Illini athletes win big at Paris Paralympics



Steve Serio celebrates Team USA’s Paralympic gold in Paris (Getty Images)

By VINCE LARA-CINISOMO

If this really was Steve Serio’s final Paralympic Games appearance, he went out in style.

The University of Illinois Urbana-Champaign alum had 24 points, 10 rebounds and eight assists as Team USA won its record third straight Paralympic Games gold medal, holding off Great Britain 73-69 in Paris.

“This team has grown so much over the course of the last couple of years,” said Serio, the five-time Paralympian, team captain and graduate of the College of Applied Health Sciences. “We knew that Great Britain was going to be a great opponent, a really tough group of guys. Right now, we’re just excited that we won a basketball game and got to bring home another gold medal for our country.”

Serio and Jake Williams combined for 19 points in the first quarter for the U.S., including a late 3-pointer from Serio to put Team USA in the lead. Great Britain clawed back within three points with three minutes to go in the game, but timely buckets from Serio, Williams, and Illinois alum Brian Bell as well as a few defensive stops put the game to bed. Team USA won its third consecutive gold medal—the first time that’s ever been accomplished—and its eighth all time.

Before the game, Serio said the Paris Games would be his last.

“This entire Games I’ve tried to be present,” Serio said. “Live in the moment more than I have in the past. You look at the game, you look at this experience a little bit differently when you know it’s going to be your last one. I can’t think of a better way to go out, I’m going to remember this for a really long time.”

The USA women’s wheelchair basketball team won a silver medal, falling short in its attempt at gold. The U.S. lost in the final to defending champ Netherlands, 63-49. The women’s team, which included Illini athletes Kaitlyn Eaton, Ali Ibanez and Emily Oberst, has not won gold since 2016.

In track and field, Illinois alum Susannah Scaroni took her fourth medal of the 2024 Games, winning bronze in the women’s marathon T54 came after a battle with Australian Madison de Rozario and China’s Zhaoqian Zhou.

“There was a moment in the race where Madison and I were working so hard and going back and forth and honestly, I didn’t care what color the medal was, but I was hoping she and I could get silver and bronze,” Scaroni said. “That’s what happened and I’m so happy for her.”

As for other Illini athletes competing in Paris, two-time medalist Daniel Romanchuk was Team USA’s top men’s finisher, taking fourth in the men’s T54 race with a time of 1:32.23. Romanchuk won the second Paralympic title of his career in Paris in the 5,000-meter T54 race on the track and also took bronze in the 400-meter.

Seven-time Paralympian Aaron Pike followed Romanchuk with a seventh-place finish in 1:36.23.

Matching Pike’s seventh-place finish on the women’s side was Tatyana McFadden, who won her 21st Paralympic medal in Paris and became the most decorated U.S. Paralympic track and field athlete in history.

Two-time Paralympic medalist Brian Siemann and two-time Paralympian Jenna Fesemyer rounded out Team USA’s results in 11th and 13th place in the men’s and women’s races, respectively. Siemann, who in his fourth Paralympic Games won his first two medals in Paris, finished in 1:51.56 while Fesemyer clocked a time of 2:05.42.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Improving clinical practice and quality of life



Marie Moore Channell and Laura Mattie (Photo provided)

Speech and Hearing Science Associate Professors Marie Moore Channell and Laura Mattie have long been interested in the development of communication and life skills in individuals with neurodevelopmental and intellectual disabilities.

Channell directs the Intellectual DisAbilities Communication Lab, where her research team works toward a comprehensive understanding of skills that support day-to-day communication for people with Down syndrome in order to identify and develop strategies for supporting their social and academic success. In Mattie’s Development in Neurogenetic Disabilities Lab, research addresses the early development of individuals with Down syndrome and fragile X syndrome. She, too, aims toward promoting the developmental success and well-being of people with these neurogenetic disabilities.

The scholars’ shared interests have led to fruitful collaborations in the past. They led a team of researchers who used a large, national database developed by the Down Syndrome Cognition Project to characterize variability in IQ, executive functioning, adaptive and challenging behavior, and autism symptomatology among individuals with Down syndrome.

In a paper titled “Capturing cognitive and behavioral variability among individuals with Down syndrome: a latent profile analysis,” published in the Journal of Neurodevelopmental Disorders (2021, 13:16), Channell, Mattie and their co-authors describe three latent classes, or subtypes, of people with Down syndrome that emerged from their analyses.

