Florida State University’s Learning Systems Institute (LSI) is partnering with School-to-School International on a five-year, $21.7 million project to strengthen secondary education in Belize, with $1.6 million allocated to FSU.

The Equipping Secondary Educators Program Partnership (ESEPP) is the largest investment under the Belize Compact’s Education Project and will bring together Belizean and U.S. expertise to improve school leadership, teacher development and educational outcomes nationwide.

LSI will provide technical expertise and support to strengthen educational quality assurance systems in Belize and improve teaching quality, teacher preparation and school leadership. These efforts will build the capacity of educators and institutions to improve teaching and learning outcomes for Belizean students.

“We are extremely excited to begin work on this five-year program to strengthen every level of Belize’s secondary education ecosystem,” LSI Director Rabieh Razzouk said. “LSI has tremendous experience in teaching through capacity building, working in the secondary education space and working internationally. We also have a wonderful working relationship with School-to-School International and have previously collaborated on two successful multimillion-dollar projects in Malawi and Zambia.”

ESEPP will support the Belize Compact’s goal of increasing the number of students who graduate from post-primary education with skills that meet workforce needs. Working closely with the Ministry of Education, Culture, Science and Technology and other stakeholders, the partnership will strengthen Belize’s existing education institutions and systems.

The program will focus on four key areas: school leadership, professional development for secondary teachers, teacher preparation and improved teaching and learning materials.

“We are honored to partner with School-to-School International, the MoECST and Belizean institutions on this important initiative,” said Ana Marty, a senior research associate at LSI who will serve as the principal investigator on the project. “Through the ESEPP project, FSU will support efforts to strengthen teacher preparation, professional development, school leadership, and instructional quality so more Belizean students graduate with the knowledge and skills they need for future success. We are especially excited to work alongside local educators to build sustainable systems that will continue to benefit schools and learners long after the project concludes.”

The Education Project aims to improve learning outcomes and workforce readiness by strengthening secondary education and Belize’s technical and vocational education and training systems. The goal is to equip more young Belizeans with the literacy, numeracy, technical and other skills needed to succeed in further education, training and the workforce.

The governments of Belize and the United States, through the Millennium Challenge Corporation (MCC), officially launched the compact in September. The compact includes a $125 million grant from the U.S. government and nearly $55 million from the government of Belize to strengthen workforce preparation and reduce electricity costs.

“For our young Belizean, then this must mean a clear path from the classroom to qualifications and from qualifications to meaningful employment,” said Prime Minister of Belize John Briceno. “For too long, we hear that we are graduating so many kids from high school, but when they leave high school, it’s difficult for them to get a meaningful job. You know, in many instances, they end up working in a store, and by us being able to align the educational system better with the needs of the economy, I think that we’re not only planning for the future, but we are creating better opportunities for young Belizeans.”

Melba Marin-Velasquez, an assistant in research at LSI, will serve as co-principal investigator on the project. Stephanie Zuilkowski, associate director for research at LSI and a professor in the Anne Spencer Daves College of Education, Health, and Human Sciences, will also serve as a key member of the technical team.

For more information about LSI, visit lsi.fsu.edu. To learn more about FSU’s global footprint, visit global.fsu.edu. 

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From study abroad and exchange programs to global research, language learning and cultural engagement, Florida State University’s global impact extends across the university. FSU will bring these efforts into the spotlight during its annual Celebration of International Education, taking place Oct. 21 through Dec. 4, 2026.

The celebration will feature events across campus that showcase the many ways FSU students, faculty and staff engage with the world.  

With more than 100 international agreements, European study centers in England, Spain and Italy, a branch campus in the Republic of Panama, global exchanges in 21 countries and 2,790 international students representing more than 125 countries, FSU has a global community and network worth celebrating. FSU is also the No. 1 public university in the nation for long-term study abroad enrollment. 

Below is a list of events celebrating international education at FSU.

Explore study abroad and global exchange opportunities  

2026 Study Abroad Fair
11 a.m. to 3 p.m. Wednesday, Oct. 21
Landis Green
Meet with International Programs faculty and staff and learn more about the programs they offer around the world.  

Global Exchanges Fair
3:30 to 5 p.m. Friday, Nov. 6
The Globe Auditorium
Learn more about FSU’s Global Exchange programs, offered through the Center for Global Engagement, and meet international students from FSU’s partner universities and FSU students who have recently been abroad on an exchange program.   

Connect across cultures 

International Coffee Hour
5 to 6:30 p.m. Friday, Oct. 23; Oct. 30; Nov. 6; Nov. 13; Nov. 20; and Dec. 4
The Globe
The Center for Global Engagement’s signature event, offering refreshments inspired by a featured culture and opportunities to interact with students, scholars and faculty from around the world. The event is co-hosted with different groups across campus each week. 

International Coffee Hour: Graduate Lounge
5 to 6:30 p.m. Friday, Oct. 23
The Globe Auditorium
Join the Center for Global Engagement and the Congress of Graduate Students (COGS) for an afternoon of socializing and networking with peers in a space specifically for graduate students. 

Fluency Hub
3 to 4:30 p.m. Friday, Nov. 6, and Friday, Nov. 20
Room 335 in the Rovetta Business Building (RBB)
Join the Center for Intensive English Studies (CIES) for an opportunity to develop fluency and confidence when speaking English while interacting with international graduate students and English for Academic Purposes faculty.   

Explore global ideas 

AI’s Impact on Global Education Forum
10 a.m. Tuesday, Nov. 17
The Innovation Hub
Faculty and staff from FSU’s Learning Systems Institute and Anne Spencer Daves College of Education, Health, and Human Sciences will participate in an open forum to discuss the global impact of AI on education. 

Tyler Center for Global Studies Virtual Summit/Watch Party
4 to 6 p.m. Thursday, Nov. 19
Virtual (register here) or join the “Watch Party” at the Honors, Scholars, and Fellows House – Nancy H. Marcus Great Hall
Join the Tyler Center for Global Studies, hosted and coordinated by FSU, for its annual virtual summit, where 12 Tyler Fellows from 12 different institutions will showcase their research and experiences abroad.   

Global Scholars Showcase
3 to 5 p.m. Friday, Dec. 4
Honors, Scholars, and Fellows House – Nancy H. Marcus Great Hall
An open-house style symposium recapping projects by students in the 2026 Global Scholars cohort. Presented by the Center for Undergraduate Research and Academic Engagement.  

Experience global culture 

The FSU College of Music presents a series of World Music Ensemble performances, featuring musical traditions from around the world. All performances take place from 7:30 to 9:30 p.m. in the Opperman Music Hall. 

