justice, social capital, gender equity, and operational citizenship.

Guest Lectures:

Hutson, K.M. (2023, July). All means all: LGBTQ+ in student environments. Junior Achievement of East Tennessee, Clinton, TN, United States.

Hutson, K.M. (2022, April). All means all: LGBTQ+ in student environments. Lincoln Memorial University, Doctor of Education Program, Knoxville, TN, United States.

Hutson, K.M. (2022, March). Subverting Brown: A contemporary analysis of racial tracking in public education. University of Tennessee College of Law, Knoxville, TN, United States.

Hutson, K.M. (2021, February). Missing faces: Diversity in the hallways but not in the classroom. Lincoln Memorial University, Doctor of Education Program, Knoxville, TN, United States.

Hutson, K.M. (2020, April). Criterion-based considerations of racial imbalances in middle school honors courses: A foundational study. Accepted for lecture at Lincoln Memorial University Fourth Annual Research Day, Harrogate, TN, United States. [Canceled due to COVID-19 pandemic]

Publications:

Gaines, C. & Hutson, K.M. (Eds.). (2021). Promoting positive learning experiences in middle school education. IGI Global.

Hutson, K.M. (2020). Missing faces: Making the case for equitable student representation in advanced middle school courses. In C. Gaines & K.M. Hutson (Eds.), Promoting positive learning experiences in middle school education (pp. 200-2016). IGI Global.

Hutson, K.M. (2019). Criterion-based considerations of racial imbalances in middle school honors courses. ProQuest Dissertations & Thesis Global: The Humanities and Social Sciences Collection.

Presentations:

Hutson, K.M. (2019, April). Criterion-based considerations of racial imbalances in middle school honors courses: A methodological review. Lincoln Memorial University, Third Annual Research Day, Harrogate, TN, United States.

Dr. Rhonda Kerr joined the LMU faculty in 2024 after spending 20 years working with students with emotional and behavioral disorders in public education. Dr. Kerr has also taught reading and science at the middle and high school levels. Research interests include young adult literature as a therapeutic adjunct, place-based science instruction, outcomes for students with an emotional disturbance, and navigating school as a student with mental health issues.

Presentations:

Kerr, R. (2024, September). The steps of IEP development, Lincoln Memorial University Fall Symposium on Special Education, Knoxville, Tennessee, United States.

Kerr, R. (2024, September). IEP goal writing, Lincoln Memorial University Fall Symposium on Special Education, Knoxville, Tennessee, United States.

McCook, J. & Kerr, R. (2022, July). Behavior management: How to THRIVE and not just SURVIVE, Blount County Special Education District Training, Maryville, Tennessee, United States.

Kerr, R. & Berney, L. (2019, December). The joy of discovery: How anchor phenomenon sparks engagement in science learning, National Science Teaching Association, Seattle, Washington, United States.

Kerr, R. (2017, November). All means ALL: reaching special populations with engaging, meaningful science instruction, National Science Teachers Association, New Orleans, Louisiana, United States.

Kerr, R. (2017, March). Science for All: Promoting challenging science instruction for special needs learners, National Science Teachers Association National Conference, Los Angeles, California, United States.

Kerr, R. (2015, September). Literacy and the middle school science classroom, Knox County School District System-wide Professional Development Day, Knoxville, Tennessee, United States.

Kerr, R. & Bishop, E. (2015, October). More than pleasure reading: Using YA literature to promote understanding of students with special needs, National Association for Multiculturalism in Education National Conference, New Orleans, Louisiana, United States.

Kerr, R. (2015, June). Using children’s literature in the science classroom. TTU-IRA 2015 Conference, Cookeville, Tennessee, United States.

Kerr, R. & Kilby, J. (2015, February). Using graphic novels in the classroom, Roane State Community College Symposium on Great Teaching, Harriman, Tennessee, United States.

Guest Lecturer:

Kerr, R. (2018, October). Classroom management, special education services, and processes, University of Washington.

Kerr, R. (2013, October). Classroom interventions and RTI, Guest Speaker for READ 3311 The Teaching of Reading, Tennessee Technological University, 2+2 Program/Pellissippi Community College campus, Knoxville, Tennessee.

Kerr, R. (2011, September) Introduction to special education services and processes, Guest Speaker for READ 3311-Literacy I, Tennessee Technological University, 2+2 Program/Pellissippi Community College campus, Knoxville, Tennessee.

