The intern who turned an ejection into a career lesson



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



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



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



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



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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A legacy of fitness: The influence of T.K. Cureton on Illinois’ health and wellness revolution



T.K. Cureton is known as the ‘father of physical fitness.’ (Photo courtesy of Illinois Archives)

In the College of Applied Health Sciences at the University of Illinois Urbana-Champaign, there is a legacy of one man’s unwavering dedication to physical fitness. That man is Thomas K. Cureton, Jr., better known as T.K. Cureton, but probably best known as the “father of physical fitness.”

Long before exercise guru Jack LaLanne began hosting his syndicated TV fitness program in the 1950s, Cureton established the Physical Fitness Research Laboratory in 1944 at Illinois. Cureton’s research and commitment to physical education and fitness laid the foundation for the fitness movement that is so widely recognized today. From the athletic fields to university classrooms, the impact of his work extends far beyond the realm of physical education.

Born in Florida, Cureton had a diverse academic and professional journey before arriving at the University of Illinois. Growing up in the South, he initially attended Georgia Tech before transferring to Yale University to finish his undergraduate degree. From there, he found himself coaching swimming and directing research at Springfield College in Massachusetts. But it was his arrival in 1941 at the University of Illinois, after being recruited by Dean Seward Staley, that would shape the future of fitness research and practice.

At the time, physical education as an academic discipline was still in its infancy, and there were few established research foundations. Cureton’s appointment marked the beginning of the transition from physical education to a more comprehensive study of physical fitness. He worked to establish research programs, recognizing the importance of physical fitness for overall health long before it became a popular societal trend. This vision, paired with his extensive background in athletics, allowed him to bridge the gap between the two worlds—combining sports with research-driven methodologies to better understand how fitness impacts human health.

But what exactly sparked Cureton’s passion for fitness and wellness? His son Kirk recalled how his father’s interest in athletics and fitness developed early.

“He was a good athlete at Georgia Tech and Yale, participating in varsity athletics, especially swimming,” Kirk Cureton said. “The influence of people like Yale’s swimming coach, Bob Kiphuth, and other experts in biology and hygiene inspired him.”

Through his exposure to these environments, T.K. Cureton was drawn to physical education and ultimately pursued further education in the field, earning bachelor’s and master’s degrees in physical education, and a Ph.D.degree in educational research, cementing his position as one of the foremost authorities in the field.

Some 20 years after his heroics in the 1936 Olympics, Jesse Owens was tested in T.K. Cureton’s lab.

In the early 1930s, as the concept of physical fitness was still gaining traction, T.K. Cureton was one of the first researchers to publish significant works on the subject. One such milestone came in 1935 when the Research Quarterly journal published a supplement titled “Physical Fitness,” which included a series of articles on the components of physical fitness, including those authored by Cureton himself. “He’s often credited as one of the primary contributors to defining the concept of physical fitness,” Kirk Cureton said. “That idea was radical at the time.”

Before figures such as LaLanne, who later became synonymous with the fitness craze of the 1950s and beyond, Cureton was already working tirelessly to raise awareness of fitness as an integral aspect of health. His contributions were not only academic but practical, as he worked on initiatives that showed how physical activity could improve long-term health outcomes, including cardiac rehabilitation—a field that was revolutionary at the time.

Cureton didn’t just focus on academia. He brought his expertise to the public through clinics and talks, often conducting sessions for professionals such as dentists. As Kirk Cureton recalled, “On weekends, he’d often be away doing clinics, and then come home and talk about it.” His commitment to fitness permeated his life to the point where even vacations became opportunities for exercise. “We’d go on family trips, and my dad would just decide to run behind the car while my mom drove,” Kirk said with a laugh. “Of course, as kids, we were embarrassed, but that’s just how he lived it.”

Growing up with a father deeply invested in physical fitness, Kirk Cureton was naturally exposed to these ideas from an early age, though he admits he didn’t fully appreciate them at the time. It’s clear, though, that his father’s dedication left a lasting impression. “He would talk about it all the time,” he said. “He would give us lectures and discussions about fitness, especially when he came home from conferences or testing. We got an earful.”

“We’d go on family trips, and my dad would just decide to run behind the car while my mom drove. Of course, as kids, we were embarrassed, but that’s just how he lived it.”

Kirk Cureton

Son of legendary Illinois researcher T.K. Cureton

It was in Huff Hall, the hub for the University of Illinois’ physical education and health sciences departments, where much of T.K. Cureton’s academic life took place. Though Huff Hall was nominally home to athletic facilities, it also housed classrooms, labs and faculty offices, reflecting the integral role that academia played in physical education. For Kirk Cureton, Huff Hall was a frequent stop. “Growing up, we’d often drive to Huff Hall to pick him up after classes,” he said. “It was a central part of (T.K.’s) work life.”