World Music – Gamelan and Chinese Ensemble
Tuesday, Nov. 17
Featuring the Balinese Gamelan Ensemble and Chinese Music Ensemble. 

World Music – Grupo Jaraguá and Modern Pop Ensemble
Wednesday, Nov. 18
Featuring the Brazilian Music Ensemble, also known as “Grupo Jaraguá,” and the Modern Pop Ensemble.

World Music – Mas’N’Steel and Old Time Ensemble 
Thursday, Nov. 19
Featuring the Mas‘N’Steel Ensemble and Old Time Ensemble.  

World Music Ensemble – Indian Music Ensemble and Advanced Intercultural Ensemble
Friday, Nov. 20
Featuring the Indian Music Ensemble and the Advanced Intercultural Ensemble.

For more information and a full list of events, visit global.fsu.edu/celebration-of-international-education.   

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President Richard McCullough selected Emily McClellan Lopez and James Pfohl as the recipients of Florida State University’s 2026 Max Carraway Employee of the Year Award.

The Max Carraway Employee of the Year Award honors employees who exemplify customer-focused values through outstanding contributions to the university. This year, a large number of nominations were submitted, reflecting the many employees making a difference across campus. Given the strength and volume of the nominations, President McCullough awarded two recipients.

“The exceptional quality and quantity of nominations this year reflect the remarkable caliber of employees at FSU,” said Renisha Gibbs, associate vice president for Human Resources and chief of staff for Finance and Administration. “Emily Lopez and Jim Pfohl were selected from an outstanding group of nominees and exemplify the service excellence this award celebrates.”

Lopez, a student engagement coordinator for University Libraries, was recognized for her leadership in connecting students with resources and opportunities that enrich the student experience. Through innovative programming, collaboration with campus partners and a strong commitment to student success, she has helped expand the University Libraries’ impact.

Over the past year, Lopez led 132 library-focused programs and contributed to 61 additional initiatives. She also played a key role in orientation programming that engaged more than 17,000 students and family members, helping introduce new students to services available throughout their FSU journey.

Lopez ‘s nomination highlights her ability to blend creativity, strategy and execution. Her leadership extends to mentoring student employees and creating resources that support their development and success.

“Receiving this recognition as a library employee is an honor and a privilege,” Lopez said. “Finding creative, innovative ways to connect students to our resources and offer support is one of the most fulfilling parts of my work. I owe this honor to my family, friends, educators and mentors for their endless support, as well as my library colleagues who have worked hard to keep our exceptional library a welcoming space for the community.”

James “Jim” Pfohl, is a scientific research specialist at the Anne Spencer Daves College of Education, Health, and Human Sciences. He was recognized for his extraordinary support of the faculty, staff, students and researchers who rely on the college’s laboratories and research facilities. Known for his resourcefulness and problem solving, he plays a vital role in supporting the teaching, research and clinical activities that advance the university’s mission.

Working across multiple facilities, Pfohl manages laboratory spaces, equipment and operational needs essential to the college’s success. Nominators praised his leadership during major laboratory renovations and relocations, including the coordinated move of approximately $500,000 in sensitive research equipment during Spring Break 2026, allowing research activities to continue without disruption.

Colleagues describe Pfohl as dependable, approachable and relentlessly committed to helping others. Whether responding to facility emergencies, coordinating complex projects or assisting with everyday operational needs, he is known for taking ownership of challenges.

“I am overwhelmed and humbled by this incredible recognition,” Pfohl said. “Receiving this award is a testament to the unwavering support and the incredible opportunities I have been given here at Florida State University and Anne’s College. It serves as a reminder of the amazing people I have the privilege of working with every day. Thank you all for this incredible honor.”

Together, Lopez and Pfohl represent two distinct yet equally impactful examples of exceptional achievement at Florida State University. Through their dedication, leadership and commitment to supporting others, they embody the values celebrated by the Max Carraway Employee of the Year Award.

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Florida State University’s doctoral program in kinesiology has earned the No. 1 spot in the National Academy of Kinesiology’s (NAK) 2026 rankings. 

Housed in the Anne Spencer Daves College of Education, Health, and Human Sciences (Anne’s College), the kinesiology program, which explores human movement and physical activity, rose from No. 3 in the 2023 rankings. 

Released every three years, the evaluation examined data from 2023 through 2025 across 39 participating universities. The rankings evaluate total research expenditures, faculty productivity and research impact, faculty leadership roles in the field, doctoral student support, student research productivity, graduate employment outcomes and the number of NAK Fellows on the faculty.   

“We are incredibly proud to be recognized as the nation’s top kinesiology doctoral program,” said Damon Andrew, dean of Anne’s College. “This ranking reflects the outstanding work of our faculty and students and the culture of excellence that defines our program. Together, they are advancing research, shaping the future of the field and strengthening the FSU Health initiative through leadership in the field of kinesiology.” 

“We are incredibly proud to be recognized as the nation’s top kinesiology doctoral program. This ranking reflects the outstanding work of our faculty and students and the culture of excellence that defines our program. Together, they are advancing research, shaping the future of the field and strengthening the FSU Health initiative through leadership in the field of kinesiology.” 

– Damon Andrew, dean of Anne’s College

FSU Health is an integrated academic health system that brings together hospitals, physicians, clinics, research, education and innovation to improve the health of the communities the university serves. The initiative is a long-term investment in Florida’s health infrastructure and economy.  

The ranking is the first No. 1 ranking for an FSU Health-associated program since its launch in 2022. 

Additional findings from the NAK’s evaluation highlighted the program’s strength in student success and research productivity. 

FSU ranked in the 100th percentile nationally for doctoral student publications, students receiving full financial support, graduates securing tenure-track faculty positions and faculty-authored books.  

The evaluation also placed FSU among the nation’s leaders in graduates earning postdoctoral positions, invited keynote presentations and faculty research productivity. During the reporting period, FSU kinesiology doctoral students produced 105 journal articles, while 14 graduates secured tenure-track faculty positions. Kinesiology faculty produced 336 journal articles and secured more than $21.6 million in federal research funding. 

“This recognition reflects the strength of the people who make our program exceptional,” Andrew added. “Our faculty attract talented students who want to work alongside leaders in the field, and those students go on to make meaningful contributions through their research, scholarship and professional success. That cycle continues to strengthen our program.” 

“This recognition reflects the strength of the people who make our program exceptional,” Andrew added. “Our faculty attract talented students who want to work alongside leaders in the field, and those students go on to make meaningful contributions through their research, scholarship and professional success. That cycle continues to strengthen our program.”

Anne’s College is home to world-renowned faculty in fields spanning athletic training, athletic coaching, exercise physiology, sports nutrition and dietetics, sport sciences, sport management and sport psychology. The college is also home to leading research centers and institutes, such as the FSU Institute of Sports Sciences and Medicine. 