Publications:

Kerr, R. (2017). The Effects of a Bibliotherapy Intervention Compared to a Psycho-Educational Intervention to Improve Awareness of Self for Students with Emotional Disturbance in a Special Day School. Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (1964383239).

Dr. Julia Kirk began her career in 2005 as a Business Teacher in the Knox County Schools and has served as a teacher, instructional coach, principal, district supervisor, state executive director, and private sector learning strategist. Dr. Kirk earned her PhD in Educational Psychology and Research from the University of Tennessee with a concentration in Adult Learning and with cognates in Instructional Technology and Educational Leadership, and she currently works as the Program Director and Assistant Professor of Education in the EdD program at Lincoln Memorial University. Dr. Kirk’s research and expertise include self-directed learning, adult learning, inclusive instructional practices, and teacher evaluation.

Presentations:

Kirk, J. M., & Courtner, A. (2024, February). Investigation of self-directed learning readiness among doctoral students between in-person and online programs. International Self-Directed Learning Symposium, Cocoa Beach, FL, United States.

Kirk, J. M., & Powers, B. (2023, September). Inclusive practices for the college classroom. Appalachian College Association, Knoxville, TN, United States.

Kirk, J. M., & Gaines, G. (2022, September). Adult learning and graduate faculty. Appalachian College Association, Pigeon Forge, TN, United States.

Kirk, J. M., & Courtner, A. (2019, September). Examining self-directed learning readiness among doctoral candidates through sequential core curriculum. Appalachian College Association, Pigeon Forge, TN, United States.

Kirk, J. M., & Courtner, A. (2018, October). Investigation of self-directed learning readiness among doctoral candidates. American Association of Adult and Continuing Education (AAACE), Myrtle Beach, SC, United States.

Kirk, J. M. (2018, February). Self-directed learning and technology integration among K-12 educators. International Self-Directed Learning Symposium, Cocoa Beach, FL, United States.

Derrington, M. K., & Kirk, J. M. (2015, April). Implementing teacher evaluation through job-embedded professional development: Principal’s leadership under race to the top. Distinguished Paper. American Educational Research Association (AERA), Chicago, IL, United States.

Kirk, J. M., Shih, C. K., Smeltzer, B. C., Holt, L. L, & Brockett, R. G. (2012, February). Citation patterns of the International Journal of Self-Directed Learning. International Self-Directed Learning Symposium, Cocoa Beach, FL, United States.

Kirk, J. M. (2011, February). Technology workshop: Using Prezi for classroom presentations. International Self-Directed Learning Symposium, Cocoa Beach, FL, United States.

Kirk, J. M. (2011, July). Using web 2.0 tools in the business education classroom. Career and Technical Education Conference, Murfreesboro, TN, United States.

Publications:

Kirk, J. M. (2019). The principal’s role in school improvement. In C. Gaines and P. Angelle (Eds.), Leadership for School Improvement, AERA: LSI. IAP Publishing.

Kirk, J. M., & Courtner, A. (2020). Self-Direction in Learning of EdD candidates at a small, private institution. International Journal of Doctoral Studies, 15, 353–371. https://doi.org/10.28945/4378

Derrington, M. L., & Kirk, J. (2017) Implementing a new teacher evaluation system: principal leadership and teacher job-embedded professional development. Professional Development in Education, 43(4), 630–644. https://doi.org/10.1080/19415257.2016.1231707

Holt, L. L., Smeltzer, B. C., Brockett, R. G., Shih, C. K., & Kirk, J. M. (2013) Emerging scholars in self-directed learning: A further examination of IJSDL citation analysis data, International Journal of Self-Directed Learning, 10(2), 38–51.

Kirk, J. M., Shih, C. K., Smeltzer, B. C., Holt, L. L, & Brockett, R. G. (2012). A citation analysis of the international journal of self-directed learning: 2004-2011, International Journal of Self-Directed Learning, 9(2), 11–27.