Even after his retirement, T.K. Cureton’s legacy lived on, particularly through his influence on graduate students. Many of these students, a who’s who of kinesiology, went on to distinguished careers of their own in the discipline, furthering the work of their mentor.

As Kirk said, “His teaching was crucial to graduate students, especially during the summers when he’d teach two classes every year. That was a lot of work, especially considering he was running a large research program at the time.” This hands-on mentorship continued for many years, ensuring that T.K. Cureton’s impact extended far beyond his time at the university.

Though Kirk Cureton was undoubtedly influenced by his father’s work, he did not initially plan to follow in his footsteps. He went on a different path, studying pre-med and spending time in medical school before returning to Illinois to pursue a master’s degree in the field his father helped pioneer. His eventual return to Illinois marked the beginning of his own academic career, one that would honor the legacy his father established.

Today, the impact of T.K. Cureton’s work is still felt, particularly within the College of Applied Health Sciences. His contributions to the understanding of physical fitness, exercise, health, and wellness laid the foundation for future generations of researchers, educators, and practitioners. His work, often ahead of its time, helped to redefine what fitness meant to society and has left an indelible mark on the world of physical education, now Kinesiology. As the University of Illinois celebrates the centennial of Huff Hall, the memory of T.K. Cureton’s vision continues to shape the future of health and fitness research.

Editor’s note:

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

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AHS Alumni Awards celebrate leadership, resilience and service



AHS Dean Cheryl Hanley-Maxwell, second from left, poses with AHS alumni award winners Jack Groppel, left, Adrienne Albrecht, right, and Brandon Buchanan, far right. (Photo by Craig Pessman).

The College of Applied Health Sciences at the University of Illinois Urbana-Champaign once again shined a light on extraordinary alumni at its annual Alumni Awards celebration, held during Homecoming weekend. This year’s honorees—Dr. Jack Groppel, Justice Adrienne Albrecht and Brandon Buchanan—embody the college’s enduring mission of advancing health, equity and human potential.

The ceremony, led by Dean Cheryl Hanley-Maxwell, is designed not only to recognize the professional accomplishments of alumni but also to share the personal journeys that shaped their paths. “The individuals who receive these awards never fail to impress and fascinate me,” Hanley-Maxwell said. “As you hear their stories today, I’m sure you’ll find yourself saying, ‘Wow!’ many times, just as I have.”

Distinguished Alumni Award: Dr. Jack Groppel

Few careers demonstrate the power of seizing opportunity quite like that of Jack Groppel, recipient of the 2025 AHS Distinguished Alumni Award. An internationally recognized scholar in the science of human performance, Groppel has been a professor, tennis coach, entrepreneur, author, corporate consultant and motivational speaker.

And yet none of that would have happened without the University of Illinois.

“If the leaders in this college hadn’t given me a shot, I’d be counting wolves in Wyoming,” he said.

Growing up in a small southern Illinois town, Groppel was drawn to sports early, teaching himself to play tennis and eventually becoming one of the top junior players in the St. Louis area. Determined to play for the University of Illinois, he convinced men’s tennis coach Dan Olson to give him a chance—a story that foreshadowed a career marked by persistence and boldness.

His academic path was less direct. Pressured to pursue a “practical” major, Groppel earned a degree in wildlife biology. Yet his passion for athletics led him to graduate study in biomechanics at Illinois, where mentor Dr. Charles Dillman helped redirect his career. Groppel later completed a Ph.D. in exercise physiology at Florida State University before returning to Illinois as a professor and head tennis coach.

“How do you go from crying yourself to sleep at 22 to this?,” Gropple said, referencing his unhappy time seeking a career in the wildlife industry. “I have been truly blessed in my life, thanks to my time at the University of Illinois.”

After a decade, Groppel made another daring move: leaving a tenured faculty position to work in Florida at the Saddlebrook Resort. That leap led him to co-found the Human Performance Institute with Dr. Jim Loehr, a venture later acquired by Johnson & Johnson. Groppel became a pioneer in applying the training principles of elite athletes to business leaders, co-authoring the influential book The Corporate Athlete. He went on to brief Congress on worksite wellness, share stages with global icons like Muhammad Ali and Margaret Thatcher, and earn induction into three tennis halls of fame.

Groppel credits the University of Illinois with giving him the scientific foundation and teaching passion that shaped his career.