For more information about Anne’s College and its academic programs, visit annescollege.fsu.edu. 

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Florida State University learning technologies expert Vanessa Dennen says sweeping new restrictions on how teens use Instagram and Facebook may change their online habits, but they won’t necessarily address the larger challenge of helping young people develop healthier relationships with their phones and social media.  

Dennen, the Tyner Distinguished Professor of Instructional Systems & Learning Technologies at FSU’s Anne Spencer Daves College of Education, Health, and Human Sciences, studies how people learn and interact in digital environments. Her perspective comes as Meta prepares to implement new restrictions on young users following a landmark multistate settlement over allegations that its platforms were intentionally designed to foster addictive behavior among children and teens.  

Under the settlement, Meta will pay $17 billion over 10 years and implement new safety measures on Instagram and Facebook. Those changes include daily time limits, nighttime restrictions, stronger age-verification measures and additional parental controls. 

But Dennen cautions that changes to individual platforms may miss the broader reality of how young people interact with digital media. 

“Social media platforms play a pretty important role in teen life, but I would actually dial it back a bit from talking about social media and talk about their phones and the importance that their phones hold in their lives as the primary communication device,” Dennen said.  

Dennen said social media apps are modern channels for timeless communication between teenagers. As a result, restrictions on individual platforms such Instagram may shift teens’ behavior rather than change it.  

“Will these interventions actually improve teens’ social media experiences, or are they just going to reduce or control their use of Meta products specifically? Because Meta is not the only game in town,” Dennen said.  

“Will these interventions actually improve teens’ social media experiences, or are they just going to reduce or control their use of Meta products specifically? Because Meta is not the only game in town.”

– Vanessa Dennen, Tyner Distinguished Professor of Instructional Systems & Learning Technologies

Instead of logging off completely, teens restricted on Instagram or Facebook are more likely to shift their attention to other platforms, such as TikTok or YouTube. Dennen feels strict restrictions often lead to workarounds rather than behavior changes.   

“If there’s a workaround, the teens will find it,” Dennen said. “It will keep some people off, but it will not keep other people off.”  

Dennan said reducing excessive social media use ultimately requires young people to develop self-regulation, a skill that doesn’t automatically come with age.  

“It’s not like people turn 18 and magically understand how to self-regulate these tools or how to use them productively in their lives,” Dennen said. “Regulations alone don’t solve the problem.” 

For Dennen, platform restrictions are only part of the answer. She said digital literacy and open communication at home can help young people learn to manage their technology use. Adults should also avoid making assumptions about screen time, she said, because teens may be using their devices for productive pastimes such as reading or creative projects.  

“We make these assumptions about what teens are doing on their phones because we see them on their phones, and we make judgments that they must be doing things that are a waste of time,” Dennen said. “I actually think the best thing we can do is talk to our teens about what they’re doing and talk about what we’re doing as adults.” 

Parents can also model the habits they want their children to develop, Dennen said. One approach she recommends is creating a central place where family members charge their phones overnight rather than keeping the devices in their bedrooms. 

“I don’t think that coming down hard on the companies alone is the answer. It’s a super nuanced topic,” Dennen said. “There’s always going to be a learning curve when you’re new to a platform.”  

For Dennen, technology may change, but the underlying desire for communication does not. Social media, she said, gives those interactions a reach and performance that earlier forms of communication did not have.  

“People are people. People are going to communicate with each other,” Dennen said. “It’s just that now on social media, we’ve got it archived and amplified. The technology didn’t make us that way; we were already that way.”  

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The U.S. Open has long separated itself from tennis’ other majors with its noise, celebrity energy and New York spectacle. This year, however, one post-match conversation raised a broader question for sports: When does content creation enhance an event, and when does it become a distraction?

Influencers and content creators have become fixtures at sporting events, concerts and other entertainment venues, helping brands reach younger and highly engaged audiences. With large followings and a steady stream of viral content, they can shape how fans discover events, athletes and teams.

But after tennis superstar Naomi Osaka’s first-round win at the U.S. Open, attention turned to individuals in a luxury suite whose ring lights and commotion disrupted the atmosphere around play. The match’s chair umpire even asked the group to keep quiet, turning a familiar etiquette issue into a wider discussion about the growing presence of creators in live sports.

For Florida State University’s Kris White, a specialized teaching professor in the Department of Sport Management, the answer is not to shut creators out. It is to better define how they fit into the fan experience without pulling focus from the competition itself.

White teaches courses that connect athlete branding, Name, Image and Likeness (NIL), and content creation with intercollegiate athletics. He sees social media and influencer marketing as essential to sports branding, especially for college athletes building personal platforms alongside their teams and universities.

“In a way, athletes are more so becoming like individualized media entities,” White said.

That shift accelerated after the NCAA adopted NIL in July 2021, creating new value around athletes’ personal brands and new demand for videographers, editors, social media managers and strategists who can help tell those stories.

“When you opened up the market to athletes, in terms of NIL, you also opened up a marketplace around creating that content,” White said. “Now there is value for athletes to have content created all around them, and the people who are able to create that value, now there’s a marketplace for that.”

White understands that evolution from both academic and personal experience. A Clermont, Florida, native, he played wide receiver at Kent State from 2013-17, during an era of college athletics that feels distant from today’s NIL-driven landscape. His research into athlete branding emphasizes that the strongest content starts with authenticity, a point echoed by current FSU football punter Daniel Hughes at a recent NIL Sports Summit.

“You have to start with who you are as a brand, and what that means to you,” White said. “What are you trying to bring and provide to the world and to your audience?”

The concern at the U.S. Open was not that creators were present, but that their presence risked overshadowing the athletes. Tennis players later voiced support for creators while also stressing that content should not interfere with play on the court. The United States Tennis Association credentialed around 100 content creators for this year’s tournament, nearly doubling last year’s total of 54 according to ESPN.

White said creators can help make sports more accessible, especially for people who may first encounter an athlete, team or event through social media. But that visibility works best when creators add to the experience rather than compete with it.

“It is an activation management issue. How are you making sure these creators are adding and enhancing to this experience, rather than taking away from it and making their thing the actual spotlight?” White asked. “You want to keep the main thing the main thing.”

“It is an activation management issue. How are you making sure these creators are adding and enhancing to this experience, rather than taking away from it and making their thing the actual spotlight? You want to keep the main thing the main thing.”

– Kris White, Florida State University Sport Management Professor

The debate has already produced consequences. Wimbledon announced it would not accredit influencers for its 2027 tournament and would ban disruptive equipment, including ring lights, that can interrupt play. Some have viewed the move as a necessary protection of tennis culture; others have questioned whether it goes too far at a time when sports are competing for attention across digital platforms.