Kirk, J. (2011). Product review: Training from the back of the room: 65 ways to step aside and let them learn, Adult Learning Journal, 11(2), 45. https://doi.org/10.1177/104515951102200208

Dr. John McCook is the Assistant Dean of the Carter & Moyers Graduate School of Education at Lincoln Memorial University, where he also serves as an Associate Professor. Currently, he primarily teaches special education law, drawing on his extensive expertise in special education, 504 law, and Response to Intervention (RTI) within a Multi-Tiered System of Supports (MTSS). Dr. McCook has over 20 years of experience in educational leadership, having previously served as Director of Pupil Personnel for Knox County Schools, where he focused on assessment and intervention strategies to improve student outcomes. Beyond his academic role, Dr. McCook has worked as a national consultant and serves as an expert witness in special education and 504 litigation, providing testimony on legal and instructional practices in schools. Dr. McCook has authored two books on RTI, sharing practical guidance for educators and administrators on supporting diverse learners. With a Doctorate in Educational Evaluation and Research from the University of Tennessee, Knoxville, Dr. McCook combines analytical skills and hands-on experience to bridge research and practice, equipping educators to use assessment data to inform instruction and ensure equitable educational opportunities for all students.

Presentations:

McCook J., Kerr, R., & Wagner, S. (September 2024) LMU Symposium on Special Education. LMU Cedar Bluff, Knoxville, TN, United States.

McCook, J., & Wagner, S. (2024, September). Understanding and navigating the appeals and grievances process in higher education. Lecture presented at the Appalachian College Association’s 2024 Annual Summit, Knoxville, TN, United States.

McCook J & Wagner S. (2024, April) Apprenticeship alternate pathway to licensure: Trials and Tribulations. Lecture presented at the American Council on Rural Special Education Conference, Las Vegas, NV, United States.

Wagner S. & McCook, J. (2024, February). Self-directed learning readiness as a predictor for program achievement and teacher success: A longitudinal study in the M. Ed. teacher licensure program at Lincoln Memorial University. Paper presented at the Symposium for the International Self-Directed Learning Symposium conducted at Cocoa Beach, FL, United States.

McCook, J, & Wagner, S. (2023, September) Developing and implementing a teacher apprenticeship program at the graduate level. Lecture presented at The Appalachian College Association’s 2023 Annual Summit, Knoxville, TN, United States.

McCook, J. E., & DeCamp, M. (2019, December). The top special education legal mistakes (and how to avoid them). In The top special education legal mistakes (and how to avoid them). Symposium conducted at Hilton Garden Inn Knoxville West/Cedar Bluff, Knoxville, TN, United States.

McCook, J. E., & Wilds, S. A. (2019, December). A legal compliance guide. In IEPs and 504 plans: A legal compliance guide. Symposium conducted at DoubleTree Suites by Hilton Hotel Nashville Airport, Nashville, TN, United States.

McCook, J. E., & Togut, T.D. (2019, May). IEPs and 504 plans: A legal compliance guide. In IEPs and 504 plans: A legal compliance guide. Symposium conducted at Hilton Garden Inn, Alpharetta, GA, United States.

Theriot, C. T., & McCook, J. E. (2019, February). A cautionary tale: Gatekeeping-ethical and legal concerns for counselor supervisors. In T. Remley (Chair), Law and ethics in counseling conference 2019. Symposium conducted at Law and Ethics in Counseling Conference 2019, New Orleans, LA, United States.

McCook, J. E. (2019, February). Independent educational evaluations under the individuals with disabilities education improvement act (IDEIA): A right misunderstood by school districts and private evaluators. In T. Remley (Chair), Law and ethics in counseling conference 2019. Symposium conducted at Bourbon Orleans Hotel, New Orleans, LA, United States.

McCook, J. E. (2018, December). Special education law: The ultimate guide. In Special education law: The ultimate guide. Symposium conducted at Holiday Inn on the Bay, Portland, ME, United States.

McCook, J. E. (2018, November). IEPs and 504 plans: A legal compliance guide. In IEPs and 504 plans: A legal compliance guide. Symposium conducted at Hampton Inn Downtown, Salt Lake City, UT, United States.

McCook, J. E. (2018, November). Special education law from A to Z. In Special education law from A to Z. Symposium conducted at Cobb Galleria, Atlanta, GA, United States.

Douglass, M. E., & McCook, J. E. (2018, November). Special education law: The ultimate guide. In Special education law: The ultimate guide. Symposium conducted at Courtyard by Marriott Manchester-Boston Regional Airport, Manchester, NH, United States.

Foster, K. & McCook, J. (2018, October). Building mutually beneficial partnerships in rural communities: Supporting the implementation of edTPA. Invited presentation at the TPA National Conference, San Jose, CA, United States.

McCook, J.E. (2018, April) Support for candidates who teach in rural settings. Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, AL, United States.

McCook, J. E. (2018, March) How does the implementation of edTPA impact collaborative partnerships? 2018 National Association of Professional Development Schools National Conference, Jacksonville, FL, United States.

