Category: People

Alessio Norrito joins RST as a postdoctoral researcher

April 30, 2026 | Vince Lara-Cinisomo

Norrito is preparing students to see sport not just as an industry, but as a powerful force for social good.

RST postdoc Alessio Norrito will primarily work with Professor Yuhei Inoue, while collaborating across the department.

The Department of Recreation, Sport and Tourism at the University of Illinois Urbana-Champaign is pleased to welcome Alessio Norrito as a postdoctoral research associate. Norrito brings with him an international perspective, interdisciplinary expertise and a deep belief in the power of sport to improve lives and communities. He will primarily work with RST Professor Yuhei Inoue, while developing collaborations with other RST faculty members.

“Alessio is an excellent addition to the department, as his research can effectively bridge sport management, recreation and tourism, advancing our understanding of how these interrelated fields can work together to address some of the grand challenges facing today’s society,” Inoue said. “In addition, given his international background and experience, Alessio can share valuable global perspectives with RST faculty and students, strengthening an important dimension of our department.”

Norrito earned his Ph.D. in sport sociology and management from Loughborough University, one of the world’s leading institutions for sport research. Before joining Illinois, he served as a senior lecturer at Manchester Metropolitan University. His academic path, however, is rooted in a broader professional journey that spans continents and industries. Prior to entering higher ed, Norrito worked in marketing and e-commerce within the food and beverage sector, with professional experiences in Shanghai, China and Turin, Italy. Those early roles, he notes, shaped his understanding of organizations, markets and people—insights that continue to inform his research and teaching today.

Norrito has contributed to international research projects supported by organizations such as the International Olympic Committee, UNESCO and UEFA. His work has been recognized by the European Association for the Sociology of Sport, which awarded him the Young Researcher Award for his contributions to the field. Across these projects, his research consistently examines how sport and leisure can enhance well-being and strengthen communities, with particular attention to how organizations pursue social purpose at the intersection of global contexts and local realities.

That interdisciplinary focus made the U. of I. a natural next step.

“I think the University of Illinois has a unique take on the way that sport management should be, which strongly aligns with my ideas,” Norrito said. “I position my work in between sociology and management, firmly believing that the two disciplines should be in constant dialogue for solving pressing global issues, creatively and innovatively finding alternatives that benefit people globally.” He added that he found “matching values in the RST department,” allowing him to contribute meaningfully through sport management while being “strongly supported in the development and realization of this work.”

At the heart of Norrito’s research is a simple idea: sport helps people connect. “At its simplest, sport helps us talk to each other and know each other better,” he said. “These interactions make us feel emotions that either unite or divide us.” His work emphasizes that when organizations learn to harness the positive side of sport, it can generate feelings of being “loved, hopeful and ambitious.” What is often overlooked, he notes, is how everyday experiences—like playing or watching sports—can help individuals and communities imagine a shared future. “Sometimes the simple pleasures of life, like sport, can give us a direction of where we want to go in the future, either [individually] or collectively,” he said. “According to my research, this pursuit can generate diverse forms of happiness.”

Norrito’s international research collaborations have also reshaped his understanding of how global sport organizations operate. “I was surprised the most [by] just how valuable research is for global sport organizations,” he said. “My belief prior to these experiences was that research was something ‘for academics.’”

For students interested in working in sport at a global level, Norrito’s advice is clear: engage deeply with organizations’ strategic plans and think proactively about how to fit within them. “Your time in [U. of I.] is key to developing your future self, and taking the right courses can be key to becoming the person that you need to be to land that dream job,” he said.

This semester, Norrito is teaching RST 210: Management in RST, where he introduces students to management and leadership across recreation, sport and tourism contexts. His approach to leadership resists simple formulas.

“I strongly do not believe in a one-size-fits-all approach,” he said. “Instead I encourage RST students to engage in reflexivity. Reflecting on yourself is a key practice to understand what skills you need to develop to be the leader you want to be in the future.”

That philosophy is closely tied to how he brings his research into the classroom.

“My research leads me to believe that behind every social problem there is always an opportunity to solve it,” Norrito said. “And when this social problem is solved, it benefits those who have solved it, those who were affected by it and society as a whole.” He regularly draws on examples from his own work to show students how social impact, business      and management are deeply connected—and how future professionals can align purpose with practice.

Norrito’s passion for sport as a subject of serious academic inquiry has personal roots. He recalled a formative moment from his high school years in Palermo, Italy.

“When I was in high school, in my hometown of Palermo, the science surrounding sport was not very popular,” he said. After submitting an assignment about soccer, he was told by a teacher that sport did not belong in the classroom—and he failed the assignment.

“The fact that my job now involves talking about sport inside a classroom is quite ironic,” he said, “but also tells the lesson that we should protect our beliefs and challenge assumptions that seem wrong to us.”

Now at Illinois, Norrito is doing exactly that—challenging assumptions, connecting disciplines and preparing the next generation of RST leaders to see sport not just as an industry, but as a powerful force for social good.

Editor’s note:

To reach Alessio Norrito, email anorrito@illinois.edu.
 

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What two RST students gleaned from internships abroad

May 15, 2026 | Ethan Simmons

These Recreation, Sport and Tourism undergraduates landed summer internships abroad. Here’s what they learned

Every year, students studying Recreation, Sport and Tourism at the University of Illinois Urbana-Champaign venture across the United States for professional internships. Some even find work outside of the country.