White believes the better long-term approach is not a blanket rejection of creators, but a clearer system: selecting creators whose audiences align with the event, establishing designated content zones, setting expectations in advance and holding creators accountable when they disrupt the competition.

“You don’t want to move the tent,” White said. “You want to make sure that you expand the tent to allow more people in.”

For White, the future of creators in sports should be guided by balance. Content can introduce new fans, deepen connections with athletes and expand the reach of an event. But the value is strongest when creators understand their role: Support the spectacle, capture the moment and never become the main event.

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Florida State University psychologists, education researchers and computational scientists have teamed up to transform raw data from educational research into a digital resource that can advance the teaching and learning of K-12 mathematics.

The interdisciplinary team will bring together six existing dataset covering about 90,000 elementary students and 3,000 teachers and build an interactive dashboard with an AI chatbot that allows users to ask questions about the data in plain language.

Professors of Psychology Colleen Ganley and Chris Schatschneider, Professor of Scientific Computing Gordon Erlebacher and Associate Professor of Mathematics Education Robert Schoen have been awarded $1.5 million from the National Science Foundation (NSF) to support the creation of the Integrated Data for Education AI, and Learning in Mathematics Project (IDEAL-Math) Network.

The collaboration between researchers and educational practitioners aims to improve the quality of existing math education data by developing a digital dashboard to increase accessibility to education research.

“This project represents an important national investment in FSU’s strengths in psychological science, education, artificial intelligence and data science,” said Brad Schmidt, Robert O. Lawton Professor of Psychology and Department of Psychology chair. “By bringing researchers together with teachers and technology experts, this project will organize the high-quality data needed to better understand how children learn mathematics and develop increasingly effective educational tools and practices.”

The IDEAL-Math project is one of five projects funded across the country through NSF’s Collaboratory to Advance Mathematics Education and Learning for K-12 initiative. Together, these five projects will form a shared national hub intended to have a lasting influence on the collection, digital organization and sharing of U.S. education data.

The interdisciplinary nature of this work is reflected by the versatile affiliations of its lead researchers. Alongside their roles in the FSU Department of Psychology, Ganley is a faculty affiliate of the Florida Center for Research in Science, Technology, Engineering and Mathematics, or FCR-STEM, and Schatschneider is the associate director of the Florida Center for Reading Research. Schoen is also an associate director of FCR-STEM, and Erlebacher directs FSU’s Interdisciplinary Data Science Master’s Degree Program.

“Every year, researchers collect large amounts of data through surveys, test scores, classroom videos and other methods trying to understand how children learn math,” said Ganley, director of FSU’s developmental psychology program. “Too often, those data get squirreled away after a few publications and never make it back to the educational community or public. This project aims to change that by taking data that have already been collected and making them more useful for researchers, educators and policymakers who want to ask their own questions.”

“By bringing researchers together with teachers and technology experts, this project will organize the high-quality data needed to better understand how children learn mathematics and develop increasingly effective educational tools and practices.”

– Brad Schmidt, Robert O. Lawton Professor of Psychology and Department of Psychology chair

Data sharing is often mandated as a condition of funding for federal agencies and an increasing number of foundations that support research. However, back-end tasks — producing high-quality documentation, organizing information so computers and humans can easily reuse it and de-identifying sensitive information like names and faces from classroom videos — require a significant amount of expertise and time that a research team may not have once the research itself has concluded.

To protect the privacy of research participants, the IDEAL-Math Network’s team will employ de-identification processes that prevent data, such as test scores and survey answers, from being traced back to one person. For example, the data will not include specifics on parents’ occupations but instead include broad job categories from public databases. Statistical and AI-based methods will assess reidentification risk for participants across multiple datasets to ensure student, parent and teacher confidentiality.

“As a computational scientist, my role is in translation, or taking data that are meaningful to psychology and education researchers and turning them into a structured, validated and well-documented dashboard that someone without coding experience, as well as AI systems, can easily understand,” Erlebacher said. “As we build the AI chatbot component, I am focused on lowering barriers for teachers and principals by eliminating weak points where the chatbot risks giving a confident-sounding wrong answer.”

Researchers will curate and assemble six datasets collected by FSU researchers into the interactive dashboard and develop the custom chatbot so users can ask questions and receive answers in plain language. The team will also host workshops for education researchers on ethical data sharing, data management and AI in education research.

“Research shows that beyond a person’s preference for one subject over another, the way someone learns math as a child has ripple effects into adulthood, influencing aspects like reading capability, the likelihood of pursuing a STEM career, and eventual socioeconomic status,” Erlebacher said. “Through this project, we hope that a district administrator, for example, can ask for strategies to increase students’ confidence in their math skills and receive a data-backed answer in seconds instead of never being able to ask the question at all.”

To learn more about research conducted in the FSU Department of Psychology, visit psychology.fsu.edu, and for more information on work in the FSU Department of Scientific Computing, visit sc.fsu.edu. To explore offerings in the FSU School of Teacher Education, visit annescollege.fsu.edu. Visit the FCR-STEM website for more information on this Learning Systems Institute program.

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After six years of raising their family in California, the next chapter for Prince Harry and Meghan includes returning to the U.K. for an extended period at a non-royal residence. Their six-year estrangement from the Royal Family — and the possibility of reconciliation — reflect dynamics that are relatable to many non-royal families.

Family estrangement is becoming common in American families. Last year, a YouGov poll found that 38% of Americans adults say they are currently estranged from either a sibling, a parent, a child, a grandparent or a grandchild. Included in that poll, which surveyed 4,395 U.S. adult citizens, 16% of respondents said they are currently estranged from a parent.

Florida State University’s Nari Jeter is a licensed marriage and family therapist and an associate teaching professor in human development and family science. She has become a nationally recognized relationship expert who has been featured in USA Today, Newsweek, SELF Magazine, HuffPost, Fox News and more.

In 2020, The Duke and Duchess of Sussex’ estrangement from the Royal Family began due to several factors, including lack of palace support and constraints within the family that led to their decision to leave for the United States. According to Jeter, family dynamics where there is disagreement are relatable to families outside the spotlight.

“What’s especially familiar is the in-law dynamic,” Jeter said. “When a family doesn’t fully welcome a new partner, the person in the middle feels torn — to protect their spouse and translate actions on both sides. Often, that person feels like they can never win and keep both sides content, so they give up. This is where estrangement follows; it’s a way of reducing the immediate conflict within them and their family.”