Those in the “normative” group showed a profile of cognition and behavior that is typically represented in the literature on Down syndrome. Those in the “cognitive” group had lower cognitive scores and adaptive behaviors such as self-care and daily living skills than their peers with Down syndrome, along with high rates of autism symptoms.

Those in the “behavioral” group showed cognitive scores and adaptive behaviors similar to their peers with Down syndrome but had high rates of autism symptoms and challenging behaviors such as hyperactivity and conduct problems. Thus, with a large enough sample size, different patterns of autism symptoms and other characteristics can be seen across individuals with Down syndrome. The ultimate goal in precisely characterizing individual variability within Down syndrome is to optimize daily living through targeted treatments and interventions.

Overcoming diagnostic hurdles

Channell and Mattie currently are collaborating as principal and co-principal investigators on a study funded by the National Institutes of Health INCLUDE Project, which supports research related to the health and quality of life of individuals with Down syndrome. Working with researchers at Emory University, Johns Hopkins University and the Kennedy Krieger Institute, their study seeks to increase understanding of the co-occurrence of autism with Down syndrome to improve its diagnosis and treatment.

“There is a stereotype of people with Down syndrome as happy, social people who can’t have autism,” Channell said. “It’s more common than previously thought, but underdiagnosed.”

Interventions and therapies that people with autism receive could be a beneficial add-on to services offered to individuals with Down syndrome. Part of the problem in diagnosing autism in this population is that autism screening tools that were developed for the general population need to be adapted. To work toward the goal of developing better tools to screen for autism in people with Down syndrome, Channell, Mattie and their collaborators are conducting a nationwide survey of caregivers of youth with Down syndrome in which they are completing existing screening tools and other developmental questionnaires. The researchers will then examine and adapt the screening tools as needed so they can be used by practitioners to determine whom to refer for a full autism evaluation.

They are casting a wide net in hopes not only of representing all the varying abilities within Down syndrome, but also of including groups that are not well represented in the existing research.

“Underrepresentation is a big problem in research related to Down syndrome,” Mattie said. “We have a diverse board of stakeholders, are building relationships with the Black Down Syndrome Association, and targeting rural and Hispanic families as well.”

The questionnaires and other screening tools completed by caregivers are just one element of an autism diagnosis. There also is an in-person evaluation component, which is conducted by either developmental behavioral pediatricians or clinical psychologists who are specifically trained in autism diagnostics and assessment, as well as neuropsychological methods. The difficulty with this aspect of diagnosis is two-fold, Mattie said.

“First, the number of developmental behavioral pediatricians and clinical psychologists with this specialized training is limited, so there’s a bottleneck,” she said. “Also, while they may have expertise in autism, they don’t necessarily know about Down syndrome. So the ability to identify a true co-occurring condition is really lacking.”

Channell and Mattie may be conducting the first large-scale study using the broad screening measures doctors and clinicians give to families when autism is first suspected. Theirs may also be the first study that will explore the use of telehealth to conduct diagnostic evaluations of autism in children with Down syndrome.

“If we can figure out how to make that work, we can increase access to evaluations by specialists,” Channell said. They are working with a clinician at Kennedy Krieger, Natasha Ludwig, who will conduct the evaluations of autism in the telehealth sessions, and with Amy Cohen, director of the University of Illinois Autism Clinic, who will review and “score” the evaluations as well to ensure that evaluation tools will lead to consistent results when used by different clinicians.

With the dual focus on developing effective autism screening and diagnostic tools for individuals with Down syndrome and increasing access to specialists who are skilled in both autism and intellectual disability, Channell and Mattie intend to make a significant and lasting impact on improving the quality of life of a population that has historically been underdiagnosed and underserved. That’s good news for the individuals themselves and their caregivers, as well as the scores of clinicians who dedicate their professional lives to providing the best services possible to their clients.

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Message from Department Head Kim Graber

Hello, members of the Kinesiology and Community Health family,

As we wrap up the academic year, I am delighted to present the latest—and final—edition of the Kinesiology and Community Health newsletter. I say final because, as you all know, the department will officially be known as the Department of Health and Kinesiology as of July 1. We have a lot to be proud of from this past year, and a lot to look forward to.

Within these pages, you will read more about our historic name change, delve into the captivating research endeavors our faculty is pursuing, and we’ll showcase the achievements of some of our outstanding students. Their commitment to academic excellence and their steadfast dedication to cultivating healthier communities are truly admirable.