The College of Applied Health Sciences spoke with two RST students set to graduate this May, David Shan and Juan Manrique, who spent last summer working abroad in China and Guatemala, respectively.

Their interviews have been lightly edited for length and clarity.

***

David Shan

RST student David Shan spent his early life in California but went to middle and high school in Beijing, China. He was always into sports, participating in volleyball and badminton. He even founded a huge badminton tournament at his high school. Shan followed his passion to RST at Illinois, where he’s set to graduate early—and he’s already interned for some of the biggest gaming companies in the world.

What company did you intern for last summer? 

I interned for Electronic Soul, a game studio and public-traded company in Hangzhou, China.

How did you get the job?

There are apps like LinkedIn and Handshake in Chinese markets for job applications. I scrolled through offers and applied for this role.

They asked, “How can you link your experience to the gaming industry?” I explained that games are part of sports, and that a lot of the classes I was taking at RST could prepare me for the job. Marketing, finance, event planning. I also talked about the badminton tournament I had been running. Those things all helped me get the job.

What was your day-to-day like?

At Electronic Soul, we’d have shows for some of the icons inside the games. We ran tournaments for the game they designed and helped prepare all the promotional materials. I was in the office for five days a week, from 9 a.m. to 6 p.m.

We had a big comic show for characters in the games. It was held in place for a week; we spent a bunch of time preparing for it. We set up the stage for the actors dressed as the characters.

I was also involved in the designing stage of one of the games they were launching, while they were still designing the characters. So I helped do some background research on how the characters could act in the game and what would make them appealing. 

Any special takeaways?

Before I went to this company, I didn’t play games that often. The whole process of game design and launch, it was a whole new thing for me.

There are a bunch of different fields in RST, but any industry that’s more popular, I felt like I could grow a lot and it may be easier to get in.

Any advice for students searching for internships abroad?

One is, be more open. There are a lot of industries that we could go to, even though it’s not linked with our own major. People might think, how are games related to your major?

There are a lot of opportunities outside of the [U.S.]. Other countries are still developing, they have huge market opportunities for games and other industries as well. Don’t be shy or afraid.

I got another internship at Tencent, the biggest gaming company in the world, because they had a career fair. I flew there over the weekend and talked to the staff and got the job. Just be more active and try out everything.

What’s your experience been like here at RST?

The RST internship coordinator Hayley Hardin and advisor Jason Schroeder, they all taught us how to reach out to people, how to email and be active. Giving everything a shot. That mindset helped me prepare for my career and get job opportunities.

I’m passionate about entrepreneurship; that’s my long term goal. But in the short-term, I may go to other gaming companies. I’m interning at Tencent right now. After I graduate, I may use that experience to apply for a full-time role.

There are a lot of opportunities outside of the [U.S.]. Other countries are still developing, they have huge market opportunities (…) Don’t be shy or afraid.

David Shan

RST undergraduate
Juan Manrique at the Xelajú MC soccer field.

Juan Manrique, a senior in RST, got his Associate Degree in Computer Science from Harold Washington College in his home city of Chicago. A lifelong sports enthusiast and soccer player, he decided to come to Illinois for its sport management program.

At first, Manrique wanted to find a D1 soccer program to play for. But in his first summer internship outside of the states, he helped the program run behind the scenes.

What company did you intern for last summer? 

The professional soccer club Xelajú MC in Quetzaltenango, Guatemala. They won the league championship back in 2012, when I was 10 years old. It was crazy seeing that on TV.

How did you get the job?

It’s a funny story, my grandfather was actually the president of Xelajú MC back in 1999–2000. But I didn’t use him as a resource at all. Instead, I sent the current president of the club a friend request on Facebook.

I basically told him, “I want to shadow you and help wherever I can.” I mentioned my granddad, and that both my dad and mom are from Guatemala. He accepted my friend request, and he had won the election to continue for a second term. At that club, it works like our presidential election, where they get elected to serve on new terms.

What was your day-to-day like?

When I arrived it was the offseason for the men’s team. The women’s team made the finals but unfortunately lost. I spent a lot of time learning different systems in the institution.

I was moving around the office and helping with whatever I could. I worked with the marketing and communications group, the media group of the team, even helped the utility group as well, making sure the players had their boots and their jerseys. It was pretty cool. That’s what made it interesting, was that every day was different.

Any special takeaways?

It’s a different culture, and a different way things are managed. Any resource we have here in the United States, it’s accessible. You have to work with limited resources, we didn’t have the best equipment, but we had to work with what we had.

The professor told me I was probably the first intern in the history of University of Illinois to do their summer internship in Guatemala. I told that to the soccer club over there; they had never had an intern in their existence. It was pretty cool.

Manrique sits at the club’s media table. He was told he’s “probably” the first student from the University of Illinois to land a summer internship in Guatemala.

Any advice for students searching for internships abroad?

It’s a great opportunity for people that want to take on a new challenge, learn about a different heritage and culture and see how things are managed. Businesses are managed differently in every country; every country has different standards, methods and techniques of how they should do things as an administration.

To do an internship abroad, you need to be familiarized and acquainted with what you’re gonna do. I had the luck that this is my favorite soccer team, and my family’s from there.

What’s your experience been like here at RST?

Doing the internship has opened my doors to working internationally, with them or another team, it has opened that path for me. I see RST is a community that’s growing; recreation, sport and tourism keeps exploding day by day. [The U.S.] is going to be co-hosting the World Cup. That’ll be huge. There’s a lot of opportunities out there, even remotely.

