New College of Education and Health Professions Faculty Share Moments that Shaped their Careers

The College of Education and Health Professions' 21 new faculty members recently reflected on the formative experiences that continue to shape their teaching and research today.

Across disciplines ranging from nursing and counseling to education, occupational therapy and exercise science, many traced their career trajectories to a single moment in their history: a mentor's encouragement, a transformative trip, an unexpected conversation or a near-death experience.

"Their research interests and disciplines may vary, but these faculty members are all linked by a heart for empowering students and making a difference in the lives of others," said Dean Kate Mamiseishvili. "We are excited to have each of them as part of our caring college."

Eleanor Mann School of Nursing

Carrie Batie, a new assistant professor of nursing, discovered her passion for teaching while serving as a family nurse practitioner in the Air Force. "Watching my medical technicians grow through mentorship made me realize that shaping the next generation of clinicians was exactly where I belonged," she said.

A lesson that has guided Batie throughout her career is that clinical excellence should be coupled with genuine connection, noting, "Whether with patients or colleagues, I've learned that taking the time to communicate, not just to inform, truly builds trust and drives better outcomes."

Michelle Douglas learned as a young nursing student that she enjoyed and excelled at digging into difficult coursework concepts and sharing simplified versions with classmates. Discovering that the greatest teachers are those who know how to explain the "why" was the beginning of her nurse educator journey.

Douglas, a clinical instructor of nursing, now excels at mentoring students in the field.

After a decade at patients' bedsides, David Dunn, also in a new role as a clinical instructor in nursing, discovered that his greatest influence might not come through treating patients, but by preparing and empowering those who someday would.

"After about 10 years of bedside nursing in a hospital, I tried teaching a clinical section of undergraduate nursing students," Dunn said. "I immediately realized that nursing education was where I could make the greatest impact as a nurse."

Some callings take years to discover, but Lisa Franks, a clinical assistant professor of nursing and assistant director for online undergraduate programs, knew hers from the very beginning. In time, she found the profession that allowed her to combine her love of nursing and teaching.

A lesson that Franks has learned throughout her career, which has focused on maternal health, is the importance of active listening. "You never know what someone is going through and how it is impacting their professional work and personal life," she said.

For Ashlee Hicks, a clinical instructor of nursing, the call to nursing began with a picture of a patient when she was a young college student. While working as an administrative assistant for the Arkansas Visiting Nurse Association, Hicks attended a quarterly meeting where a photo of a man in a three-piece suit was displayed.

"He was a homebound patient and dressed up on days when his home health nurse came to visit because she was the only person he ever saw," Hicks recalled. "In that moment, I was called to the nursing profession."

While working in emergency departments and hospice rooms, Katie Keller, clinical instructor of nursing, learned that every person carries a story beyond their diagnosis. She has spent her career teaching others to be curious, ask questions, and never make assumptions about a patient's life.

"They are more than their illness, and it is an honor to be able to care for people in some of the most challenging times of their lives," she said.

Rebecca McCann's nursing journey began as a patient herself. "My interest in nursing first came from a hospital stay as a teenager, and the impact one nurse had not only on my medical needs, but also personally," she said.

Years later, McCann, an assistant professor of nursing, found purpose in helping future nurses discover the profound difference one compassionate caregiver can make. "The transition into the academic field was inspired by working with nursing students and new graduates in the clinical setting and experiencing their joy as they realized their professional impact on patients and their community," she said.

Heather Rekhi, a clinical instructor of nursing, said serving as an adjunct faculty member confirmed her desire to teach.

"The thoughtful cards and letters students shared at the end of the semester affirmed that teaching is where I can make a meaningful difference," Rekhi said.

She learned early in her nursing career in pediatric oncology that people remember how they're treated during their hardest days more than any specific intervention. "That taught me that technical competence and human connection go hand in hand, and I've carried that lesson into both nursing and teaching," she said.

Department of Communication Disorders and Occupational Therapy

A chance encounter while waiting tables changed everything for Angie Boisselle, an assistant professor of occupational therapy. She met two customers who suggested the field.

Boisselle, whose research now focuses on AI and innovative design in occupational therapy practice, said, "I had never heard of it. I went home that night and researched it. I decided that would be the perfect fit for me."

Orli Weisser-Pike, a clinical associate professor of occupational therapy, once imagined a life devoted to art. Instead, she discovered a passion for occupational therapy and a desire to learn as much from her students as they learn from her.

Though the route was not straightforward, she ultimately fell in love with the profession that combined creativity and helping others. "I couldn't imagine myself in any other profession," she said.