In conclusion, I urge you to immerse yourselves in the spring 2024 Kinesiology and Community Health newsletter, drawing inspiration from its contents, and persistently embodying the ethos of well-being and community in all your endeavors.

Here’s to a fruitful and invigorating summer.

Warm regards,

Kim Graber
Head, Department of Kinesiology and Community Health 

2024 SHS Awards

Congratulations to the recipients of 2024 scholarships and awards. The undergraduate and graduate students recognized within these pages have shown outstanding dedication and creativity in the pursuit of their personal and professional goals. We are very proud of your achievements. Click the link to read the PDF program.

2024 SHS Scholarship Ceremony – 4/16/24

Message from the dean



Photo by caption

Hello, everyone.

I hope this message finds you well as we begin the fall 2024 semester at the College of Applied Health Sciences. As the dean of our esteemed college, I am delighted to greet you and share some exciting updates.

This edition of our newsletter reflects our unwavering commitment to excellence, innovation, and community engagement. Over the past year, our college has made significant strides in research, education, and outreach. In this newsletter, we celebrate these achievements and highlight the remarkable individuals who have contributed to our success.

Our faculty members continue to lead with groundbreaking research, advancing the field of health and well-being across the lifespan. Our students, the heart of our community, have excelled academically and shown immense dedication to making a positive impact in community health, communication sciences, community development and lifestyle interventions. Additionally, our alumni network has grown and continues to thrive, with our graduates making notable contributions across many industries.

I encourage everyone to actively engage with the newsletter by reading and sharing it. This publication is a reflection of our collective journey, and your feedback is crucial in making it a valuable resource for our community.

Thank you for your continued dedication to the College of Applied Health Sciences. Together, we will continue to drive excellence and foster positive change in the fields of health and well-being.

Warm regards,
Cheryl Hanley-Maxwell
Dean, College of Applied Health Sciences

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AHS 2023 Convocation



Photo by Fred Zwick

Dean Cheryl Hanley-Maxwell delivered her remarks:

I’m Cheryl Hanley-Maxwell, Dean of the College of Applied Health Sciences and three-time graduate of the University of Illinois Urbana-Champaign.

There are so many great events in the college, but this has to be my favorite. Not only does it make me nostalgic about my own graduations—were they really that long ago? It also fills my heart with joy and pride, and, yes, it makes me a little overcome with emotion to look upon these graduates, knowing that AHS helped them to develop into the outstanding individuals they are today, well-prepared to go out and make a difference in this world. 

I know that wherever your journey takes you from here—to jobs, graduate studies, post-doctoral fellowships, or a time of exploring the possibilities—you take with you a solid foundation on which to continue building. 

You take values that have been reinforced through coursework, research experiences, and community involvement—respect for all peoples and cultures and a commitment to diversity, equity, and inclusion. 

You take a firmly-held belief in the mission of the college: to promote individual and community health throughout the lifespan, to facilitate optimal living with disability, and to foster the development of livable communities in a diverse society.

But let’s be real. You’re not thinking of any of that today. 
•    You’re thinking about all the great friends you’ve made here.
•    You’re looking around the State Farm Center and remembering events you’ve attended here. 
•    You’re thinking about what you’re going to do after the ceremony. 
•    You’re feeling a myriad of emotions, and maybe your head is swimming and you can’t focus on anything!

I recall from my own graduation ceremonies that rush of feelings—excitement, a little nervousness about the next step, pride, a little sadness about moving on, but mostly just gratitude and happiness and thank the stars, I made it!

It’s a bittersweet moment. I think the psychological concept of reframing can come in handy at times like these. 

You’re not losing friends as you all go your separate ways. 
You’re gaining a whole lot of people to visit across the country, possibly around the world, while you’re also making new friends in your new life. 

You’re not leaving a safety net of faculty and staff colleagues and mentors who offered sage advice when you needed it and supported you throughout your studies. 
You’re expanding your professional network of people who will always enjoy hearing from you, finding out what’s new in your life, and, yes, offering sage advice when you need it. 

Being amazed by what you’re learning, from people you respect and admire, doesn’t end here. You have a whole lifetime of being amazed ahead of you. Just be open to it.

Look ahead to a bright future. Take advantage of every opportunity life offers to grow, to learn, to help, and to have fun. Take life seriously, but remember that it’s the only one we have, as far as we know, and time goes by quickly. 