Editor’s note:

To reach Ethan Simmons, email ecsimmon@illinois.edu.
 

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An online RST master’s degree affirmed Haupert’s career in the arts

May 16, 2026 | Ethan Simmons

A “theater kid through and through,” Haupert (RST ‘21) helps realize the artistic dreams of her community as Palatine Park District’s first-ever cultural arts manager.

In her new role at the Palatine Park District, Laney Haupert carries administrative work to keep her local arts scene running .

From an early age, Laney Haupert dreamed of working in the theater—not acting on stage, but managing her favorite productions behind the scenes. 

But life took her in an unexpected direction: as Palatine Park District’s cultural arts manager, Haupert carries administrative work to keep her local arts scene running from her position in parks and recreation. 

“I had this lightbulb moment: I can work in cultural arts, do theater, put up shows, serve my community, and have all the benefits of working in the public sector,” Haupert said. “Taking this job was my Hannah Montana, ‘Best of Both Worlds’ moment.” 

After a stint in the creative arts and a taste of park district life, Haupert went back to school, obtaining master’s degree online from the Department of Recreation, Sport and Tourism at the University of Illinois Urbana-Champaign in 2021. It gave her the tools to steer her career toward a new path. 

“A master’s degree is something I always wanted to complete,” Haupert said. “Having found this program and hearing more about it, it was a great fit for where my career was at and where I saw my life going.” 

Haupert is from Bartlett, Illinois, a village of 41,000 in the Chicago metro area. She grew up in community theater, starring in her local production of “The Velveteen Rabbit” when she was 8 years old. As she got older, she found more roles backstage: hanging curtains, doing makeup and building sets for local plays.

Haupert’s mother, Carrie Fullerton, always thought Haupert had the “personality for parks and recreation.” Fullerton is a two-time graduate of the RST program at Illinois and has served as executive director of the Arlington Heights Park District since 2020. 

Haupert had different plans, at least at first. She obtained her Bachelor of Fine Arts in Theatre Administration from Millikin University in 2018, working as director of development for the school’s student-run studio theater. But after graduating, the job prospects were dry, so she found an administrative assistant role at the Glenview Park District—and found out she loved it. 

“Sometimes it takes someone who is not your parent to realize how cool this thing is, that your parent has been spoon-feeding you,” she said. “I thought parks and recreation was something I really wanted to explore further.” 

You have to remember the ‘why’ of what we’re doing, and who it’s for. It’s for the little version of you who really needed this at a certain point in life.

Laney Haupert

Cultural Arts Manager, RST ’21

In February 2020, she landed a role with the Bolingbrook Park District, managing both its gymnastics and theater programs. A month in, the COVID-19 pandemic hit, all in-person events were canceled and she had a “whole lot of nothing to do.” 

Haupert’s graduation cap after obtaining her online master’s degree in RST reads “Don’t forget to play.” Today, she is the Palatine Park District’s first-ever cultural arts manager. (Photo provided)

But Haupert had a clearer idea of where she wanted to take her career. She wanted more knowledge—and a degree that connected to her new industry. 

The flexibility of the RST online master’s program appealed to her: “Maybe you’re a sports person and love athletics, want to be around it doing recreation management. For me, my love has always been theater and live performance,” Haupert said. 

The online format made it easier for her to balance coursework and her job, completing her master’s in a year and a half. RST’s online degree gave her “structure” that she sorely needed, especially early in the pandemic. The master’s program also helped her ace the test for her Certified Parks and Recreation Professional Certification, an industry qualification. 

Haupert stayed with Bolingbrook until January 2022, when she began with the Deerfield Park District as its cultural arts and special events supervisor. That experience brought her to Palatine in 2024, where she’s continued to support young artists as the park district’s first ever cultural arts manager. 

She supports all manner of performances year-round: multiple choirs, a community band, theater programs and dance recitals. Her big task is to cultivate a school-of-art brand for the park district, while getting “more and more people to do cool stuff with us,” she said. 

With a fresh perspective on her role, Haupert is helping to realize the artistic dreams of kids growing up in the same lane she once did. 

“The most important thing that’s been a throughline for me: if you’re having fun, you never work a day in your life,” Haupert said. “You have to remember the ‘why’ of what we’re doing, and who it’s for. It’s for the little version of you who really needed this at a certain point in life.” 

Editor’s note

To reach Ethan Simmons, email ecsimmon@illinois.edu.

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Our 2026 College of Applied Health Sciences award winners

May 08, 2026 | Ethan Simmons

At the spring college meeting for the College of Applied Health Sciences, our faculty and staff gathered to celebrate this year’s college award winners, and give send-offs to two faculty leaders who are entering retirement: Speech and Hearing Science Professor and former Department Head Pamela Hadley and AHS Professor and Associate Dean for Research Jeff Woods.

(Two of our award winners, Christy Bazan and Mary Flaherty, won equivalent awards from campus as well.)

