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.”

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Story: Lisa Sollie

As schools navigate the rapid growth of artificial intelligence, participants in the University of West Alabama’s Black Belt Teacher Corps Teach for Alabama program (BBTC) are learning innovative ways to use AI as a classroom support tool that enhances instruction rather than replaces teaching.

Designed to demystify artificial intelligence through a self-paced, gamified experience, the AI certification program guides educators through bite-sized modules that build practical classroom skills.

Susan Hester, BBTC director, said the AI Essentials training has allowed the program to provide virtual instruction not only to undergraduate scholars, but also to graduates during their first three years in the classroom.

“Those first three years are when teachers are most likely to leave the profession,” Hester said. “What began with just 10 students in the first cohort has since expanded to approximately 105 scholars across the state. We strive to provide meaningful professional development virtually.”

The training meets teachers where they are while helping future educators learn to use AI ethically to improve student engagement and retention. “Everyone is learning about AI, practicing with it, and walking away with a certification that takes approximately eight hours to complete,” she added.

Jenny McQueen, a BTTC graduate beginning her third year of post-graduate support, and a teacher at Silverhill Elementary in Baldwin County, said the training changed how she thinks about differentiation.

“It really opened my eyes to all the differentiation possibilities in my classroom. As an educator, I learned from this training how to access resources quickly and tailor them for each of my students in a more efficient manner.”

AI Essentials co-founders Michael Nowak and Jonathan Goodwin, initially developed AI training programs for K-12 and higher education students before expanding for educators. Nowak credits former College of Education dean Dr. Jan Miller and associate dean Dr. Reenay Rogers with helping shape the program’s educator-focused approach.

“Dr. Rogers was amazing,” Nowak said. “She consulted with us every step of the way. We even co-presented this training at CAEPCon last September and we’ve been asked to go back this year and do it again. UWA is doing a really great job being a frontrunner on training like this.”

“It was a privilege to collaborate with Mike and Jonathan to develop a program that empowers pre-service teachers to use AI ethically, creatively, and effectively,” Rogers said. “It gives pre-service teachers the knowledge and confidence to embrace AI as a powerful tool for teaching and learning.”

After registering current students and graduates from the previous one to three years, Hester expanded the training to teachers who had participated in the program since its inception in 2016.

Colton Smith, who recently completed his third year of teaching at Morgan County Schools, said the training offered practical strategies he could immediately apply in his classroom.

“It was simple, quick, and easy to use—one of the best educational professional developments I’ve had as an educator,” Smith said.

Jaquada Brooks, a senior starting her internship this fall, said the course was a meaningful experience for her, and she liked being able to complete it on her own time which made it easier to focus and take something from it. “What stood out most was how it showed me practical ways to bring AI into the classroom, not just talk about it,” Brooks said. “It helped me think differently about lesson planning and develop ideas that reach students at different levels. I also feel more confident using AI as a support tool instead of relying on it.”

Danielle Worhl, a member of the third BBTC cohort, said one of the most valuable aspects she gained from the training was its ability to streamline intervention planning.

“AI can help generate intervention strategies based on individual standards and grade level in just minutes,” Worhl said. “That allows me to review concepts with the students who need additional support while other students continue working independently, helping me meet the needs of the entire class.”

Hester said the training is helping educators feel more confident in meeting students’ individual needs while reducing the time required to create supplemental materials and interventions.

“AI won’t replace teachers—it provides a launchpad,” Hester said. “When used responsibly, it helps educators spend more time doing what matters most—working directly with students and providing meaning and individualized instruction that meets the needs of every learner.”

About the program: Established in 2016 to address teacher shortages in Alabama’s Black Belt region, rural communities, and other high-needs public school districts, UWA’s Black Belt Teacher Corps Teach for Alabama supports teacher recruitment, preparation, and retention through scholarships offered by UWA’s Julia S. Tutwiler College of Education. The program also provides leadership development, service training and mentoring for scholars as they enter the teaching profession. Participants may receive up to $10,000 in scholarship funding, awarded at $2,500 per full semester.

Learn more about the Black Belt Teacher Corps and apply.

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The University of West Alabama is expanding its College of Nursing to become the��College of Nursing and Health Professions, a strategic initiative designed to strengthen healthcare education, foster interdisciplinary collaboration, and address the growing demand for healthcare professionals across Alabama and the Black Belt region.

Effective August 1, the expanded college will bring together nursing and a broader range of health-related academic programs under a unified academic structure that enhances collaboration among faculty, students, and healthcare disciplines.

“The expansion of this college to become the College of Nursing and Health Professions reflects our commitment to addressing shortages in the healthcare workforce and building upon the strong foundation of healthcare education at UWA,” said UWA President Dr. Todd G. Fritch. “We have listened carefully to the healthcare industry throughout the Black Belt region, and we are responding by creating new opportunities for collaboration, innovation, and student success that will prepare graduates to meet the evolving needs of our communities.”

Provost Dr. Amy H. Jones said the expanded college represents an investment in both academic excellence and the future of healthcare education.

“This expanded structure is designed to strengthen collaboration among related disciplines, support continued academic growth, and prepare students to meet the evolving needs of the healthcare workforce,” Jones said. “The transition will facilitate stronger collaboration between students and faculty across our healthcare-related academic programs while expanding opportunities through shared simulation environments, clinical equipment, and instructional facilities.”

Dr. Mary Hanks will continue serving as dean of the College of Nursing and Health Professions, while Dr. Dara Murray, associate professor of nursing, will serve as associate dean.

The College will be organized into two primary academic departments: the Department of Nursing, chaired by Dr. Kelly McClure, associate professor of nursing, and the newly established Department of Health Professions. A chair for the Department of Health Professions will be announced at a later date.

The new Department of Health Professions will include several rapidly growing tracks within UWA’s Health Sciences Comprehensive program previously housed in the College of Natural Sciences and Mathematics, including General Health Sciences, Occupational Therapy, Physical Therapy, Physician Assistant/Associate, Respiratory Therapy, and Medical Laboratory Science. The department will also include the Certified Nursing Assistant program, previously administered through the Division of Lifelong Learning and Economic and Workforce Development, as well as healthcare administration programs currently under development.

The expanded College reflects UWA’s continued commitment to preparing highly skilled healthcare professionals while strengthening partnerships with healthcare providers and communities throughout the region.

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