It sounds cliché, but live in the moment, and see even challenging times as chances to learn something new, something valuable. 

Of course, I wish you all the best. Stay in touch and stay involved, if you can. One of the college’s greatest strengths is a strong and active group of alumni. Which you will soon be!

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‘What Did You Say?’ Understanding speech in noise a common problem



A common complaint that audiologists hear from clients coming in for hearing assessments is difficulty hearing in noisy backgrounds. It’s a problem that affects millions of adults and can become more of a problem with age, but it also affects children and adolescents as well.

While the problem might be common, adequate ways of addressing the problem are not. Effective solutions require a deep understanding of the reasons the problem is occurring. Three faculty in the Department of Speech and Hearing Science—Assistant Professor Mary Flaherty, Associate Professor Dan Fogerty and Assistant Professor Ian Mertes—focus their research in this area with the goal of gaining that deep understanding and finding solutions in order to improve the quality of life of those who struggle with understanding speech in noise.

“If people are unable to hear clearly in noisy environments such as restaurants, it can negatively impact their ability to socialize and communicate in those settings and, ultimately, to enjoy those settings,” Mertes said.

Mechanics are There; Understanding is Not

While some might assume that hearing in noise is a problem of aging, it turns out that children can also have difficulty understanding speech in noisy environments. It’s known that children with normal hearing have fully developed auditory systems by their first birthday, but that their brains take longer—into their teenage years—to develop the ability to process speech in noise effectively. What isn’t known is why this is. That’s what Mary Flaherty wants to find out.

“We know it has something to do with attention and sound-source segregation, separating different sounds in the environment,” she said. “We also know children just need more information than adults. They aren’t as good as adults at putting puzzles together when they are missing pieces. But we don’t really understand what it is that children need to help them.” 

Flaherty’s concern is that children who struggle with understanding speech in complex acoustic environments may fall behind in school. Moreover, the true problem may go undiagnosed and the child labeled negatively by teachers and classmates. And if this is true of children with normal hearing, imagine the extra burden faced by children with hearing loss who experience greater difficulty understanding speech in noise.

Adults use cues such as voice pitch to focus on one speaker in noise and ignore everyone else. Children cannot do that. So what cues can help children? Flaherty currently is investigating talker familiarity. She worked with a graduate student in audiology to develop a game that familiarizes children with a voice while they’re playing. A pilot study in which children played the game 10 minutes a day for five days found that their speech-in-noise perception for that particular voice increased. Flaherty plans to pursue research that tests this phenomenon in the classroom.

This summer, she will collaborate with researchers at Lurie Children’s Hospital of Chicago to investigate hearing-in-noise difficulties faced by children who use hearing aids. Among the issues she will investigate is whether talker familiarity also can help children with hearing loss, which has never before been studied. As she continues her research efforts, Flaherty hopes to identify primary factors that account for the long trajectory of children’s development of speech-in-noise perception, and to use the knowledge to improve hearing in noise, especially for clinical populations. She also collaborates with SHS colleague Pasquale Bottalico on classroom studies that they hope will lead to a method of predicting which children may have difficulty understanding speech in noise, identifying characteristics that they have in common, and recommending effective interventions.

More Cues, but More Potential Deficits with Age

Dan Fogerty focuses on older adults in his studies of how noise interferes with speech processing, how it impacts understanding a message and how it requires listeners to recruit other cognitive and sensory processes to help make sense of it.

A predominant perspective on how noise makes speech understanding difficult is that it exerts two primary effects: energetic masking and informational masking.

“In energetic masking, the noise covers up the speech energy in time and frequency,” Fogerty said. “Informational masking refers to all of the other things that might make it difficult, such as the message or familiarity of a competing talker that can draw your attention.”

Sometimes the noise dominates the signal received by the brain, depriving the listener of information. Speech dominates the signal at other times, and from these glimpses of information, listeners can piece together an interpretation of what is being said. Fogerty’s research uses glimpsing theory to examine what cues are available to the listener at any given time, but also extends the theory to how speech information changes over time.

“Amplitude modulation, the temporal rhythm of speech, is critical for understanding speech,” he said. “We’re finding that if the competing sounds vary similarly to the rhythmic aspects of speech, it can make speech understanding difficult. If we separate out these properties so that noise is varying at a faster or slower rate, then people are better able to glimpse or extract information.”