One of his mentors was Thomas K. Cureton, considered the father of physical fitness. After a semester working with Cureton and others in the precursor to what is now known as the  Department of Health and Kinesiology in AHS, Groppel was hooked.

“AHS molded me into a person who can do quality research,” he said. “It all began with leaders in AHS taking a chance on me. It started in that small town and on those small farms where young Jack dared to dream big.”

Harold Scharper Award: Justice Adrienne Albrecht

If Groppel’s story is about breaking down doors, Adrienne Albrecht’s is about perseverance and the power of access. Recipient of the Harold Scharper Award, presented by the Division of Disability Resources and Educational Services, Albrecht retired in 2024 as a Justice of the Third District Appellate Court of Illinois, capping a distinguished legal career.

Born in Kankakee as the eighth of 10 children, Albrecht was diagnosed with Marfan syndrome, a connective tissue disorder that severely impaired her vision. In the 1960s, long before disability rights laws provided protections, her mother fought to secure accommodations like front-row seating and access to blackboards. “My mother was extraordinary,” Albrecht said. “She understood what I needed and made sure I got it.”

“If the leaders in this college hadn’t given me a shot, I’d be counting wolves in Wyoming.

Jack Groppel

Distinguished Alumni Award winner

DRES founder Tim Nugent also played a vital role. Several of Albrecht’s siblings, who also had Marfan syndrome, attended Illinois with the support of DRES scholarships.

“I can’t tell you what a profound effect the University of Illinois had on my entire family. Imagine this family of 10 children, thinking they could all go to college and have great careers. The University of Illinois was just so crucial to my family,” she said.

Despite limited assistive technology at the time, Albrecht thrived academically, drawn to international relations before pursuing law. A constitutional history course sparked her passion for legal analysis, while her visual impairment forced her to develop a near-photographic memory—an asset in her legal work.

Over a 30-year career, Albrecht became known for her skill, adaptability and dedication to justice. She was among the first attorneys in Kankakee to integrate personal computers into her practice, eventually teaching technology courses for the Illinois State Bar Association. She served on the circuit court bench before her appointment to the appellate court, where she helped interpret Illinois’ landmark cashless bail statute.

Her proudest moments, however, were deeply personal. “People approach me in the grocery store to thank me, to tell me I made a difference in their lives,” she said. “That means more than anything.”

Dean Hanley-Maxwell said Nugent would be proud to see how Albrecht carried forward his legacy of inclusion and access.

“(Nugent) would join all of us in AHS and DRES in saying that you are richly deserving of this award,” Hanley-Maxwell said.

Young Alumni Award: Brandon Buchanan

Brandon Buchanan was honored with the AHS Young Alumni Award for his leadership in health equity and hospital administration. Buchanan is now associate chief operating officer of Orlando Health Dr. P. Phillips Hospital, but his path began in Champaign with a shift in academic focus.

Originally a journalism major, Buchanan found his calling while volunteering at Smile Healthy, a clinic providing dental care to underserved populations. “Community health took a holistic approach to how society looks at health and well-being,” he said. Inspired, he switched majors and pursued graduate training in health administration.

That decision launched a career devoted to improving access to care. Buchanan managed HIV and STI outreach programs at Ohio State, then spent nearly seven years at Endeavor Health in Chicago. There, he built the health equity impact team from a one-person office into a 30-member department that improved mammogram screening rates, reduced hypertension in Black communities, and expanded community education.

Now in Florida, Buchanan serves on the board of the local YMCA and mentors students pursuing careers in healthcare administration. “I’m proud when I see them flourish and shine,” he said.

Hanley-Maxwell praised Buchanan’s blend of leadership and compassion: “You cannot go wrong when you are committed to improving your community through service, fairness and respect.”

Editor’s note:

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

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As Huff Hall turns 100, alumnus Isaacson looks back on its evolution, and his journey



Dan Isaacson, center, served as executive director of the Governor’s Council under then-Gov. Pete Wilson. Before Arnold Schwarzenegger became governor, he chaired the council.

Transforming John Travolta. Becoming the first fitness editor for ABC’s “Good Morning America.” Marketing customized racketball racks for the Denver Broncos. Presenting the first wearable fitness device, the Polar Heart Rate Monitor. The list goes on.

“I dream of what could be and say why not? It’s the cornerstone of the creative entertainment community with visionary entrepreneurs like Walt Disney,” Dan Isaacson said. “I know I’m an entrepreneur, and I believe that that’s something I got from the University of Illinois.”

Isaacson, 75, grew up in Quincy, Illinois. His father owned John Isaacson & Sons Trucking and Isaacson remembers his early days as wonderfully rural, including farmhouse living, with no in-door running water or plumbing, one room schoolhouse for his first grade experience, church on Sundays, daily chores and sleigh rides in the winter. He said his background set a base for personal training and coaching others to achieve their goals in life.