Within the same YouGov Poll, individuals estranged from a child (70%) or grandchild (66%) were more likely to say they would consider reconciling with their family member. For Prince Harry, he remains estranged from his brother, William — The Prince of Wales. The Sussexes are expected to remain private citizens while in the U.K. However, there is a possibility of healing the family rift with his father, King Charles III.

The pathway to reconciliation, according to Jeter, often begins with humility and acceptance.

“Most reconciliation that I’ve seen starts with someone recognizing that wanting to be ‘right’ isn’t working,” Jeter said. “There is humility in recognizing that they could have done some things wrong or hurtful, even unintentionally. They don’t completely give up their views, but they accept that the other person can see things differently and it doesn’t have to be a threat to the relationship.”

Media interested in understanding family estrangement and reconciliation through the lens of the Royal Family may reach out to Nari Jeter via email at nari.jeter@fsu.edu.

Nari Jeter, licensed marriage and family therapist, Florida State University

Family estrangements involving notable figures can be quite different from everyday situations because they play out in front of the public. But in a situation like the Royal Family, what are some relatable concepts?

“It’s a common story that one person decides to step away from the family they come from to protect the family they made. That’s a pattern I see in my office every week. This kind of estrangement typically doesn’t come from one single blow-up, but from many moments where someone doesn’t feel seen, heard, or respected when it comes to their new family boundaries. This is especially true when that family member feels pressure to choose between being loyal to themselves (and their new family) or the family they come from.”

“Contrary to popular belief, estrangement isn’t about an absence of love. Many people who are cut off from their families feel grief, sadness and longing long after estrangement happened. Estrangement happens when love doesn’t feel safe, protected and respected.”

The pathway to reconciliation can be a long process. When you see families reconcile, what are some of the things that often lead to that final step?

“Another step usually comes with an apology or acknowledgement without justification or excuses. This is where emotional validation goes a long way. “I’m sorry I hurt you” or “I can tell I really disappointed you” isn’t an agreement on how they saw it, but it’s recognizing impact. People feel seen and heard when we accept their feelings. Most estranged family members aren’t looking for grand acts in reconciliation. One good apology or acknowledgement can really push the door open to reconnection.”

“Lastly, it’s common to see a significant life event cracking the door open: family sickness, a wedding, a birth, a death. Time and separation won’t heal estrangement, but an event that brings shared purpose or meaning to the family can motivate families to try. It’s important to not jump back into old roles and routines. Family members need to clearly communicate what wasn’t working before and talk about new expectations and boundaries. Small, sustainable, successful changes are the target. Short visits and weekly phone chats are a good starting point to rebuilding trust and connection. Reconciliation takes effort on both sides. It requires grace and humility, and the ability to see past our own hurts to the landscape of someone else’s life.”

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As North Florida faces a growing shortage of healthcare providers, Florida State University is helping address the challenge through FSU Health, the university’s academic health system. By bringing together education, clinical care and research, FSU Health is preparing the next generation of healthcare professionals while expanding access to care across the region.

The need is expected to grow in the coming years. Florida’s population is expanding and aging, increasing demand for healthcare just as many physicians and nurses approach retirement.

According to the Florida Department of Health, more than one-third of Florida’s practicing physicians are age 60 or older. At the same time, Florida’s population age 65 and older is projected to reach 6.7 million by 2036, or more than a quarter of the state’s population. A workforce analysis commissioned by the Florida Hospital Association and the Safety Net Hospital Alliance of Florida projects the state could face a shortage of about 18,000 physicians and nearly 60,000 nurses by 2035.

Those challenges are especially pronounced in rural North Florida, where many communities have limited access to primary and specialty care. The Florida Department of Health’s annual Physician Workforce Report shows many Panhandle counties have among the state’s lowest physician-to-population ratios, underscoring the need to recruit and retain more healthcare professionals.

Unlike a traditional health system centered on a single hospital, FSU Health brings together the university’s colleges, research enterprise and clinical partners to educate healthcare professionals, advance research and improve patient care. Supported by investments from the Florida Legislature, the universitywide initiative spans disciplines across FSU and works with healthcare providers throughout North Florida.

“The healthcare workforce shortage isn’t something any one hospital, university or health system can solve alone,” said Jeremy Slaga, vice president and chief clinical operations officer of FSU Health. “FSU Health was created to align education, research and patient care with the strengths of our clinical partners so we can prepare more healthcare professionals, expand access to care and create lasting health benefits for communities across North Florida.”

Responding to the need

Preparing the healthcare workforce Florida will need for decades to come is central to FSU Health’s mission.

Since its founding in 2000, the FSU College of Medicine has focused on preparing physicians, physician assistants and other healthcare professionals to serve rural, medically underserved and aging populations.

“As someone who grew up in rural Gadsden County, I understand how important it is for families to have access to quality healthcare close to home,” said Alma Littles, M.D., dean of the FSU College of Medicine and president of the Florida Medical Association. “That mission has guided our college from the beginning. We’re preparing physicians and other healthcare professionals who understand the needs of these communities and are committed to serving them.”

That approach is producing results.

This year, all 120 FSU College of Medicine graduates who participated in the National Resident Matching Program matched into residency programs. Nearly half matched in Florida, while another 31% matched in neighboring Southeastern states, meaning nearly four out of five remained in the region.

Many entered specialties facing some of Florida’s greatest workforce needs, including the primary care specialties of family medicine, internal medicine and pediatrics.

Graduate medical education is another critical part of addressing Florida’s physician shortage. Because physicians are more likely to establish their practices near where they complete residency training, expanding residency opportunities can help Florida retain more doctors.

FSU’s Graduate Medical Education (GME) programs graduated a record 116 physicians this year, with 66% completing residencies or fellowships in primary care specialties. In 2026, the College of Medicine assumed sponsorship of nine additional GME programs in Tallahassee, Sarasota, Cape Coral, Pensacola and Jacksonville. The college now sponsors 32 programs training 516 physicians statewide, with more growth planned.

The university is applying the same long-term approach to nursing.

The College of Nursing recently expanded enrollment, admitting students three times each year and creating a year-round pipeline of graduates entering the workforce. More than 800 students are enrolled annually across the college’s undergraduate and graduate programs.

The college also is expanding its Bachelor of Science in Nursing program to FSU Panama City, supported by a $10 million gift from Bruce and Tracey Berkowitz and the Fairholme Foundation. The historic gift will strengthen Northwest Florida’s nursing workforce by providing scholarship support to students from Bay, Walton and Gulf counties who plan to practice in the region.