Here are our AHS college award winners for 2025-26. A recording of the meeting is available on Media Space:

AHS Staff Excellence Award

  • Chez Veterans Center Outreach Coordinator and Veteran Recruiter, Garrett Anderson
  • College of AHS Assistant to the Dean, Robbin King

AHS Excellence in Undergraduate Advising Award

  • Health and Kinesiology Academic Advisor, Patty Hudek

AHS Excellence in Undergraduate Teaching Award – Faculty

  • Speech and Hearing Science Associate Professor, Mary Flaherty

AHS Excellence in Undergraduate Teaching Award – Teaching Assistant

  • Health and Kinesiology Graduate Teaching Assistant, Ashley Morgan

AHS Access, Belonging and Community Awards

  • SHS student Zhitong Zhu
  • RST graduate research assistant Jenna Fesemyer-Ayers
  • RST Assistant Professor Yannick Kluch
  • Chez Veterans Center Research Assistant Professor Michael Lotspeich-Yadao

AHS Excellence in Guiding Undergraduate Research Award

  • Recreation, Sport and Tourism Assistant Professor, Joelle Soulard

AHS Excellence in Graduate and Professional Teaching Award

  • SHS Associate Professor, Dan Fogerty

AHS Excellence in Graduate Student Mentoring Award

  • HK Associate Professor, Laura Rice

AHS Excellence in Online Teaching Award

  • HK Instructor, Christy Bazan

Phyllis J. Hill Faculty Award for Exemplary Mentoring

  • HK Teaching Assistant Professor, Jesse Couture

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Jeff Woods’ retirement closes a chapter in the College of Applied Health Sciences 

May 08, 2026 | Vince Lara-Cinisomo

Woods leaves a legacy of groundbreaking research and inspired mentorship

Jeff Woods, center, got a rousing sendoff from faculty and staff at the AHS college meeting on May 7. (Photo by Ethan Simmons)

After a noteworthy tenure spanning more than three decades at the University of Illinois,  Jeffrey Woods, Ph.D., the associate dean for research in the College of Applied Health Sciences and a national leader in exercise physiology research, has announced his retirement, marking the end of an era for one of the campus’ most influential scholars in health and aging studies. 

Woods, whose work has reshaped scientific understanding of how physical activity benefits the immune system and human health, retires as one of the College of Applied Health Sciences’ most honored researchers and mentors. Named the inaugural Mottier Family Professor in Applied Health Sciences in 2019, Woods leaves a legacy of groundbreaking research and institutional leadership that has influenced both scholars and students alike.  

“When Jeff started his career at Illinois 32 years ago, life looked very different. His days began with an hour-long commute from Charleston, Illinois, to the University of Illinois. Even in tough winter conditions, he never complained; he simply did what needed to be done,” said Amy Woods, the James K. and Karen S. McKechnie Professor and associate dean for faculty affairs in AHS and Jeff’s wife. 

“All the while, his impact extended far beyond home. He traveled widely, shared his expertise with colleagues around the world and contributed to NIH grant reviews, helping to shape the future of research in his field. Now, he has a well-earned chance to slow down and enjoy life on his own terms. Jeff’s dedication and integrity have made a lasting difference, and this milestone is so richly deserved. We are so proud of him and so grateful for the life we’ve built together.” 

Woods earned his B.S. from the University of Massachusetts at Amherst, an M.S. from Springfield College and his Ph.D. in Exercise Science from the University of South Carolina. He joined the University of Illinois faculty in 1994, eventually holding appointments across multiple disciplinary programs, including the Departments of Health and Kinesiology, Nutritional Sciences and the Carle-Illinois College of Medicine.  

In his retirement announcement, Woods credited the undergrad and graduate students he worked with, as well as faculty and staff, whom he called the “unsung heroes” of the university.

“It has been a great career at a great university,” he wrote. “I look forward to observing your future success through the lens of my emeriti role.”

Throughout his career, Woods became internationally respected for his pioneering research into how regular exercise counteracts inflammation, bolsters vaccine responses in older adults and, perhaps most notably, alters the gut microbiome in ways that promote health independent of diet. His research findings have appeared in over 140 peer-reviewed publications and helped define new directions in the study of aging and preventative health.  

“Jeff has been a defining presence in the College of Applied Health Sciences—as a scientist, as a mentor and as a leader. His career represents the very best of our mission: rigorous research, collaborative innovation and an unwavering commitment to improving human health,” said Cheryl Hanley-Maxwell, dean of the College of Applied Health Sciences. “From the moment he arrived, he brought with him a spirit of curiosity and a deep belief in the transformative power of research.” 

In addition to his pioneering scientific contributions, Woods served in numerous leadership capacities on campus. He was associate dean for research in the College of Applied Health Sciences and director of the Center on Health, Aging and Disability, where he guided interdisciplinary collaborations and championed integrative research programs aimed at improving the quality of life for aging populations.  

Jeff has been a defining presence in the College of Applied Health Sciences—as a scientist, as a mentor and as a leader.

Cheryl Hanley-Maxwell

Dean, College of Applied Health Sciences

Colleagues and students will also remember him as a committed mentor. Over the years, Woods supervised more than 30 graduate students and served as a guiding force for early-career researchers, helping to cultivate a new generation of scholars in health sciences. His leadership extended beyond campus, with roles in national organizations and review panels that have shaped federal research agendas. 

“One thing I’ve always appreciated about Jeff is the space he gave his trainees to grow,” said Jacob Allen, an associate professor in Health and Kinesiology. “As his Ph.D. student, he trusted me early on to think independently, take risks and develop my own scientific voice—practicing over and over how to communicate science clearly. That’s what ultimately matters: making an impact with your science. Jeff always reiterated that. That kind of environment is not easy to create, and it made a lasting impact on how I approach mentorship and science today. Now Jeff gets to apply that same approach to his golf game—plenty of time, plenty of reps, … but now no deadlines! Though he may still need a little extra ‘scientific creativity’ when his ball ends up in the woods.” 