Fogerty’s primary research populations are individuals who have mild or moderate hearing loss as well as individuals who are aging with the typical sensory and cognitive changes that occur but without dementia or significant cognitive decline. He also tests college-age individuals so that effects related to aging or hearing loss are clearer. One thing he notes is important to remember is that being older doesn’t always mean performing more poorly on speech understanding tasks.

“We have a lot of older adults who do just as well or better than college students on some tasks,” he said. “That’s important for us because we want to know what is preserving their ability to understand speech in noise. What strategies are they using that are particularly helpful?”

His research goals are to contribute to the design of better hearing devices, but also to address issues that might not have a technology solution.

“That’s why we’re so interested in finding out what the abilities are that people bring to the task of listening in noise, and whether certain skills can be sharpened through training,” he said.

The Physiology Behind it All

From animal and human studies, we know that when sound enters the ear, the brain has the ability to fine tune the sound by controlling how the middle and inner ear responds. Animal studies have shown that these responses can help encode sounds in background noise. 

Ian Mertes is studying these top-down mechanisms in young adults with normal hearing to determine if they also help humans understand speech in noise. Both mechanisms rely on the brain stem. One mechanism contracts a muscle, which pulls on a bone of the middle ear, affecting how noise is transmitted through the auditory system. It can reduce the noise. The brain stem also can change how the inner ear amplifies sound, which also can turn down noise. 

“I’m looking at how these two mechanisms, which are reflexes, work together,” Mertes said. “They may work at different frequency regions, the lower frequencies or pitches and the middle frequencies or pitches. Working together, they may help people hear in background noise.”

Using otoacoustic emissions, a clinical audiology test of inner ear function, his studies have shown the physiological mechanisms are correlated with the ability to understand speech in noise. But, he said, it’s complicated.

“It can depend on how we do the physiological measurement, the types of sounds we present to the ears, and the speech perception task,” he said. His current focus on individuals without hearing problems gives him the “best look” at normally functioning auditory systems. “They have the most robust physiological responses and are able to participate in the perceptual tasks, and that can help me create a good template for adapting those measurements when I extend my work to clinical populations.”

Working with Vanderbilt University colleague Ben Hornsby, an associate professor of hearing and speech sciences, Mertes also plans to add another auditory concept called listening effort to the physiological picture of understanding speech in noise. Do individuals with weak top-down reflexes have to put more effort into completing speech perception tasks? What are the consequences of this additional effort?

The in-depth knowledge Mertes is gaining through his research may help explain why some young adults with clinically normal hearing report having difficulty hearing in background noise, another area of interest to him.

Summing up what he hopes will be the outcome of his research program, he said, “I’d ultimately like to make a significant contribution to treatment—strengthening auditory reflexes or simulating them in devices, increasing understanding of messages while reducing the effort it takes to reach that understanding.”

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AHS well-represented among Community-Academic Scholars



The Interdisciplinary Health Sciences Institute, in partnership with the Center for Social and Behavioral Science and with support from the Office of the Vice Chancellor for Diversity, Equity, & Inclusion, is proud to introduce our 2023 Community-Academic Scholars! The 18 scholars in this cohort represent 18 majors and six minors in eight colleges and schools, encompassing a diverse array of fields of study, from community health to geography to economics.

Thirteen of the scholars are either majoring in programs within the College of Applied Health Sciences, minoring in those programs or working with AHS faculty members. Learn more about them and their projects below and at this webpage.

Afnaan Afsar Ali (she/her) is a sophomore studying community health with a concentration in health planning and administration, and minoring in business. She’ll be working with KCH Professor Wendy Rogers.

Ryiah Barnes (she/they) is a junior majoring in community health with a concentration in health education and promotion with plans to pursue a career in midwifery or gynecology. 

Brianna Brice (she/her) is a junior on a nursing track minoring in public health with plans to become a nurse-midwife, eventually opening a community birthing center to combat racial disparities in maternal care.

Emma Darbro (she/her) is a sophomore studying brain and cognitive science with a double minor in gender and women’s studies and public health

Stella Emezue (she/her) is a junior majoring in interdisciplinary health sciences with plans to become an OBGYN and open clinics in underserved communities. 

Isabelle Gawedzki (they/them) is a sophomore majoring in integrative biology. They will be working with KCH Assistant Prof. Hyojung Kang.