“Florida’s nursing shortage demands innovative solutions,” said Jing Wang, dean of the FSU College of Nursing. “By expanding enrollment, creating new educational pathways and strengthening partnerships across the state, we’re preparing more nurses to provide high-quality, patient-centered care where they’re needed most. Our undergraduate expansion is just one element of our investment in the region; through pioneering efforts like our Smart Home Health Initiative, we are deepening our commitment to advance the health, well-being and future of these communities.”

Preparing the healthcare workforce requires more than educating physicians and nurses. It also depends on professionals working across disciplines to meet patients’ physical, mental and behavioral health needs.

Across the university, FSU is preparing future physician assistants, psychologists, social workers, dietitians, exercise scientists, rehabilitation specialists, public health professionals, health informatics specialists and healthcare administrators. These disciplines help meet growing needs in primary care, behavioral health, rehabilitation, chronic disease prevention and community health.

“Today’s healthcare challenges require teams of professionals with different expertise working together to improve the health of Florida’s communities,” said Damon Andrew, dean of the Anne Spencer Daves College of Education, Health, and Human Sciences. “Across FSU, we’re preparing graduates who understand how nutrition, exercise, behavioral health, human development, education and other factors intersect to shape lifelong health and well-being. Whether in schools, clinics, or community settings, our graduates play essential roles in improving health and quality of life for individuals and families.”

Together, these programs reflect FSU Health’s team-based approach to healthcare, recognizing that improving health outcomes depends on professionals across disciplines working together to care for patients and communities.

FSU also is expanding its work directly in rural communities. The College of Medicine recently was awarded more than $19 million through the federal Rural Health Transformation Program to launch six projects addressing rural health challenges including workforce development, behavioral health, preventive care, food insecurity, telehealth and at-home care. Two projects will focus on Northwest Florida, a central hub for FSU Health, while four will serve Southwest Florida.

Building the future of FSU Health

Preparing the healthcare workforce of the future is supported by major investments in clinical partnerships, research and patient care.

The FSU Health Research and Collaboration Building under construction on the Tallahassee Memorial HealthCare campus will provide space for clinical research, laboratories and a family medicine residency clinic, creating new opportunities for education, patient care and scientific discovery.

FSU also is expanding its partnership with Tallahassee Memorial while continuing development of FSU Health Panama City Beach, where an outpatient medical office building is already serving patients and construction is underway on a new hospital.

“At the end of the day, success is about people,” Slaga said. “If more Floridians can receive the care they need closer to home because we educated the physicians, nurses and other healthcare professionals who chose to build their careers here, then we’ve accomplished what FSU Health was created to do.”

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Florida State University will celebrate its summer Class of 2026 on Friday, July 31, as graduates mark academic achievements, personal growth and the start of new careers.

FSU will award 2,891 degrees, including 1,582 bachelor’s, 952 master’s and specialist, 253 doctoral, 99 Juris Master’s, and 5 LL.M. degrees. More than 1,786 graduates are expected to participate in the day’s ceremonies.

Anne Bristol

As the daughter of Haitian immigrants and a first-generation college student, West Palm Beach native Anne Bristol will graduate with a Bachelor of Science in political science and a minor in innovation from the College of Social Sciences and Public Policy.

Bristol chose Florida State because of the support she found through the CARE TRIO SSS program and a campus culture that encourages students to lead with purpose. FSU gave her opportunities to turn her passion for advocacy into public service, mentor peers and facilitate meaningful dialogue.

“My time at FSU has instilled in me a commitment to creating positive change in my community, and I am incredibly grateful for the mentors, peers and experiences that have helped me grow into the leader I am today,” Bristol said. “The relationships I built and the opportunities I created for others are what I will carry long after graduation.”

Bristol built strong connections across the FSU community through leadership roles in the Student Senate, the Black Student Union, and the Center for Academic Retention and Enhancement (CARE).

“Walking across the stage represents so much more than earning a degree,” Bristol said. “It symbolizes every challenge I have overcome, every mentor who believed in me and every sacrifice my family made so I could reach this moment. As the daughter of Haitian immigrants, I carry my family’s resilience with me every day. Crossing the commencement stage means becoming a first-generation college graduate, a milestone that reflects generations of perseverance and hope.”

After graduation, Bristol plans to attend law school to pursue a career in public interest law, advocating for historically underserved communities and helping create equitable policy.

Nicholas Baldini

As a legacy student who grew up wearing garnet and gold, Marietta, Georgia, native Nicholas Baldini will earn his second degree from Florida State University, a Master of Business Administration from the Herbert Wertheim College of Business.

Baldini previously earned his bachelor’s degree in finance at FSU and formed lasting connections through his fraternity, intramural leagues and church group. Following in the footsteps of his mother, a 1987 alumna, he returned to his dream school to blend campus traditions with graduate-level professional development.

“Walking across the commencement stage represents much more than earning another degree,” Baldini said. “This reflects years of hard work, perseverance and growth, along with the support of my family, friends, professors and mentors who helped me along the way. To me, this represents striving to go above and beyond and to stay curious by continuously learning throughout my whole professional career.”

Baldini returned to Florida State to build on his finance background and strengthen strategic leadership skills. Experiences such as attending an alternative investment summit and networking with estate planning professionals helped prepare him for a career in wealth management.

“The MBA program has challenged me to think strategically, collaborate with talented classmates from so many backgrounds, and approach business problems from a broader perspective,” Baldini said. “It is a moment to celebrate everything I’ve accomplished at FSU while looking forward with excitement to starting my career and applying what I’ve learned.”

After graduation, he plans to move to Atlanta to begin his career in wealth management at Mercer Advisors. He plans to earn the Certified Financial Planner designation and provide pro bono financial planning to historically underserved communities.

William Perez

Miami native and first-generation graduate student William Perez will earn a doctorate in religion from the Department of Religion in the College of Arts and Sciences.

Perez, the son of Cuban and Nicaraguan immigrants, moved to Tallahassee in 2021 with his wife and four daughters to pursue the American religious history track. Now a father of five, he values the intellectual community he found at FSU and the ability to pursue rigorous doctoral research while spending meaningful time with his family.

Perez chose to attend Florida State because of the national reputation of its religion program. At FSU, he presented at international academic conferences, published research on religion and emotion and received several awards, including the department’s Porterfield Research Prize.

“Not only does FSU boast one of the oldest religion departments at a public university in the United States, but its religion faculty also remains on the cutting-edge of research and publication in the field,” Perez said. “I wanted the opportunity to learn from and work with them, and it has paid off.”

After graduation, Perez plans to continue teaching and conducting research in Tallahassee. He will serve as an adjunct professor in FSU’s Department of Religion and as a religious educator with The Church of Jesus Christ of Latter-day Saints’ seminary and institute program.