“I believe we have a series of connecting dots in life that create a picture of who we are and our life’s story,” Isaacson said. “I grew up riding ponies at age 4, hiking, swimming, riding bikes, playing baseball, basketball, football and the tenor saxophone. It created a work/play lifestyle that developed my work values of discipline and responsibility balanced with unstructured play and the importance of being a person you could count on in life.”

Isaacson earned his B.S. from Western Illinois University in Recreation and Park Administration in 1971 and went on to earn his master’s in recreation, sport and tourism at the University of Illinois Urbana-Champaign.

His reason for choosing Illinois was simple: its historic and unparalleled history in the field recreation and leisure studies. Huff Hall had been graced with several “professors at that time, in the ‘60s and ‘70s, that were true pioneers in health, fitness and recreation education.”

Isaacson said Dr. Joseph Bannon and Dr. Chuck Pezoldt were his mentors. Bannon’s class on decision- making set a base for him that he still uses today, as well as being Pezoldt’s graduate assistant that provided him a guiding light on how to conduct his life personally and professionally.

“Everything to establish the professional importance and value of recreation activity was there,” Isaacson said. “When I got to Illinois, I saw the possibilities beyond just municipal recreation and parks including fitness specialized to improve performance and athletic facility development.”

His first professional role was as a manager of the Sheridan Swim Club in Quincy. Sheridan was also an early training ground for Olympic hopefuls. Nicole Kramer trained there before eventually competing in the 1976 Montreal Olympics for women’s swimming. During those Games, Isaacson was her spokesperson and reported live for the WGEM affiliate in Quincy.

“I got a call from a close friend living in Denver who said, ‘Dan, they’re opening several new athletic clubs in Denver,’ and sent me an article from The Denver Post.”

After that, he headed west.

He began working on programs at elite, full-service athletic clubs that were at the forefront of a new trend: real estate-driven fitness centers in cities like Denver, Las Vegas, Washington, D.C., and Newport Beach. Serving high-profile clients and specifically the baby boomer generation, these clubs helped spark what would become a nationwide fitness boom.

In the early ‘80s, Isaacson found massive success in training John Travolta for a role-specific physical transformation for the movie “Staying Alive.” Not only did he lay the groundwork for a science-based training program, he shifted the way Hollywood viewed strategic fitness as a means for elevating on-screen performance. Following the movie release, Isaacson and his wife opened their first personal training center by Warner Brothers called “Winning Results,” training many of the biggest stars, producers, directors and studio executives in Hollywood.

While Isaacson attributes much of his career success to his academics, he said there were other experiences outside of the classroom that shaped his worldview. He recalled a time when he was invited to play ice hockey with a friend’s friends.

When I got to Illinois, I saw the possibilities beyond just municipal recreation and parks including fitness specialized to improve performance and athletic facility development.

Dan Isaacson

RST alumnus

“Of course, they were hockey ice skaters,” Isaacson said. “I used to ice skate at home, but I only went one way, which was forwards. So, when the puck was passed to me and I had to skate backwards, they shouted, ‘What are you doing?’”

Despite the embarrassment, “it taught me a good lesson: know in life how to go forwards and backwards, right and left, and you’ll be fine,” Isaacson said. “You don’t want to be stuck – you want to have places to go.”

Isaacson said his next goal is to create a city-model to improve overall health and wellness in a community. Today with advanced technology, use of AI, holograms, robots, biohacking information, social media and new products, he said it’s time to develop and provide customized programs specific for cities.

“How do we create a healthy physical behavior pattern for a city in 90 days?” Isaacson said. “It’s a big goal and the next frontier in health, wellness and longevity.”

Even with all his accomplishments, there is one philosophy that Isaacson continues to champion.

“I just don’t want to look back on my life and say, ‘I wish I would have,’” Isaacson said. “It’s ‘Try, fail and sail.’”

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How Illinois helped John Preston redefine himself



John Preston, second from right, navigated an unfamiliar world when he came to Urbana-Champaign (Photo provided)

Arriving at the University of Illinois Urbana-Champaign in the 1970s, John Preston was among the few Black students and people with disabilities on campus. His journey through the university not only challenged him to navigate an unfamiliar world but also taught him the value of embracing life as it comes.

“If you understood what you’re going through, being Black, then what you go through being disabled is just a continuation of having that experience of being different,” Preston said. 

In high school, a car accident left Preston paralyzed. The sudden change forced him to navigate a world that wasn’t built for people like him.