Department of Health, Human Performance and Recreation

Jamie Cathey is a teaching assistant professor of recreation and sport management and coordinator of the college's new Outdoor Recreation and Sport Tourism master's degree program. She feels fortunate to have found a career that combines her love for outdoor recreation, sport tourism, the "controlled chaos" of event management and teaching.  

A principle that guides her professional approach is prioritizing relationships over transactions. "Whether I'm working with community leaders, sponsors, volunteers, colleagues or participants, I focus on creating connections that last beyond a single project or event," she said.

For Megan Jones, one professor's belief in her became the first step toward a classroom of her own. Now she strives to be a positive presence in every student's day.

Jones, a teaching assistant professor of exercise science, said, "You never know what you will say that sticks with a student, for better or worse."

Years spent mentoring young athletic trainers revealed something unexpected to Becca Morgan, who was hired as a visiting assistant professor of athletic training. Preparing students for the profession proved every bit as meaningful as caring for the athletes themselves. 

One lesson that guides her and that she shares with her students is: "Doing the right thing even when challenged or feeling pressure to not make that decision is never the wrong choice."

Scott White, assistant professor of recreation and sport management, spent years navigating policies, institutions and college athletics. He found that explaining complex compliance rules became his favorite responsibility, revealing an unexpected talent for education.

He also discovered the impact of getting to know people beyond the transactions that come with work. "Those relationships you build with people help everyone in the building," he said.

Department of Counseling, Leadership, and Research Methods

Cian Brown, an assistant professor who researches outdoor and adventure-based therapy, knew as a high school student that he wanted to support and serve others but was unsure how. A near-death experience during college changed his perspective and led him toward psychology and counseling.

Now, he looks for what he calls the "Tiny Moments of Joy" in each day and encourages his students to do the same.

Kristie Opiola, assistant professor of counselor education and supervision, believes it's important to create safe, engaging and reflective environments where students are willing to stretch and take risks. In every classroom, she hopes students discover something that's as important as knowledge: belonging.

"I strive to create a secure baseline that allows both colleagues and students to move out of survival mode and into a space of genuine creativity and intellectual growth," she said. "[My mentor] Dr. Bratton taught me that brilliance doesn't thrive under neurological threat; it thrives in connection."

For Marcia Smith, the call to teach began not at the front of the classroom, but as a student behind a desk.

"I remember sitting in a math classroom listening to a teacher explain a problem. I found myself thinking, 'Why doesn't she explain it this way? It would be so much easier to understand.' Although I grew tremendously under that teacher, the experience sparked something unexpected in me: the realization that I could become a teacher too," she said.

Smith, a professor of practice in educational leadership, joined the college after most recently serving as the deputy superintendent of Springdale Public Schools. Her career has centered on one guiding question: "What's best for my students?"

Brittany Hyden, an assistant professor of adult and lifelong learning, credits a study abroad trip in Italy with sparking her fascination with how adults learn through conversation, shared experiences and exposure to different perspectives and cultures.

"One lesson that continues to guide me is that relationships matter," she said. "Whether working with students, colleagues or research participants, meaningful learning and growth often happen when people feel supported, valued and connected. This belief has shaped both my teaching philosophy and my research agenda."

Department of Curriculum and Instruction

Oluwadara Abimbade, a teaching assistant professor of educational technology, grew up immersed in educational environments. His father was a professor of educational technology, and his mother was a schoolteacher.

"I grew up seeing education not just as teaching content, but as designing experiences that help people understand, participate and grow," Abimbade said.

Those early experiences shaped his interest in educational technology, learning design and the use of media and tools to make learning more accessible and engaging.

Kim George's career path was solidified while volunteering as an English as a Second Language teacher during a study abroad trip to Costa Rica.

"The experience was life-changing," she said. "Helping students develop their language skills and watching their confidence grow confirmed that teaching was what I wanted to do. When I returned home, I pursued a second degree in Early Childhood Education, beginning the career that has now grown into a passion for literacy and supporting struggling readers."

Mackenna Vander Tuin remembers sitting in one of her undergraduate methods courses, admiring professors who prepared future teachers. "I remember looking at two of my professors, Dr. Purpura and Dr. Purcell, and telling my friends that when I grew up, I wanted to be like them and prepare preservice teachers," she said.

When Vander Tuin was hired this year as an assistant professor of childhood education, those professors were among the first people she called.

They not only taught her about mathematics intervention, but also the importance of keeping student goals and well-being central to research. "When things get good or challenging, remember who you're doing it for," she said.