He also hopes to turn his dissertation on religion and emotion into a book, elevate the Latino community in religious studies and bring the interdisciplinary approaches he learned at FSU into wider academic conversations.

“Walking in this ceremony is meaningful to me because it represents not only my accomplishment, but a huge win for the family and community that has cheered me on from the very beginning,” Perez said. “It is the culmination of years of hard work and also the beginning of a new and exciting chapter.”

Jack Wemm

A Tallahassee local and lifelong Seminole, Jack Wemm will graduate magna cum laude with a Bachelor of Science in Sport Management from the Anne Spencer Daves College of Education, Health, and Human Sciences. He chose FSU for its nationally recognized program and the opportunity to attend his childhood dream school.

During his three years at FSU, Wemm combined academic excellence with leadership and service across the university community.

“I believe in the saying, ‘The people make the place,’ and there is no place like FSU,” Wemm said. “The feeling of being a Seminole and a part of the Florida State community is special.”

Wemm’s time at FSU was defined by service. As vice president of membership for Seminole Student Boosters, he helped lead the student-run organization raising money for FSU Athletics and student-athletes.

He also interned with University Relations, assisting with commencement ceremonies and football game operations and served as a team manager for the FSU men’s and women’s golf teams.

“Graduating in this ceremony means a lot to me because of the hard work and perseverance of not only myself, but also those who have supported me,” Wemm said. “When I walk across the stage, I hope my parents, my professors and the friends I have made along the way know that I could not have gotten this far without them.”

Wemm also studied sport management in London and spent six weeks in Valencia, Spain, through FSU International Programs. The experience broadened his understanding of the global sports industry.

After completing his bachelor’s degree, Wemm will intern in athletics law with FSU’s Office of the General Counsel this summer. He will then remain at Florida State to finish his master’s degree in sport management through the combined pathway program before pursuing law school, where he aims to build a career as a sports lawyer helping shape the future of athletics.

Sydney Goldberg

Tampa native Sydney Goldberg will graduate with a Master of Applied American Politics and Policy (MAAPP) from the College of Social Sciences and Public Policy. A double Seminole, she completed her bachelor’s degree in political science with a minor in psychology in three years before entering the graduate program.

Goldberg was drawn to FSU for its location in Florida’s capital and the access it provided to state government. The MAAPP program allowed her to complement her studies with work on political campaigns and experience in state agencies, the legislature and advocacy.

“Walking in commencement marks the end of my academic career at FSU,” Goldberg said. “I tend to move quickly from one goal to the next, so commencement gives me a chance to stop, recognize everything I have accomplished and celebrate with the family and mentors who supported me.”

During her time at FSU, Goldberg maintained a strong campus presence, serving as vice president of the MAAPP Executive Board and holding leadership roles within Garnet and Gold Key, the Women’s Leadership Network, the Student Conduct Board and the Jewish Student Union.

Her proudest accomplishments reflect a commitment to public service. She worked on two successful state and congressional campaigns and participated in two Florida legislative sessions, including work for Florida House Speaker Daniel Perez. She also was selected for the Florida Gubernatorial Fellows Program and spent a year with the Florida Division of Emergency Management.

Looking ahead, Goldberg plans to build a career in political strategy, government affairs and advocacy, using her broad perspective across state leadership to drive results.

“Florida is my home, and I want to continue making a positive impact on the state that has given me so many opportunities,” Goldberg said. “I have been fortunate to have mentors who guided and advocated for me, and I hope to provide that same support to future students and young professionals entering the field.”

Pranathi Brungi

Pranathi Brungi will earn a doctorate in electrical and computer engineering from the FAMU-FSU College of Engineering. A native of South India, she was drawn to FSU by the college’s partnership with Florida A&M University and its nationally recognized research in power electronics.

Under the mentorship of Professor Petru Andrei, Brungi conducted interdisciplinary research in semiconductor devices, magnetics and machine learning. She developed advanced modeling techniques designed to improve electronic device performance and accelerate the design process.

Brungi’s graduate experience was defined by rapid achievement, leadership and service. She earned both her master’s degree and doctorate in three and a half years, received the Danfoss Research Scholarship and represented FSU during a weather balloon launch at NASA’s Kennedy Space Center.

She also presented at three Electrochemical Society conferences, served as a session chair and student ambassador, contributed to several research publications and chaired the Excellence in Teaching Award Committee for Tau Beta Pi, the engineering honor society.

“Walking at commencement represents far more than completing a degree,” Brungi said. “Earning a doctorate has been a personal dream and a journey filled with challenges, growth and perseverance. What makes this moment especially meaningful is seeing my parents and my brother proud of what I have accomplished.”

After graduation, Brungi will begin her career as a device engineer at onsemi, where she plans to advance AI-driven semiconductor design and streamline manufacturing. She also hopes to strengthen partnerships between universities and industry so that promising research can move into practical use.

“Semiconductors are at the core of nearly every technology we use today,” Brungi said. “I want to help ensure this field continues to grow, innovate and inspire future generations of engineers and researchers.”

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The number of children identified with autism spectrum disorder (ASD) continues to rise, underscoring the need for educators who are prepared to support autistic learners in a range of classroom settings. Recent data shows that 1 in 31 children age 8 — about 3.2% of that population — has been diagnosed with ASD, making autism-focused training an increasingly important part of professional development for today’s educators.

Led by the special education program at the Anne Spencer Daves College of Education, Health, and Human Sciences (Anne’s College), the inaugural Florida State University Autism Teaching and Learning Institute was created to help close that training gap. It brought together professionals who support autistic learners across early childhood, K-12 and postsecondary settings for a professional development experience focused on instruction, collaboration and practical classroom application.

Featuring a wide range of professionals in attendance, the institute helped strengthen how schools are supporting autistic learners.

“We knew there was a need for this type of professional learning based on our longstanding partnerships with school districts, conversations with educators across the state, and our own experiences working alongside teachers and families,” said Jenny Root, the Anne & John Daves Endowed Professor who led the event. “Having a wide range of participants was especially meaningful because supporting autistic learners is truly a team effort. Seeing professionals from so many different disciplines learning together reinforced our vision for the institute: improving outcomes for autistic learners across the lifespan requires collaboration across professions.”

The mission aligns with FSU Health — the university’s collaborative initiative uniting researchers, educators and clinical partners to improve health care delivery across Florida. Root believes supporting autistic learners means supporting the variety of educators who teach and serve them.

“Effective preparation for supporting autistic learners is no longer a specialized need — it’s an essential component of professional learning across the educational workforce,” Root added. “That’s why we intentionally designed the FSU Autism Teaching and Learning Institute with multiple learning strands and encouraged participation from professionals across disciplines and settings.”