McCook, J. E. (2018, January) "I am a K-12 guidance counselor, and I have been assigned section 504 duties. Help!" Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA, United States.

Bennett, D. S., Billingsley, J. L., Denzel, S., McCook, J. E., Miller, C. N., Sacks, J., & Wilds, S. A. (2018, December). School law expert panel: How to handle your biggest challenges. In School Law Expert Panel: How to handle your biggest challenges. Symposium conducted at Radisson Airport, Nashville, TN, United States.

Publications:

McCook, J. E (2021, May 21). A legal compliance guide. In IEPs and 504 plans: A legal compliance guide. Symposium conducted virtually for midwestern United States school districts.

Grants:

McCook, J.E. & Stanley, A. (2020, September). Wrote, submitted, and received five grant proposals from the state of Tennessee for a Grow Your Own grant to license degreed teaching assistants as dual-licensed teachers in their discipline area and special education for $500,000.00.

McCook, J.E. & Stanley, A. (2020, August). Wrote, submitted, and received three grant proposals to the state of Tennessee for a Grow Your Own grant to license degreed teaching assistants as a dual-licensed teacher in their discipline area and special education for $300,000.00.

McCook, J.E. & Burleson, R. (2020, July). Wrote and received State of Tennessee Special Education Add-On Endorsement grant for $125,000.00 for Lincoln Memorial University.

Dr. Adam Nesmith is an experienced history instructor and department chair at Susan Moore High School in Blount County, Alabama, where he has taught since 2011. In addition to his role in secondary education, he serves as an adjunct instructor at Lincoln Memorial University, teaching graduate-level courses in curriculum and instruction. Dr. Nesmith holds an Ed.D. in Curriculum and Instruction from Lincoln Memorial University and has held leadership positions with the Alabama Council for the Social Studies, including President from 2020 to 2022. He brings a strong background in teacher mentoring, curriculum development, and qualitative research to his work in education.

Presentations:

NeSmith, A. & Allen, C. (2022) Magic in the New South: Alabama During the Gilded Age. Alabama History Institutes. Birmingham, AL, June 14-16.

NeSmith, A. (2021) Exploring Our Land and Lake. Alabama History Institutes. Guntersville, AL, June 22-24.

NeSmith, A. (2021) Teaching Secondary-Level Literacy Skills across ALL Content Areas: English, Math, Science, Social Science, Physical Education, Music, and Visual Arts, Alinea Learning. Manuscript Reviewer.

NeSmith, A. (2020) Promoting Positive Learning Experiences in Middle School Education, IGI Global. Manuscript Reviewer.

NeSmith, A. & Ikard, E. (2020) Schoology Training for Beginners. Blount County Schools. Blountsville, AL.

NeSmith, A. & Carson-Mullins, N. (2020) Standards Unpacking, Essential Questions, and Exciting Tools. Birmingham City Schools. Birmingham, AL.

NeSmith, A. (2019) Successful Reading and Writing Literacy Strategies in Alabama. National Council for the Social Studies: Austin, TX.

NeSmith, A. (2019) The Alabama Bicentennial. Daughters of American Revolution: Dripping Springs Chapter. First United Methodist Church. Cullman, AL.

NeSmith, A. (2019) Reading and Writing Literacy Strategies for Social Studies Instructors. Alabama Council for the Social Studies: Lawson State Community College. Birmingham, AL.

NeSmith, A. & Pittman, J. (2019) Celebrating Our Bicentennial. Birmingham School of Law. Birmingham, AL.

NeSmith, A. & Sears, M. (2019). Using Our Stories to Understand Our Past. Jacksonville State University. Jacksonville, AL.

NeSmith, A. (2018) Teachers Perspectives of Implementing CCSS in Alabama’s Social Studies Classrooms. National Council for the Social Studies: Chicago, IL, December 1.

NeSmith, A. (2018) Exploring Alabama Through Maps. Alabama Advocates for Social Studies: Samford University. Birmingham, AL.

NeSmith, A. & Robinson, V. (2018) Teaching Geography Standards Through the Alabama Bicentennial. Athens State University. Guntersville, AL.

