Story: Lisa Sollie | Photo: Cody Ingram

Writing a dissertation requires hours of independent research and a passion for the subject being studied. For Autumn Blalock, that passion paid off when her dissertation, “The Impact of the Alabama Literacy Act on Third-Grade Reading Proficiency in Rural and Non-Rural Alabama School Districts,” earned her the University of West Alabama’s Distinguished Dissertation Award for the Spring 2026 commencement cycle, along with a job offer.

One of Blalock’s most meaningful findings from examining statewide data from 2021 through 2025 was that rural students demonstrated substantial growth in reading proficiency, challenging some of the assumptions often associated with rural education. She said the research reinforced for her that, with the right systems, support and instructional practices, students in rural communities can achieve at high levels.

For Blalock, receiving the Distinguished Dissertation Award was an honor that was deeply personal to her.

“I have spent my career as an educator believing that every child deserves the opportunity to become a strong, confident reader, and my doctoral research allowed me to explore that belief through a research lens,” she said.

The opportunity to continue that work with the Alabama Reading Initiative is especially meaningful to Blalock, and she is excited to bring together her experiences as a classroom teacher, researcher, and now reading specialist to support educators across Alabama.

“For me, the work is more than legislation, data, or assessment scores,” Blalock said. “It is about building the capacity of teachers and creating the conditions necessary for all of Alabama’s children to become successful readers.”

UWA’s Distinguished Dissertation Award recognizes outstanding scholarly work produced by doctoral candidates who have made significant contributions to their field of study, demonstrating exceptional research, originality and academic excellence.

Story: Lisa Sollie

UWA Graduate Finds Purpose in Special Education

After years of advocating for children in Alabama’s foster care system, Shameeka Upshaw felt called to expand her ability to serve children, this time in the classroom. Now with a degree in hand from the University of West Alabama, Upshaw helps students with disabilities and their teachers be successful.

As special education facilitator at Johnny Carr Middle School in Montgomery Public Schools, Upshaw oversees the school’s special education program and ensures compliance with students’ Individualized Education Plans (IEPs).

Determined to build a new future for herself and her two children after the death of her husband, Upshaw earned a bachelor’s degree from Troy University and began working in banking. But her desire to serve others eventually led her to the Department of Human Resources, where she became a foster care caseworker in 2019.

Several years later, with prayer and guidance, Upshaw left to teach special education. “It was hard to leave my babies,” she said, “but I knew it was my calling.”

Pursuing that calling required a new path into education.

UWA’s Temporary Special Education Certification (TSEC) program provided the pathway, allowing her to begin teaching while completing the coursework and certification requirements needed for full certification. Working in the classroom confirmed that special education combined her passion for advocacy with her desire to help children succeed. Inspired by that experience, she enrolled in program, which allowed her to continue working in the classroom while earning her master’s degree.

Balancing graduate coursework and her responsibilities at school, Upshaw also worked a part-time job supporting adults with intellectual disabilities in their homes.

“Two days a week, I was at the middle school all day and then work from 4-10 and every other weekend,” she said. Between work, graduate school, and caring for her family, long days became the norm. Upshaw also took an overload schedule so she could pay for her tuition out of pocket rather than take on additional loans. Despite the demands, she graduated with a perfect 4.0 GPA and was inducted into the Phi Kappa Phi honor society.

As demanding as work and graduate school were, another challenge soon emerged, when Upshaw’s mother was diagnosed with breast cancer during her graduate studies. Despite her health struggles, she was able to attend Upshaw’s graduation ceremony—a moment they both treasured.

Today, Upshaw says every challenge she faced prepared her for the work she does now. Whether supporting teachers, advocating for students, or helping families navigate special education, she is determined to make the same lasting difference in children’s lives.

Though she hopes to one day open a therapeutic center for individuals with special needs, Upshaw says wherever the path leads, her calling remains the same: helping children and families find someone firmly in their corner.

Story: Lisa Sollie

Dr. Cheryl Lambert, dean of the Julia S. Tutwiler College of Education at the University of West Alabama, has been named an Impact Academy fellow through national non-profit organization Deans for Impact (DFI). Lambert joins a cohort of leaders chosen for their commitment to strengthening educator preparation and ensuring future teachers are prepared to meet the needs of all students.

Lambert is one of 24 leaders announced as part of the Fellowship’s 11th cohort. This year’s fellows represent a wide range of contexts and communities in which future teachers are prepared, including public and private universities, community colleges, national programs, school districts, and innovative teacher-preparation pathways. Together, they share a commitment to strengthening systems of education so that more students are taught by well-prepared teachers.

“Dr. Lambert’s selection for the Impact Academy reflects her strong leadership and commitment to preparing highly effective educators,” said UWA Provost, Dr. Amy Jones. “This fellowship will provide valuable opportunities to collaborate with national leaders while advancing the important work of the College of Education at UWA.”

As a fellow, Lambert will participate in in-person and virtual monthly cohort-based learning, receive one on one coaching from veteran leaders, and engage in peer consultancies focused on the field’s most pressing challenges. Over the course of the year, fellows will workshop solutions to adaptive challenges: complex problems leaders face when change depends not only on technical or structural fixes, but on shifting mindsets, relationships, and ways of working.

“I am honored to be selected as a Dean for Impact Fellow and grateful for the opportunity to learn alongside leaders who are committed to strengthening educator preparation and improving outcomes for students,” Lambert said.

Educator-preparation leaders today are navigating a rapidly evolving landscape, and more than ever, the field needs leaders who can guide change with clarity, courage, and care while keeping student learning at the center.

DFI aims to support this need through its , which has developed a national network of nearly 200 education deans and executive-level leaders who are today working within and beyond educator preparation to strengthen teaching and learning. The fellowship supports leaders to prioritize evidence-based instruction, navigate their teams through continuous change, deepen partnerships with schools and communities, and build accessible, high-quality pathways into teaching.

“Educator-preparation leaders are being asked to make important decisions in a moment of rapid change,” said Valerie Sakimura, CEO of DFI. “This cohort of leaders stands out for their willingness to engage in complexity with deep care for students, their learning, and their futures. We’re excited to support these leaders as they meet the moment and help ensure every student is taught by well-prepared teachers.”