The Mottier Family Professorship, established through a generous estate gift honoring Charles and Audrey Phyllis Mottier, was awarded to Woods in recognition of his outstanding contributions to both science and education. At the investiture ceremony in 2019, Woods spoke warmly of the collaborative spirit of his colleagues and his gratitude for their daily challenges and inspirations.  

As he steps away from his official duties, Woods said he looks forward to continuing to engage in collaborative projects, writing and opportunities to speak on issues at the intersection of exercise, aging and public health. 

Editor’s note:

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

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The intern who turned an ejection into a career lesson

April 10, 2026 | Ethan Simmons

One embarrassing moment produced viral fame and lifelong lessons for this Recreation, Sport and Tourism alum.

In Derek Dye’s 2012 internship with the Daytona Cubs, he sold concessions, cleaned the bleachers, worked the soundboard, even dressed as the mascot. (Provided)

At their best, college internships are valuable learning experiences. Derek Dye didn’t expect his to involve getting tossed out of a baseball game.

That was the viral story for this University of Illinois alum’s first big-time summer job with Minor League Baseball, working as a stadium operations intern in August 2012. Back then, Dye was a rising senior in the Recreation, Sport and Tourism program at Illinois, eager to break into the sports industry. 

“I would’ve done anything to work in sports,” Dye said. “The minor league was the main target for me, a lot of people wanted to get their foot in the door.” 

Growing up in Moline, Illinois, sports were truly his life: Dye ran a backyard football club in high school and developed a passion for sports data of the major leagues. His dream was to become the general manager for the Chicago Cubs. 

When college neared, he applied to relevant programs across the state that could help him reach his goals. He eventually broke through the waitlist for the University of Illinois’ Recreation, Sport and Tourism program in the spring of 2009. 

“The RST major was the first thing I was looking at, I thought it was the perfect fit,” Dye said. 

It’s customary for RST students to work an internship in the field before they graduate. Baseball’s minor league was his main target, including the Quad City River Bandits in his hometown. 

The summer before his senior year at Illinois, he landed a seemingly perfect role: an internship with the Daytona Cubs, the Minor League Baseball team in Daytona Beach, Florida, and affiliate of the Chicago Cubs. 

He ended up taking out a $1,700 loan from his grandma to live in a Daytona Beach apartment. When the summer of 2012 began, Dye began a do-everything internship for the Cubs: serving stadium food and beverage, cleaning the bleachers, selling tickets and running the soundboard, all for a $50-a-week stipend. 

“You’re gone!”

A picture of the Daytona Cubs soundboard’s options for “bad call.” (Provided).

August 1, 2012. The Fort Myers Miracle faced off against the Daytona Cubs.

At the top of the eighth inning, a Fort Myers batter hit a ground ball to short. The Cubs threw it first, and the umpire called it safe. But Dye, sitting up in the press box, thought it was an out. Earlier that week, Daytona had added an array of audio snippets on the soundboard to play for a “bad call.” 

One of them was an organist’s rendition of “Three Blind Mice.” Dye clicked on it. 

Umpire Mario Seneca’s head perked up, then he turned and pointed to the press box. “You’re gone!” 

The crowd was puzzled, and Seneca continued to gesture up to the soundboard, where Dye was at the helm. “Turn the sound off the rest of the night.” 

Fear washed over him. 

“As you can imagine, being 21 years old and 1,200 miles away from home, my first reaction is ‘what just happened? I’m gonna get fired,” Dye said. “I can’t believe this is actually happening.” 

(Through the shock, Dye fired off a tweet about his ejection, and later uploaded the live footage of the incident to the Daytona Beach Cubs YouTube channel.) 

Ejected from his post, the press box was silent: no batter walkups, no anything. The fans started to announce the game themselves, standing from the stands and shouting out the players’ names who were up to bat. 

After the game, Dye resumed his usual grunt work, leaf-blowing peanuts from the stands. Then his phone started ringing off the hook: calls came in from reporters at CBS, ESPN, Major League Baseball. 

News of his ejection was trending on Twitter. Everyone wanted to know about the soundboard guy—an intern—who was thrown out of the game for playing Three Blind Mice. 

“I tried to talk to as many people as I could,” Dye said. He took calls until 2 a.m. 

After waking, WGN called him. Unbeknownst to him, it was live on air. He answered questions from his closet so he wouldn’t wake up his roommates.

Dye’s ejection contended for the Minor League Baseball “Moment of the Year.”

He went to the ballpark the next day, and 45 more publications were there to talk to him. 

The fallout from the league arrived immediately. Florida State League Commissioner called the incident a “mockery of the game” and fined the team $525.

Dye was banned from the press box for the remainder of his internship. But the team’s general manager, Brady Ballard, covered the fee for his barely paid intern. 

“It showed me he saw the big picture,” Dye said. “I was a 21-year-old intern doing my work to engage the crowd and cut my teeth in sports. He didn’t shy away from it, and his support also helped the story grow legs.” 

And the Daytona Cubs sold out their stadium the very next game. 

“I think the legend behind it had more sticking power than it would nowadays,” Dye said.  “Every year it comes up in August for the anniversary.” 

‘Your rep is your personal brand in the industry’

When Dye returned for his senior year at Recreation, Sport and Tourism, advisor and instructor Ryan Gower—now chancellor of Illinois Eastern Community Colleges—asked one of his classes: “Anyone have any funny stories from their internships?” 

Everyone looked back at Dye and laughed. He had gotten texts from classmates about his ejection for the whole month. 