Norman A. Hernandez II (he/him) is a junior majoring in kinesiology and minoring in public health with plans for a career in public health. He’ll be working with KCH Associate Professor Andiara Schwingel.

Kaylee Janakos (she/her) is a junior majoring in information sciences with a double minor in psychology and health technology.  She’ll be working on the project with Isabelle Gawedzki and Professor Kang.

Alena (Allie) Kormos (she/her) is a senior majoring in community health with a passion to increase equitable health services and educational opportunities for fellow immigrants, children, and low-SES families, as well as improving maternal-infant health outcomes. She’ll be working with KCH Associate Professor Sandraluz Lara-Cinisomo.

Zara Lateef (she/her) is a James Scholar and sophomore majoring in computer science + chemistry with plans to become a doctor advocating for community health and social justice and researching medical advancements. She’ll be working with KCH Associate Professor Laura Rice.

Julian Martinez (he/him) is a sophomore majoring in natural resources and environmental sciences. He’ll be working with RST Assistant Professor Sharon Zou.

Adam Syed (he/him) is a sophomore majoring in food science and human nutrition with a concentration in and minoring in Spanish with a passion for building opportunities and uplifting communities. He’ll be working with KCH Professor Wendy Rogers.

Leyna Tran (she/her) is a sophomore majoring in speech and hearing science with plans for a career in policy analysis or population data. She’ll be working with SHS Associate Professor Raksha Mudar.

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AHS honors three outstanding alumni



A college president who thinks the best part of leadership is facilitating the achievements of colleagues. An attorney who makes sure companies that provide communications and media services are making them accessible to people with disabilities. A young entrepreneur who makes it his business to help other entrepreneurs succeed.

The three University of Illinois Urbana-Champaign graduates who received this year’s alumni awards from the College of Applied Health Sciences have amassed impressive accomplishments for themselves while keeping a professional eye on others.

AHS Distinguished Alumni Award

Dr. Trevor Bates is the president of Wilmington College in Wilmington, Ohio. While completing his master’s degree in kinesiology at the University of Illinois Urbana-Champaign, he served a pre-doctoral fellowship in athletic training (a program in the Department of Kinesiology at the time) and provided clinical athletic training to student-athletes in the wheelchair athletics program of the Division of Disability Resources and Educational Services (DRES). Of his time in DRES, he said, “It was exactly what I was looking for. I wanted to learn about new and different kinds of injuries, and that’s exactly what happened. I learned that the impact of an injury on the life of a person who uses a wheelchair is a lot different.” 

Bates completed his PhD in health sciences through A.T. Still University, with a concentration in leadership and organizational behavior. He is a licensed athletic trainer in Ohio and is nationally certified in athletic training. 

Under his leadership, Wilmington College has developed and implemented a five-year strategic plan; introduced its first fully online graduate program; and launched two new graduate programs in organizational leadership and occupational therapy. What he enjoys most about leadership, he said, is seeing other people win. “It is a lot of fun to see my former students become program directors or leaders in organizations, or the people around me experience success as a result of work that we’ve done together,” he said.

Prior to joining Wilmington College, Bates served as vice president of academic affairs, dean of faculty, and professor of health sciences at Mercy College of Ohio, founding associate dean of the Division of Health Sciences and chair of athletic training at Heidelberg University, assistant professor of exercise science and sport at Millikin University (where he earned his bachelor’s degree), and athletic trainer at Decatur, IL, Memorial Hospital.

Committed to promoting and ensuring the advancement of opportunities for underrepresented people,  Bates is a strong advocate for the proactive recruitment, retention, and development of high-quality students, staff, and faculty who contribute diverse perspectives and backgrounds that represent the global community. His commitment to underrepresented students is partly selfish, he explained, saying, “I was that student.” He grew up in a neighborhood in Chicago where going to college was not an expectation or common occurrence. 

He said, “My mother and father both pushed the value of education and how it can give you broader opportunities. Once I was exposed and began to see the benefits, I understood that there were a lot of people like me whom I wanted to expose to what was possible.”

Bates was honored by the Ohio Athletic Trainers Association with the 2017 Linda Weber Daniel Outstanding Mentor Award and the 2018 Professional Service Award. He also received the 2020 Great Lakes Athletic Trainers’ Association’s Dedicated Service Award in recognition of contributions to the athletic training profession at the state, regional, and national levels.