Dr. Bethany Powers serves as an Assistant Professor in Lincoln Memorial University’s Doctor of Education program. Before earning her EdD at LMU, she was a 3^rd and 4^th grade teacher and a Behavior Coach in Knox County Schools. She has obtained over eight years of behavioral, social, and emotional experience and training in Positive Behavior Interventions and Supports, Trauma-Informed and Resilient Schools, Response to Intervention in Behavior, Restorative Practices, Adverse Childhood Experiences, Conscious Discipline, and Therapeutic Crisis Intervention which guided her research. Before beginning at LMU, she worked as an Adjunct Professor at Tennessee Technological University overseeing undergraduate education students in their clinical field experience. She resides in Knoxville, TN with her husband, Adam, son, and daughter.

Presentations:

Powers, B. D. (2023, October). Inclusive practices in the college classroom. Lincoln Memorial University, Knoxville, TN, United States.

Kirk, J. M., & Powers, B. (2023, September). Inclusive practices for the college classroom. Appalachian College Association, Knoxville, TN, United States.

Powers, B. D. (2022, September). Behavior coaches’ perceptions of supporting students, teachers, and principals within positive behavioral interventions and supports in Title I elementary schools. Lecture Presented at the 2022 Annual Summit, Appalachian College Association, Sevierville, TN.

Powers, B. D. (2022, August). Tier 1 positive behavioral interventions and supports training for secondary teachers. Hancock County Schools, Sneedville, TN. United States.

Powers, B. D. (2022, August). Tier 1 positive behavioral interventions and supports training for elementary teachers. Hancock County Schools, Sneedville, United States.

Powers, B. D. (2022, June). Tier 2 positive behavioral interventions and supports district training. Hancock County Schools, Sneedville, United States.

Powers, B. D. (2021, December). Behavior Coaches’ Perceptions of Supporting Students, Teachers, and Principals within Positive Behavioral Interventions and Supports in Title I Elementary Schools. Lecture Presented at the Innovative Schools Summit, Atlanta, GA, United States.

Powers, B. D. (2021, April). Behavior Coaches’ Perceptions of Supporting Students, Teachers, and Principals within Positive Behavioral Interventions and Supports in Title I Elementary Schools. Lecture Presented at the 2021 Lincoln Memorial University Fifth Annual Research Day, Harrogate, TN, United States.

Powers, B. D. (2021, June). Tier 1 positive behavioral interventions and supports district training. Hancock County Schools, Sneedville TN, United States.

Publications:

Powers, B. D. (2021). Behavior coaches’ perceptions of supporting students, teachers, and principals within positive behavioral interventions and supports in Title I elementary schools. (Publication No. 28318218.) [Doctoral dissertation, Lincoln Memorial University]. ProQuest Dissertations Publishing.

Dr. Ashley Stanley began her career in 2003 as a classroom teacher. She taught in the K-6 classroom for 11 years, then transitioned to working for LMU as a full-time faculty member. Ashley earned her undergraduate in Interdisciplinary Studies, K-8 degree, her Master’s in School Library Media degree, and her Doctor of Education School Leadership degree from East Tennessee State University. She currently works as an Associate Professor of Graduate Education in the Masters with Teacher Licensure Program at Lincoln Memorial University. Ashley’s research and expertise include best practices for teaching in the K-12 classroom, effective virtual instruction, writing high-quality lesson plans, curriculum writing for the K-12 classroom, and highly effective instructional strategies for the adult learner.

Presentations:

Stanley, A., Bicknell, T., & Foster, K. (2024, March 24-26). Strategic staffing partnerships: Examining effective practices for supporting job-embedded and apprentice candidates throughout the clinical residency. National Association of School and University Partnerships National Conference, Anaheim, CA, United States.

Stanley, A., & Cave, C. (2023, October 16-18). New faculty academy. Association for Continuing Higher Education (ACHE), Charleston, SC, United States.

Stanley, A., & Cave, C. (2023, September 21-22). New faculty academy. American College Association (ACA) Summit Regional Conference, Knoxville, TN, United States.

Stanley, A. (2023, July 25). Writing high-quality lesson plans [Conference session]. Proximity Learning Kickoff Back to School Week of Professional Development Virtual Presentation.

Stanley, A. (2023, August 8). Writing high-quality lesson plans [Conference session]. Proximity Learning Kickoff Back to School Week of Professional Development Virtual Presentation.

Stanley, A., & Foster, K. (2023, March 23-25). Addressing the teacher shortage through the grow your own pathway and partnerships [Conference session]. National Association for Professional Development Schools (NAPDS) National Conference, Jacksonville, FL, United States.

Stanley, A., & Clevinger, V. (2023, February 16). Effective virtual instruction. [Conference session]. Lincoln Memorial University, Faculty Virtual Professional Development Day.