After working in the sports world, Dye is now the director of marketing for Chicagoland’s Affy Tapple.

“Instead of putting my head down, I was able to turn what could’ve been a really negative thing into a really fun story,” Dye said.

He took classes from RST’s many memorable professors, including Clinical Associate Professor Michael Raycraft and Adjunct Instructor Kyle Emkes, and experienced the breadth of the leisure and tourism side of the major in classes with Professor Carla Santos and Professor Emeritus Kim Shinew. 

He also took on new roles in his budding sports career, working 40-hour weeks while interning for Illinois Division of Intercollegiate Athletics. He helped the kids club and worked with spring sports teams, such as softball and tennis.

Words from instructor and former Illinois volleyball coach Don Hardin lingered with him: if you want to work in sports, you’ll have to handle the tough stuff. 

“There’s going to be grunt work, not everything is going to be a glamorous stop,” Dye said, paraphrasing Hardin’s advice. “You’re going to have to be on the front lines, and your rep is your personal brand in the industry.” 

After graduating in 2013, Dye interned with Tampa Bay Rays and later managed eCommerce for Sports Collectibles, a sports memorabilia seller. Today, he’s the marketing director for Affy Tapple, a caramel apple producer in Chicagoland. 

His degree at RST continually comes in handy at his newest role, where he’s had to manage people and organize big events. Dye hasn’t become a Major League general manager, but the moment he feared would stain his reputation ended up shaping how he shows up for others.  

“Being on the ground level, you see everything and learn how to make the best of tough situations,” Dye said. “I’ll never be hard on someone for trying their best.” 

Editor’s note:

To reach Ethan Simmons, email ecsimmon@illinois.edu.
 

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Two AHS faculty members recognized for excellence in instruction

March 18, 2026 | Ethan Simmons

Recognized by the Office of the Provost: Speech and Hearing Science Associate Professor Mary Flaherty and Health and Kinesiology Instructor Christy Bazan

SHS Associate Professor Mary Flaherty (left) and HK Adjunct Instructor Christy Bazan were recognized for excellence in instruction.

Every year, the University of Illinois Office of the Provost recognizes faculty members for excellence in instruction, who are nominated by committees of faculty, staff and students at each college.

This year, two Applied Health Sciences faculty members won campus awards for their teaching and mentorship in the classroom: Speech and Hearing Science Associate Professor Mary Flaherty won for Excellence in Undergraduate Teaching, and Health and Kinesiology Adjunct Instructor Christy Bazan won for Excellence in Online Teaching.

Both instructors will be recognized at the university’s Celebration of Academic Excellence on Wednesday, March 25, at the Krannert Center for the Performing Arts.

On top of mentoring student researchers through her Child Speech Research Lab, Flaherty teaches undergraduate- and graduate-level courses in Speech and Hearing Science, such as SHS 358: Understanding Research Methods in Communications Sciences and Disorders and SHS 352: Hearing Health and Society, along with advanced SHS 552: Pediatric Audiology and SHS 570: Evidence-Based Practice for SLPs and AuDs.

Bazan, a licensed environmental health practitioner, teaches several community health-oriented classes in the college and Department of Health and Kinesiology, including AHS 199: Applied Data Solutions in Health Sciences, HK 204: Drug Use and Misuse—a subject she co-authored a book on—HK 207: Introduction to Epidemiology and HK 408: Environmental Health.

The College of Applied Health Sciences asked them about what this recognition means to them, and what they’d like to say to students past and present.

What does this recognition mean to you?

Bazan: I am honored and grateful to receive this online teaching award.  With support from AHS and my colleagues, many doors were opened to me that allowed me to grow in teaching in online environments.  From course redesign, Open Education development, video recoding lectures and developing online content, I have placed emphasis in my courses that shows how important it is to ensure students learn and have experiences just like they might when taking an in-person course.

Flaherty: This recognition means a great deal to me because my undergraduate teaching is centered on helping students learn how to evaluate information responsibly and use evidence thoughtfully in real-world decisions. Many students encounter an overwhelming amount of health and science information online, and a core goal of my teaching is to help them distinguish credible evidence from oversimplified or misleading claims. I aim to make research feel accessible and relevant, while also supporting students as individuals through structure, feedback, and mentorship. Being recognized for this work affirms the importance of teaching students not just what to learn, but how to think, question and apply evidence with care.

Anything you’d like to say to past and current students?

Bazan: My goal as an educator is to cultivate learners who are critical thinkers, empathetic communicators and lifelong learners. I want students to leave my courses not only with knowledge of content but with the confidence and tools to apply that knowledge ethically and creatively in their own lives and in their own communities. Keep learning, learn things in new ways, connect with your professor and your peers in your online classes and engage thoughtfully in an increasingly interconnected world.

Flaherty: This award belongs to my students. I love teaching, and I care deeply about undergraduates and their growth, both inside and outside the classroom. My students show up with curiosity, honesty and a willingness to engage deeply, and they continually remind me why this work matters. Their questions, perspectives and trust shape how I teach, and their commitment to learning pushes me to be a better instructor every year. I am grateful to every student who has shared their time, effort and openness with me. This recognition reflects what we have built together.

Editor’s note:

To reach Mary Flaherty, email maryflah@illinois.edu.
To reach Christy Bazan, email cbazan3@illinois.edu.
 