On receiving the AHS Distinguished Alumni Award, Bates said, “It is extremely humbling to be recognized by the College of Applied Health Sciences.  When I received the notification, I was quickly reminded of my mother’s advice. She said, ‘Make a difference. Work hard when no one important is watching.’  Knowing there are countless alumni who have also done outstanding work in their fields, I feel truly blessed to be the 2022 Distinguished Alumni Award recipient.”

Harold Scharper Award

Michal Nowicki is an associate attorney with Marashlian & Donahue, located in the metropolitan Washington DC area. He completed his law degree in the University of Illinois Urbana-Champaign College of Law in 2018. During law school, he served as staff writer and notes editor for the Illinois Business Law Journal. He wrote two notes for the journal, both of which were published.

He recalls his law school days fondly, saying, “I was very fortunate to be part of a law school class that bonded closely, especially during the first year when there is no flexibility in choosing schedules. We were in it for the long haul. It was a difficult year. We stuck together and I developed several lifelong friendships as a result.” He enjoyed working with the college’s renowned faculty, who helped him understand the broad array of options available to someone with a law degree.
 
“DRES really topped things off very well,” he continued. “They consistently provided reliable accommodations so that I could focus on academics and not have to fight for what I needed, as too many people I have known, unfortunately, have had to do in their academic endeavors.”

Nowicki focuses his practice on helping clients comply with a wide range of telecommunications laws. His primary area of expertise centers on laws requiring access for people with physical, sensory, and other disabilities to telephone relay services and other forms of telecommunications, video content and equipment, and other digital products and services. Of his work, he said, “My focus on representing clients in accessibility-related matters is not just to help them comply with accessibility laws, but also to understand and take full advantage of the commercial benefits of incorporating accessibility into every state of product and service design, thereby tapping into a market of millions of people who have not allowed their disabilities to hold them back.”

Nowicki is keenly interested in the 21st-Century Communications and Video Accessibility Act (CVAA) and other accessibility laws. He helped the National Federation of the Blind convince the FCC to deny Amazon’s petition for a permanent exemption from CVAA accessibility requirements for e-book readers. He also worked closely with Comcast and DirecTV to ensure that both companies comply with FCC regulations requiring audio description for blind and low vision customers. Nowicki recently responded to the FCC’s request for public comments on how audio description rules have been implemented, hoping that the FCC will expand the requirements to cover video-on-demand programming and television broadcasts delivered over the Internet.

In 2020, he co-hosted a unique webinar highlighting the wide range of business opportunities arising from making digital products and services accessible to customers with disabilities, presenting alongside the Chief of the FCC Disability Rights Office and the top product designer at Poly, which makes various communication devices. He also provided a highly interactive, in-depth overview of audio description requirements under the CVAA, Americans with Disabilities Act, and Sections 504 and 508 of the Rehabilitation Act at the 2021 Jacobus tenBroek Disability Law Symposium; shared his experiences with online conferencing platforms at an American Bar Association-sponsored webinar on disability access to virtual courts; and delivered an informative presentation on the current state of U.S. video accessibility laws.

Nowicki is a proud leader in the National Federation of the Blind of Illinois (NFBI), with which he has been involved for over a decade. Since November 2020, he has served as the organization’s elected treasurer, preparing its annual budget, strategically allocating grants to attract future donations, and managing tax obligations, among other responsibilities. Mr. Nowicki also co-chairs two important NFBI committees focused on helping blind Illinoisans live productive and independent lives and shaping official NFBI policies on a wide range of blindness issues.

AHS Young Alumni Award

Manu Edakara majored in community health as an undergraduate because his parents wanted him to be a doctor, and he thought it would be the best avenue for preparing for that role. He did not become a doctor, however. Instead, he founded the award-winning iVenture Accelerator, one of the top educational entrepreneurship programs in the country. Still, he thinks his education in AHS prepared him well for his entrepreneurial role.

“I credit my discipline, positive outlook, and holistic approach to leadership and management to my deep understanding of health and wellness and how much it matters,” he said. “I am a healthy leader, and I take pride in that, and often inspire others to live healthier lives.”

As an undergraduate, Edakara worked as a personal trainer for Campus Recreation and became an emergency medical technician. He worked in a hospital cardiac rehabilitation center, helped to train the wheelchair basketball team and Paralympians in the Division of Disability Resources and Educational Services, did research in the Exercise Psychology Lab, and worked with veterans with severe mental and physical disabilities at the Jefferson Center for Veterans Affairs. 

