"Next" Magazine Vol. 3 Fall 2016 - Page 27

with softball that year, from California to Florida. All the professors were willing to work with me and help me keep up with my school work. I got firsthand experience knowing how hard it is for the student athletes I will work with in the future to juggle everything. My junior year, I was assigned to women’s basketball. Our women’s basketball program is phenomenal. We made it all the way to the Elite Eight, which we played in Connecticut. That may have been one of my favorite memories, because my family got to come watch them play, and got a chance to see what I do. My senior year I was assigned to the cheerleading team. I was pretty nervous about that because I knew very little about the sport and the physical requirements. I learned a lot and was given a lot of autonomy. I traveled with them to all the football games, and even got to travel with them to Florida where we won our 20th national championship. How did your New York Jets internship come about? Seton Hall has great connections with opportunities all around New York and New Jersey. One of my professors pulled me aside and stated that with my previous experience working at Kentucky and other football experiences, I had a good shot at the Jets position. It’s a huge opportunity that only a handful of people ever get to experience. Tell us about your daily responsibilities with the Jets. I can’t speak highly enough of the entire Jets organization. My everyday tasks included morning maintenance of the athletic training room, setting up Bottge: from page 20 Over the past seven years, the Institute of Education Sciences (the statistics, research and evaluation arm of the U.S. Department of Education), awarded Bottge two four-year research grants that total nearly $4 million. The earlier grant employed two randomized controlled trials to test the efficacy of technology-based and hands-on math curricula developed by Bottge and colleagues. In the first study, 331 students with disabilities and 49 special education teachers in 31 Kentucky middle schools participated. In the second study, 24 special education teachers, 25 math teachers and 471 students in 25 Kentucky middle schools participated. Results showed significant improvement in the fractions computation and problem-solving skills of students using the new forms of instruction. the fields for practice, stretching, running athletes through exercises or rehab protocols, taping, handing out water during practices and anything else that may come up during the day. They really did treat us as an extension of the athletic training staff and once the athletes get more comfortable with you, they have no problem asking you for things. I started off working some organized team activities and mini camps, and then moved into working training camp. Once school started, I was there almost every day and then worked home games on Sunday. The first time walking out onto the field at MetLife Stadium is something I will never forget. It was definitely a lot of hard work, even more so than people can imagine. But I’ve learned things that I will carry on with me in my future career and I know that I’ve done something that most people will never get to do and that’s pretty cool. Do you have advice for students who are considering the Exercise Science major at UK? My advice to all Exercise Science majors is to take advantage of all the opportunities offered at Kentucky. At Seton Hall, I’ve had the opportunity to meet a lot of people coming from all different undergraduate backgrounds and I know that what I’ve been able to do at Kentucky is something that will always make me unique. Everyone that knows me knows how proud I am to be an alumnus of the University of Kentucky. Anytime I get in contact with people about colleges I also recommend them to check out UK because I’m just that confident in the fact that regardless of your major or where you come from, you’ll be able to be successful at UK and gain the experiences necessary to continue that success throughout your life. The focus of the newest grant is on assessment. The research team is developing interactive problem-solving assessments and fractions computation tests. According to Bottge, newer assessments are needed to more adequately measure the knowledge and performance of all students, but especially those with disabilities in math. During the next three years, Bottge’s team will teach Kentucky teachers to use the newer assessments and then test their efficacy in Kentucky middle schools. Bottge is the William T. Bryan Endowed Chair in Special Education in the college’s Department of Early Childhood, Special Education, and Rehabilitation Counseling. More information is available on the websites of the curriculum development grant http://edsrc.uky. edu/TEAM2/ and the assessment grant http://edsrc. uky.edu/AIMs/index.html. | 27