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Meet Jerri and Lesli, our newest American Sign Language instructors

Oct. 16, 2025 | Ethan Simmons

New Speech and Hearing Science instructors Lesli Williams and Jerri Seremeth are both “native signers”—they grew up learning American Sign Language as their first language and primary mode of communication. They joined the Department of Speech and Hearing Science this fall, and teach classes remotely.

Lesli Williams (Provided)
Which classes are you teaching this year?

Jerri: I’m teaching two ASL III (SHS 321) courses and re-designing SHS 222: Language & Culture of Deaf Communities.

Lesli: This year, I’m teaching SHS 121: American Sign Language I, SHS 221: American Sign Language II and SHS 321: American Sign Language III.

Why did you want to become an ASL Instructor for the U. of I.? What attracted you to the role?

Jerri: It’s a great opportunity to teach at U. of I., which has a well-known and highly respected team in the U.S. I come from a Deaf family and love sharing my authentic background.

Lesli: I was drawn to the position because of its commitment to inclusive education and strong support for language and cultural diversity. The opportunity to teach ASL at a university level allows me to share the richness of Deaf culture with a broader audience and help bridge communication between Deaf and hearing communities.

Tell us about your life and career experience. How did you become an instructor of American Sign Language, and where has that taken you so far?

Jerri: I began teaching ASL in 2014 at George Washington University in Washington, D.C.

Jerri Seremeth (Provided)

Lesli: My journey with ASL started at the age of 2, I learned from a Deaf Mentor, Bob Laughna, self-taught books and old VHS signing videos, and learned signs from the Deaf Community. I grew up in only-mainstream education with no Deaf programs in my elementary, middle and high school. I graduated from Negaunee High School in 2005. I graduated from Northern Michigan University with associate’s degree in cosmetology, which I worked in salons for 15 years.

Over time, I developed a deep appreciation not just for the language, but for the culture and history of the Deaf community. After finishing up my cosmetology journey, I pursued a bachelor’s degree in Deaf Studies from Gallaudet University in 2015 and Masters in Adult Education and Training, specializing in Technology from University of Phoenix in 2017.  I eventually began teaching in 2017 at my alma mater Northern Michigan University while pursing my master’s with University of Phoenix at the same time.

Since then, I’ve taught in various settings—Northern Michigan University, where I did face-to-face and online teaching from 2017 to 2025, and Columbia College, where I taught online for the last two years, and I just started my new teaching career here at University of Illinois, Urbana-Champaign this semester —and have loved seeing students grow in both skill and cultural understanding.

If you had to choose, what is the most rewarding part of being an ASL instructor for you?

Jerri: The most rewarding part is being able to teach my language and culture, giving students exposure that helps them understand us better.

Lesli: One of the most rewarding parts of teaching ASL is witnessing students make meaningful connections—not just linguistically, but culturally. When students begin to understand Deaf culture and the importance of visual language, it opens their eyes to a whole new way of experiencing communication.

For those who haven’t taken any ASL classes, or those who aren’t familiar with the Deaf community, what do you think they would find the most surprising about American Sign Language or how it’s taught?

Jerri: They might be surprised by how important facial expressions are—they make up about 70% of our language.

Lesli: Many people are surprised to learn that ASL is a complete and complex language with its own grammar and syntax completely separate from English. They’re also often surprised by how interactive and visual ASL classes are—learning through movement, facial expressions, and storytelling is very different from traditional classroom learning.

Is there anything else you’d like folks in the department to know about you?

Jerri: My husband and I have eight children together. Our youngest is an exchange student from Africa, and all of our children are Deaf. Also, hiking is my favorite escape!

Lesli: I’m passionate about creating inclusive and engaging spaces for all learners. I also love collaborating with others in the department and beyond to promote awareness of Deaf culture and language. Outside the classroom, I enjoy walking, hiking, camping, playing with my beautiful daughters—ages 6, 5 and 2 years old—and attending Deaf events and traveling, which often feed back into my teaching. 

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AHS Faculty Q&A: Mariana Mendes Bahia on swallowing disorders and her research agenda

Oct. 14, 2025 | Ethan Simmons

Speech and Hearing Science Assistant Professor Mariana Mendes Bahia, Ph.D. and CCC-SLP, is an expert on swallowing physiology, respiratory-swallowing coordination, and therapeutic strategies to alleviate swallowing disorders, called dysphagia. She joined the College of Applied Health Sciences at the University of Illinois Urbana-Champaign in fall of 2024, and leads the Neuro + Swallowing Research Lab.

Mariana Mendes Bahia. (Photo by Ethan Simmons)
How was your first year at the Department of Speech and Hearing Science here at AHS?

Mariana: My first year was a period of growth and adaptation as I became familiar with the university and the Department of SHS. I have been fortunate to receive consistent support from colleagues and departmental staff, which greatly eased this transitional period and helped me navigate new academic and administrative environments.

This year was also dedicated to establishing my laboratory, the Neuro+Swallowing Research Lab, and laying the foundation for my future research program. Setting up the lab allowed me to plan my next steps, define research priorities, and begin shaping a trajectory that aligns with my long-term academic goals, while learning to adapt to the challenges and opportunities of a new institutional setting.

When did you first become interested in studying swallowing physiology and disorders, and why have you stuck with that topic in your research?

My initial interest in swallowing developed during my specialization in speech-language pathology in neurology, when I had the opportunity to conduct swallowing assessments and provide treatment for individuals with swallowing disorders, known as dysphagia, related to neurological diseases.