As director of iVenture Accelerator, Edakara provides a startup ecosystem across the three University of Illinois campuses in Urbana-Champaign, Chicago, and Springfield. Part of a statewide economic development initiative, iVenture Accelerator supports students’ innovative ideas for economic and educational transformation. Its portfolio companies have raised more than $100 million, created more than 600 full-time jobs around the world, and received prestigious international recognition. Edakara serves as the main strategic advisor for all teams on mission, vision, hiring, leadership, raising money, storytelling, operations, and marketing.

“I’m in the line of work I’m in because I believe that business that works is business that solves a problem,” he said. “Good business solves a problem, which helps people. I’m in the business of helping people.” 

Edakara also is the co-instructor for the Topics in Entrepreneurship seminar offered by the Gies College of Business,. The seminar attracts students from all colleges, majors, and academic standings across the entire University of Illinois system and Illinois Innovation Network, and is consistently ranked in the top four percent of courses at the University of Illinois Urbana-Champaign. His young changemakers have been featured on Amazon Prime documentaries and received Thiel Fellowships from the Society of Women Engineers.

In 2020, Edakara was named to the Forbes 30 Under 30 list. He is a certified personal trainer, emergency medical technician, and formerly competed in men’s bodybuilding. He has been training in kalaripayattu, believed to be the oldest surviving martial art in India, since he was a child.

“I’ve accomplished everything that I set out to do when I graduated college,” he said. “I’m very happy and fulfilled where I am. I’m very grateful for where I am and very humbled. I’m doing what I want and every day is really good.” 

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KCH professors get funding to help workers with disabilities transition out of subminimum wage jobs



The idea of a subminimum wage—enacted in 1938 as part of the Fair Labor Standards Act—was originally intended to serve as a transition for the large number of soldiers with disabilities returning from war. However, that classification has become permanent for many workers with disabilities.

The U.S. Department of Education Rehabilitation Services Administration Disability Innovation Fund is seeking to improve access to better-paying jobs for individuals with disabilities, and a project from two Illinois faculty members was among those recently funded.

David Strauser and John Kosciulek, both professors in the Dept. of Kinesiology and Community Health within the College of Applied Health Sciences at the University of Illinois, received funding for their project, “From Subminimum Wage to Competitive Integrated Employment for Illinoisans with Disabilities: An Innovative & Collaborative Project Partnership (SWTCIE Illinois).”

According to the Strauser and Kosciulek, SWTCIE Illinois will increase opportunities for Illinoisans with disabilities to transition from subminimum wage employment to competitive integrated employment (CIE) and redirect to CIE those individuals contemplating subminimum wage employment for the first time.

The project is funded by the U.S. Department of Education—Rehabilitation Services Administration (RSA) through the Illinois Division of Rehabilitation Services in the amount of $13,943,946 for five years from October 2022 to September 2027.

Competitive integrated employment ensures that workers are compensated at or above the minimum wage, and allows both workers with and without disabilities to receive the same benefits and wages for performing the same duties, as well as being given the same opportunities for advancement.

The KCH professors said their first step will be to work with the Illinois Division of Rehabilitation Service and 14(c) organizations in Illinois to develop a new vocational rehabilitation service model that enables individuals with disabilities to transition from sub-minimum wage jobs to CIE. A 14(c) organization is one that has obtained federal government authorization to pay subminimum wages to workers with disabilities that impair their productivity in the work they perform.

The project’s main goals are to expand opportunities for Illinoisans with disabilities to obtain high-quality CIE that leads to economic security and assist and encourage employers in Illinois to fully include individuals with disabilities in their workforce.

Meanwhile, 14(c) organizations will benefit from their involvement in SWTCIE Illinois because they will be provided resources, training, and special expertise to help the organization assist individuals with disabilities to transition from sub-minimum wage jobs to CIE.

About these grants, U.S. Secretary of Education Miguel Cardona said, “President Biden always says that a good-paying job is about more than a paycheck, it’s about dignity, and that’s why we can no longer accept a status quo in which so many individuals with disabilities are segregated from the workforce and relegated into poverty-wage jobs that offer no pathway to higher earnings. These grants will support innovative efforts underway across the country to provide educational opportunities to youth and adults with disabilities so they can secure better-paying jobs, build economic security, and lead more fulfilling, independent lives.”

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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