Having also grown up in the South, he said he had never been in an integrated environment until he came to U. of I. in 1967 to complete an undergraduate degree in business administration and marketing. It was the only university in the nation at that time that was accessible and accommodating to persons with disabilities.

“When I arrived, I went into my room and I met my roommate. Dwight was from Wisconsin and he was white,” Preston said. “This would be the first time I ever had lived with someone of a different race.”

Preston faced some discrimination in his dorm during the early weeks, but “I was used to it and I soon felt that discrimination melt away when we all got to know each other personally.” For him, the accessibility of the campus and sense of freedom was amazing.

“It was a campus that I could push all over,” Preston said. “I could go from one end to the other, and I could go anywhere in any building. I could get out of my chair and transfer into an accessible shower chair. It was absolutely fantastic.”

He had never lived in a place with accommodations like U. of I. Preston recalled that when he first applied to Illinois, he was missing course requirements like chemistry and algebra. Those classes in his high school were taught upstairs—a place inaccessible to him. 

The first thing one has to do is accept, ‘This is who I am’

John Preston

Illinois alumnus

His wife, Lynn Preston, said the integration of people with disabilities isn’t just an opportunity for students with disabilities to have an accessible college program.

“U. of I. offered an opportunity for people who are able-bodied to have a realistic normalized opportunity to integrate with a population that happened to be disabled,” Lynn Preston said. “When we integrate with each other and know each other personally, we don’t see the disability or wheelchair first—we learn to see the person.”

At Illinois, Preston said it was a real treat to be in an environment where he felt comfortable, physically and mentally, as well as educationally.

“I was able to get in touch with a self that I had never been before,” Preston said. “I was able to start thinking about myself as someone who had an opportunity to become different in a world that I hadn’t traversed.”

That physical freedom opened the door to emotional freedom, too—a shift Preston didn’t fully understand until a study abroad trip to France offered and supported by Illinois as part of his master’s program in psychological social work.

A trip to France helped Preston, center, feel more emotional freedom. (Photo provided)

“As far as I can see, people were standing up staring at us—but I didn’t feel bad,” Preson said. “I was trying to figure out, ‘Why don’t I feel bad?’ And I realized that I cannot look inside their heads to see what they were thinking. Whatever negative impressions I was getting was from me—it wasn’t coming from people on the outside.”

It was at that moment, Preston said, that he began to feel OK about himself.

“That was the greatest sense of accomplishment because I came away knowing that my life was about learning how to be OK with me, not about trying to determine whether someone liked me or didn’t like me. It was more about me getting to like me.”

Another experience that defined Preston’s college career was his job as a bouncer at a bar. 

“I determined who could come through the door, I was checking IDs at the door,” Preston said. “That was one of the things that really was the normalization process for me. I felt like everybody else because I was doing the same things everyone was doing. I’ll always appreciate the gentleman who gave me the job.”

Shortly after graduating with his B.S., Preston went back to earn his masters in social work. Once it was completed, he packed his car and drove to California, where he landed a job as a licensed psychotherapist for Stanford. His job was to provide sessions to staff and faculty who were having difficulties with their families, the university or any other issues.

“People just feel different sometimes in their environment. We try to get in touch with whom we are within a group of individuals,” Preston said.

He said being in social service helped him understand a lot about individuals and the therapeutic process, and that is intimately tied to my education and experiences at U. of I.

“My success as a psychotherapist was also a result of my coming to terms with myself and the quality of the education that I was getting,” Preston said. “It helped me become a better therapist and gave me the tremendous ability to change my awareness of life to see how I could grow and become the best that I could be.”

Preston said he’s gone on to have a fantastic life, with kids, grandchildren and a great-grandchild with another on the way.

“My life has been more than I could ever have thought it could be,” Preston said.

His philosophy that he has carried throughout his life can resonate with all audiences.

“The first thing one has to do is accept, ‘This is who I am,’” Preston said. “Then, you look at each situation that comes into your life as, ‘How can I be the best me in this situation?’ And you are always looking at life as an ability to grow and become who you are and feel OK about you.”

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Announcing our faculty promotions for 2025-26



Seven faculty at the College of Applied Health Sciences received promotions prior to the 2025-26 Academic Year. Here are their new faculty titles.

Professor

Nicholas Burd, Health and Kinesiology

Andiara Schwingel, Health and Kinesiology

Associate Professor

Susan Aguiñaga, Health and Kinesiology

Jacob Allen, Health and Kinesiology

Mary Flaherty, Speech and Hearing Science

Sharon Zou, Recreation, Sport and Tourism

Teaching Associate Professor

Kristen DiFilippo, Health and Kinesiology

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