I was fascinated by the complexity of the swallowing process—something we do countless times a day without even thinking about it. What intrigued me most was how such an automatic act relies on the intricate coordination of more than 30 muscles (and many other structures), several nerves, and brain structures. The interaction among all the swallowing structures, along with the brain and breathing, felt like solving puzzles, and this challenge sparked my curiosity and passion for learning more about the mechanisms behind swallowing and how to best support patients with these difficulties.

As a clinically trained speech-language pathologist, I have observed the devastating impact of swallowing disorders on individuals and their families. This experience has motivated me to integrate my clinical expertise and research background in the investigation of swallowing physiology, particularly the interaction between brain-swallowing and breathing-swallowing, to advance rehabilitation approaches that enhance swallowing ability, improve patient care and enhance the quality of life for individuals with dysphagia and their families.

Bahia in her office at the Speech and Hearing Science building.
You’ve described dysphagia as an “invisible” disorder. For the folks you’ve worked with, how does dysphagia impact their quality of life?

Swallowing is a critical process for life. We need to eat and drink for adequate nutrition and hydration. However, we also eat and drink for pleasure and comfort. Eating is a highly social activity. Therefore, the impacts of swallowing disorders or dysphagia are not restricted to the physical health domain, such as inadequate food or liquid intake, resulting in malnutrition, dehydration, or unintended weight loss.

Individuals with dysphagia face psychological, emotional, and social impacts, including fear of eating, embarrassment, loss of enjoyment when they cannot eat or drink certain foods, and reduced social participation in cultural events or family gatherings where eating is central. The limited ability to share a meal may weaken family and community bonds.

Which therapeutic interventions can work for those living with dysphagia?

Therapeutic interventions for dysphagia aim to improve swallowing safety—preventing food or liquid from entering the airway—and efficiency: ensuring adequate passage of food from the mouth to the stomach. Importantly, interventions are tailored to individual needs and target specific impairments evident in each person. Interventions may include compensatory strategies, such as head adjustments and dietary modifications, to reduce the risk of airway invasion, as well as rehabilitative exercises to strengthen the swallowing muscles, improve the movement of swallowing structures, and enhance the coordination of the swallowing process. Additionally, rehabilitative exercises can be paired with other therapeutic modalities, such as neuromuscular electrical stimulation and brain stimulation.

Editor’s note:

To reach Mariana Mendes Bahia, email mmbahia@illinois.edu.
 

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AHS Faculty Q&A: Megan Huibregtse on traumatic brain injuries, MRI and coming to Illinois

Oct. 8, 2025 | Ethan Simmons

Megan Huibregtse, Ph.D., is a first-year assistant professor in the Department of Health and Kinesiology, but she’s no stranger to the Midwest. Huibregtse obtained her bachelor’s in neuroscience and a Ph.D. in human performance from Indiana University, Bloomington. She worked as a postdoctoral fellow at Emory University before joining the AHS faculty this fall.

Megan Huibregtse (Fred Zwicky / University of Illinois Urbana-Champaign)
Talk about what drew you to the College of AHS. Why did you choose to come to Illinois? 

Megan: I was looking for an environment where I could connect with a vibrant research community and work directly with undergraduate and graduate students. While my work spans multiple disciplines such as clinical neuroscience or psychiatry, traumatic brain injury is one of the most common neurological conditions (Maas et al., 2022 The Lancet Neurology), and there’s a real public health concern about acute and long-term neurobehavioral effects.

So, AHS’s mission of improving health and well-being across the lifespan is a great fit for my research program. Plus, the neuroimaging resources here are unparalleled, and I can’t wait to start using the 7 Tesla scanner. 

(The University of Illinois and Carle Health co-own a 7 Tesla MRI scanner, which provides a huge step up in quality for brain imaging.)

You’ve described yourself as ‘obsessed with the brain.’ When and how did your fascination with neuroscience begin? 

I was unlucky enough to get two concussions from playing volleyball when I was younger, and the second led to the discovery of a brain tumor in my left frontal lobe. It might have been a coincidence, but the tumor was right next to where I hit my head when I got the first concussion.

Fortunately, the surgery to remove it went well, and I’ve been fascinated by the brain and what happens in response to injury ever since. Having personally gone through many hours of magnetic resonance imaging, I learned what a powerful tool it is to non-invasively examine the brain. 

Within the area of traumatic brain injury, you’ve already investigated a wide variety of topics, from sub-concussive head impacts in high school football to head trauma from intimate partner violence. How do you generally describe your research interests? 

That’s right—I’ve been fascinated by various aspects of neurotrauma. In general, I would say that my interests revolve around comprehending how our experiences (brain injuries, traumatic events, and when they occur simultaneously) impact our brain health. I consider brain health in terms of both structural integrity and function. 

What are your priorities as you’re getting started here at Illinois? 

This year, I’m working on setting up my research program—recruiting graduate students and undergraduate research assistants, submitting my protocols to the Institutional Review Board, and getting acquainted with the excellent neuroimaging resources at the Beckman Institute. 

How has your experience in Urbana-Champaign been so far? Is there anything you’d like your colleagues to know about you? 

It’s been great so far! Having completed my degrees at another Big Ten school (Indiana), Urbana-Champaign feels familiar already. Outside of work, I love to cook and bake for my family and friends. 

Editor’s note:

To reach Megan Huibregtse, email mhuibreg@illinois.edu.

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College of Applied Health Sciences
110 Huff Hall
1206 South 4th Street
Champaign, IL 61820
(217) 333-2131