Stanley, A. (2022, February 10-12). Clinical preparation and partnership development: Creating connections and building bridges [Conference session]. National Association for Professional Development Schools (NAPDS) National Conference, Chicago, IL, United States.

Stanley, A. (2022, February 10-12). Grow your own paraprofessionals, job-embedded candidates, and traditional student teachers: How can school and university partners provide effective and innovative support throughout clinical practice? [Conference session]. National Association for Professional Development Schools (NAPDS) National Conference, Chicago, IL, United States.

Stanley, A. (2021, September 23-25). Using Bloom’s level questions in the library. [Conference session]. Tennessee Association for School Librarians (TASL) Conference, Murfreesboro, TN, United States.

Stanley, A. (2021, April 2). Engaging learners virtually in the library. [Conference session]. Tennessee Association for School Librarians (TASL) Virtual Conference.

Stanley, A. (2020, October). Engaging virtual learners. [Conference session]. Lincoln Memorial University for Graduate and Undergraduate Students Virtual Professional Development Session.

Stanley, A. (2020, October 5). Engaging virtual learners in the K-5 classroom. [Conference session]. Tenn Share Virtual Conference.

Stanley, A. (2020, September 22). Engaging & motivating virtual learners. [Conference Session]. Tennessee Association for School Librarians (TASL), Virtual Conference.

Stanley, A. (2020, July 12). STEM & fairy tales. [Conference session]. Tennessee Association for School Librarians (TASL), Virtual Summer Professional Development Series.

Stanley, A. (2020, April 5). Literacy learning stations. [Conference session]. Tennessee Library Association (TLA) Conference, Knoxville, TN, United States.

Stanley, A. (2020, February 12). ESL literacy instructional strategies. [Poster presentation]. Middle Tennessee State University (MTSU) Literacy & Learning Conference, Murfreesboro, TN, United States.

Stanley, A. M. (2019, September). Library learning stations. Workshop presented at the Tennessee Association of School Librarians (TASL) Conference, Murfreesboro, TN, United States.

Stanley A. (2019, April 22). Motivational & engagement strategies for the K-8 classroom. [Professional development session]. Annoor Academy, Knoxville, TN, United States.

Stanley A. (2019, February 10). Social Emotional Learning and Instructional Strategies. [Professional development session]. Annoor Academy, Knoxville, TN, United States.

Publications:

Stanley, A. M. (2011). The Effects of Accelerated Mathematics on High-Ability Third and Fourth Grade Students. (Publication No. 1327) [Doctoral dissertation, East Tennessee State University]. Digital Commons @ East Tennessee State University.

Dr. Mark Tichon is an Associate Professor at Lincoln Memorial University and a licensed clinical psychologist with extensive experience in both academia and clinical practice. As a faculty member, Dr. Tichon teaches a range of courses in psychology and counseling, bringing a practical, evidence-based approach to his instruction. His research interests focus on areas such as mental health interventions, counselor training, and psychological assessment. In addition to his teaching and research, Dr. Tichon serves as the Practicum and Internship Coordinator for the Professional Counseling Program at LMU. In this role, he is responsible for overseeing students' clinical training experiences, guiding them as they transition from classroom learning to professional practice.

Presentations:

Tichon, M. & Theriot, C. (2017). Know thyself: Examining personal responses to controversial issues. Law and Ethics in Counseling Conference 2017, New Orleans, LA, United States.

Dr. Susan Wagner

Dr. Susan Wagner is an Associate Professor of Education and Director of the Master of Education in Teacher Leadership (MEdTL) and Master of Education in Instructional Practice (MEdIP) programs at Lincoln Memorial University in East Tennessee. She earned her Ph.D. in Literacy Studies with a cognate in Adult Education, an M.S. in Instructional Technology from the University of Tennessee, Knoxville, and a B.A. in Child Development from Maryville College. Dr. Wagner brings extensive experience as an elementary educator, curriculum director, instructional coach, and educational consultant. She has secured and led grant initiatives to expand teacher licensure pathways and Grow Your Own programs to address teacher shortages in rural East Tennessee. Dr. Wagner frequently presents at state, national, and international conferences on literacy pedagogy, self-directed learning, instructional strategies, and models for enhancing student engagement and academic achievement.

Presentations:

Wagner, S. (2024, September). Hybrid learning for nontraditional student success. Lecture presented at the Appalachian College Association’s 2024 Annual Summit, Knoxville, TN, United States.