“Effective preparation for supporting autistic learners is no longer a specialized need — it’s an essential component of professional learning across the educational workforce.”

– Jenny Root, Anne & John Daves Endowed Professor

The event’s multidisciplinary approach benefited the 200-plus attendees, with eight different strands offering a variety of topics. Emphasizing high-leverage practices and evidence-based interventions, the one-day experience covered all the critical aspects of professional development that proved to be more advantageous than a one-size-fits-all model.

“One of the core principles of the institute is that there is no single pathway to supporting autistic learners because there is no single type of educator who supports them,” Root said. “A preschool teacher, a middle school mathematics teacher, a speech-language pathologist and a university professor all have different roles, responsibilities and professional learning needs. Rather than asking everyone to sit through the same sessions, we designed targeted strands that allowed participants to choose learning experiences most relevant to their work and their current level of knowledge.”

The collaborative effort included staff members from FSU’s Center for Autism and Related Disabilities (FSU CARD) and members from the Board of Directors of the Council for Exceptional Children’s Division on Autism and Developmental Disabilities (DADD). A mix of professionals — including school teachers, speech-language pathologists, occupational therapists, behavior specialists, administrators, paraprofessionals, transition specialists and higher education faculty and staff — converged at Stone Building to learn and share their experiences with others.

Addie McConomy, an assistant clinical professor and program leader at Anne’s College, was one of several special education staff members who led interactive workshops, roundtables and learning sessions. In the afternoon, she led a “Create Supportive Learning Environments” session that focused on teachers applying some of their own concepts to their autistic learners.

“Classroom environment establishes the foundation for all learning,” McConomy said. “Many classrooms have great routines and strategies in place to support learning.  However, some students may need the classroom routines and strategies explicitly taught, and this is a step that is often overlooked in busy classrooms. I hope that teachers invest the same time into teaching their routines as they do building their routines.”

McConomy’s goal for each of her sessions was to ensure educators leave equipped with best practices that fulfill both themselves and their learners.

“The institute was implementation-focused and each session emphasized practical applications that we hope educators can put into practice right away,” McConomy added. “These professional development experiences bridge the gap between research and practice and should prepare teachers to support all student learning.”

The institute looks to carry its momentum forward after a successful debut. Growth and evolution will include listening to participants and community partners on feedback from the event, whether that means expanding capacity, offering additional learning strands or bringing together a broader range of professionals.

The early response shows demand will be high for next year.

“This was always envisioned as more than a one-time event,” Root added. “Our goal is to build a community of educators who are committed to improving educational outcomes for autistic learners and who continue learning from one another long after the institute ends. The response to this inaugural institute certainly suggests there is an appetite for that kind of professional learning.”

By combining research-based instruction, practical training and collaboration across professions, the FSU Autism Teaching and Learning Institute reflects FSU’s growing role in preparing the next generation of educators to support autistic learners and improve outcomes across the lifespan.

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Doctoral student Dylann Lowery works directly with the Tallahassee community to provide award-winning research and resources that support healthy family relationships.

She chose FSU because of the university’s work with marriage and family therapy research students to expand access to mental health care in communities. The work aligned with her career goal to combine research and community support for families in need.

In her free time, Lowery began a parenting group that cultivates trauma-informed skills. Additionally, she leads a dissertation project that addresses how co-parents that have experienced childhood adversity shows up in family relationships families can pass on their trauma to next generations and how to break that cycle. She is also a registered play therapist for Tallahassee families who have experienced hardships in the home.

Lowery has taught undergraduate courses at the Anne Spencer Daves College of Education, Health, and Human Sciences and mentors researchers in the Undergraduate Research Opportunity Program. She also serves on the Marriage and Family Therapy Graduate Student Organization (MFT-GSO) leadership team, where she helps junior clinicians develop professional skill sets.

Why did you choose Florida State University?

I chose FSU because it offers a combination of rigorous academic standards and real-world impact. While my previous focus centered on specialized minority mental health, FSU’s broader reputation for excellence, specifically its status as a top-tier research institution, provided a professional platform I couldn’t ignore.   

The Marriage and Family Therapy (MFT) program at FSU isn’t just well-regarded. It is nationally recognized as a leader in the field, and this environment pushes me to look beyond the classroom. The curriculum emphasizes a sophisticated blend of advanced statistics and qualitative analysis, which is exactly what I need to build a career that bridges the gap between high-level data and frontline clinical work.   

The chance to work alongside world-class faculty was a primary catalyst for my decision. Learning from experts provides a direct line to cutting-edge research in family systems and foster care dynamics.   

What academic achievements have you accomplished at FSU?

My most significant research accomplishment at FSU was spearheading a trauma-informed skills parenting group in the Tallahassee community. I connected clinical expertise with local families by adapting evidence-based trauma treatments into an accessible, culturally grounded group format.   

This project went beyond simple data collection. It established a sustainable institutional partnership and secured university grant funding that allowed the program to expand. By co-creating this research with the participants, I ensured that the resulting intervention was directly responsive to the needs of Tallahassee residents.  

I also received the Department of Human Development and Family Science Dissertation Award, an honor that recognized the academic rigor and innovation of my mixed-methods research. This project investigates how individual trauma histories influence parenting competence and co-parenting relationships. It effectively identifies the specific mechanisms that can disrupt cycles of generational adversity.   

The significance of this work was further validated through the receipt of both the McKnight Dissertation Fellowship and the Foundation for the Advancement of Human Systems Doctoral-Completion Fellowship. These prestigious awards supported a large-scale data collection effort involving nearly 200 participants. Additionally, my work was recognized at the International Family Therapy Association Conference as a Graduate Student Award winnerand I was recently award the Graduate Student Research Award by the Foundation for the Advancement of Human Systems 

How have you impacted your community?

My most significant contribution beyond the classroom is my work as a registered play therapist, where I provide specialized care to Tallahassee families navigating the complexities of foster care, intimate partner violence and generational trauma.  

This work is about advocating for trauma-informed care within local systems and ensuring that the most vulnerable families in our community have access to high-quality, evidence-based mental health support.  

I served as an overnight on-call advocate for FSU’s Victim Advocate Program, supporting students who experienced victimization.   

Beyond my clinical service, I have dedicated myself to professional leadership by serving on the Southeastern Council on Family Relations (SECFR) board and the MFT-GSO leadership team.   

On the SECFR board, I help steer regional conversations on family science and facilitate networking and resource sharing for practitioners across the Southeast. Closer to FSU, my leadership within the MFT-GSO has allowed me to mentor junior clinicians and advocate for the professional development of my peers at FSU.  

These roles have allowed me to build the infrastructure necessary for my colleagues and the families we serve to thrive.

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