McCook, J., & Wagner, S. (2024, September). Understanding and navigating the appeals and grievances process in higher education. Lecture presented at the Appalachian College Association’s 2024 Annual Summit, Knoxville, TN, United States.

Wagner, S. (2024, March) Microteaching in hybrid learning courses. Lecture presented at the 2024 Rural Education Conference Innovating the Rural Experience: Growing Student Leaders, Pioneering Teacher Ed Initiatives, and Enhancing Community Partnerships: Austin Peay State University. Clarksville, TN, United States.

Wagner, S. (2024, March) Resume writing and interviewing techniques for future teachers. Student Professional Development, LMU Cedar Bluff Campus, Knoxville, TN, United States.

Wagner, S. & McCook, J. (2024, February). Self-directed learning readiness as a predictor for program achievement and teacher success: A longitudinal study in the m. MEd teacher licensure program at Lincoln Memorial University. Paper presented at the Symposium for the International Self-Directed Learning Symposium conducted at Cocoa Beach, FL, United States.

McCook, J. & Wagner, S. (2024, April) Apprenticeship alternate pathway to licensure: Trials and Tribulations. Lecture presented at the American Council on Rural Special Education Conference, Las Vegas, NV, United States.

Wagner S. (2024, March) Enhancing non-traditional student success through blended learning in higher education. Lecture presented at the Innovative Teaching and Learning Conference: Reshaping the Classroom: Innovative Teaching and Learning for a Changing Landscape, The University of Tennessee at Knoxville, TN, United States.

Wagner, S. (2023, May) Shifts in teaching; shifts in learning: One program’s move to support non-traditional students. Breakout Session for the International Conference on Teaching and Leadership Annual Conference, Austin, TX, United States.

McCook, J, & Wagner, S. (2023, September) Developing and implementing a teacher apprenticeship program at the graduate level. Lecture presented at The Appalachian College Association’s 2023 Annual Summit, Knoxville, TN, United States.

Wagner S. (2023, April) LMU Grow Your Own apprentice mentor orientation. Introduction to GYO Apprenticeship Mentoring. Virtual Meeting. Knoxville, TN, United States.

Stevenson-Parker, T. & Wagner, S. (2023, February) Literacy for leaders. LMU Carter & Moyers School of Education professional development meeting, Virtual Meeting. Knoxville, TN, United States.

Wagner S., McCook J., Bicknell T. & Crisp, E. (2022, November) Introduction to the LMU GYO apprenticeship, District Luncheon for LMU GYO Apprenticeship grant partners. LMU Cedar Bluff, Knoxville, TN, United States.

Wagner S. (2022, March) SIMS: Microteaching in Hybrid Learning Courses. Lecture presented at the Third Annual Innovative Teaching and Learning Conference: Technology in the Humanities: Lighting the Way to Deeper Learning, The University of Tennessee at Knoxville, TN, United States.

Wagner S. (2021, March) Using VoiceThread in hybrid learning courses. Lecture presented at the Second Annual Innovative Teaching and Learning Conference: Technology in the Humanities: Lighting the Way to Deeper Learning, The University of Tennessee at Knoxville, TN, United States.

Wagner S. (2020, October) Using VoiceThread online. Lecture presented for the Ignite 2020: Get Switched on to Technology! [Conference Workshop] Ayers Institute for Teacher Learning and Innovation and Lipscomb University College of Education, Nashville, TN, United States.

Wagner, S., & Cave, C. (2019, October). Together in the flow: Introducing teacher candidates to reading strategies through face-to-face and online literature circle discussion groups. Lecture presented at the International Literacy Association annual conference, New Orleans, LA.

Wagner, S. (2019, September). Beyond the lesson plan: How collaborative partnerships with educational learning sites build teacher candidate experience. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN, United States.

Wagner, S. (2019, July) Reading response letters: Seeing connections and building relationships. Lecture presented at the 2^nd annual meeting of the Smoky Mountain Literacy Chapter Summer Conference, Knoxville, TN, United States.

Wagner, S. (2019, June) Geocaching: Teaching social studies with technology. Paper presented at the EdMedia and Innovative Learning 2019 Conference, (Virtual Session) Amsterdam, Netherlands.

Wagner, S., & McCook J. (2019, April). Self-directed learning of pre-service teacher candidates and correlation to edTPA, Praxis, and teaching performance. Lecture presented at the meeting of Lincoln Memorial University Research Day, Harrogate, TN, United States.

Wagner S. (2019, April). Working together: Designing cooperative learning instruction for student engagement and discussion. Lecture presented at the Innovative Teaching and Learning Conference, The University of Tennessee at Knoxville, TN, United States.

Wagner, S. (2019, February). Using cooperative models to enhance student learning. Lecture presented at the 10^th Annual Transforming Teaching and Learning Environment (Virtual Conference), Moscow, ID, United States.

Wagner, S. (2018, December). Making thinking visible with reading response letters: Seeing connections and building relationships. Lecture presented at the Literacy Association of Tennessee Annual Conference. Murfreesboro, TN, United States.

Wagner, S., Jenkins, B., Morris, R., Pardue, B., & Turner, W. R. (2018, December). Reading strategies: A Pecha Kucha experience. Lecture presented at the Literacy Association of Tennessee Annual Conference. Murfreesboro, TN, United States.

Wagner, S. (2018, June). Using cooperative learning models to enhance student group assignments. Lecture presented at The Teaching Professor Conference, Atlanta, GA, United States.

Wagner, S. (2018, February). Cooperative learning models: Moving beyond group work in higher education. Lecture presented at the Conference on Higher Education Pedagogy [CIDER] at Virginia Tech, VA, United States.

Wagner, S. (2018, February). Self-directed learning of elementary teachers. Paper presented at the Symposium for the International Self-Directed Learning Symposium conducted at Cocoa Beach, FL, United States.

Grants:

Wagner, S. (2023) Lincoln Memorial University, TN Department of Education, and the US Department of Labor Workforce Development: National Grow Your Own Teacher Apprenticeship Subgrant Addendum for 2+2 Undergraduate Program. Submitted June 2023 and accepted as part of the initial LMU GYO Apprenticeship 1.2 million dollar allocation.

Wagner, S. (2022) Lincoln Memorial University, TN Department of Education, and the US Department of Labor Workforce Development: National Grow Your Own Teacher Apprenticeship Subgrant: Expenditures for the 2023-2024 and 2024-2025 maximum projected for both years: 1.2 million dollar allocation.

Wagner, S., & McCook, J. (2019-2020). LMU Mini-Grant: Self-Directed Learning of Pre-Service Teacher Candidates and Correlation to edTPA, Praxis, and Teaching Performance. Lincoln Memorial University. $3,000.

Wagner, S. (2019). Reading Improvement Grant: Funding purchase of elementary reading materials for MEdITL teacher candidates’ use in clinical assignments. Literacy Association of Tennessee. $400.

Publications:

Wagner S. & McCook J. (2024, February). Self-directed learning readiness as a predictor for program achievement and teacher success: A longitudinal study in the M.Ed. teacher licensure program at Lincoln Memorial University. Paper submitted for the Symposium for the International Self-Directed Learning Symposium. Cocoa Beach, FL.

Wagner, S., Ayers, A., Love, T., Mitchell, J., Price, L., & Ramsey, L. (2020). The vocabulary acquisition model within the Tennessee framework for teaching literacy: Explicit vocabulary instruction. Featured Article: Tennessee Literacy Journal, 1(2), p. 35-42.

Wagner, S. (2018). The self-directed learning practices of elementary teachers. International Journal of Self-Directed Learning, 15(2), 18-33.

Wagner, S. (2018). Cooperative learning models: moving beyond group work at the university level. In Proceedings of the Conference on Higher Education Pedagogy (pp. 97-98). Virginia Tech, Blacksburg, VA.

Tennessee Through Time: A Gibbs Smith Education Textbook:

Wagner, S. (2019). Governing Tennessee. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 62-76). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). Tennessee’s economy. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 49-61). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). Hard times. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 33-44). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). A Changing Society. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 22-32). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). A new conflict. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 17-21). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). Governing Tennessee. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 62-76). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). Tennessee’s economy. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 49-61). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). Hard times. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 33-44). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). A changing society. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 22-32). Layton, UT: Gibbs Smith Education.

Wagner, S. (2019). A new conflict. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 17-21). Layton, UT: Gibbs Smith Education.

Wagner, S. (2011). After the Final Bell: Self Directed Learning Practices of Elementary Teachers (Doctoral Dissertation). The University of Tennessee, Knoxville, TN.

Wagner, S. (2010-2011). Love, Mrs. Wagner: Reading response letters: A document analysis. Tennessee Reading Teacher (38) 1, 7-17.

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