By Emily Houp

LEXINGTON, Ky. — A new research project at the University of Kentucky is examining the impact of the Step-Up Program, an interdisciplinary initiative that connects UK students with K–12 learners across Lexington through tutoring, mentoring and service learning.

The project brings together faculty from UK’s College of Social Work, the Department of History in the College of Arts and Sciences and Department of Teaching and Learning to explore how participation in the program benefits both the university students who serve as Step-Up fellows and the schools and community organizations where they work.

The Step-Up program is directed by Francis Musoni, Ph.D., in the UK Department of History, who has led the initiative for several years and has helped expand its partnerships across Lexington schools and community organizations.

“Kentucky’s immigrant population has grown rapidly in recent decades, bringing tremendous energy and diversity to communities like Lexington, but also new educational needs,” Musoni said. “The Step-Up program was created to help address these needs by connecting UK students with English Language Learners in local schools. As we begin a comprehensive evaluation of the program, early evidence suggests that Step-Up is creating meaningful benefits for both immigrant and refugee students and for UK students who gain invaluable community-engaged learning experiences.”

The research focuses on how service-learning experiences prepare UK students for future academic and professional goals while strengthening connections between the university and local partners.

Step-Up mobilizes undergraduate and graduate fellows to provide individualized and small-group tutoring to K–12 students across Lexington. Fellows work with schools and community organizations to support reading, STEM subjects and other core academic areas while gaining experience in mentoring and problem-solving.

“Programs like Step-Up create meaningful opportunities for students to apply what they are learning in the classroom while supporting educational outcomes in our own community,” said Cherra Mathis, Ph.D., assistant professor in the College of Social Work and one of the faculty collaborators on the project. “Our research seeks to better understand how these experiences shape student preparedness and strengthen partnerships between the university and local organizations.”

Mathis’ research connects closely to Step-Up’s longstanding work supporting English language learners and community organizations serving newcomer families in Lexington. Although the program has expanded to support a wide range of students in local schools, it originally grew from efforts to support immigrant youth and continues to maintain strong connections with Lexington’s international community.

“As someone who benefitted from service-learning opportunities as a student, I value programs that connect academic learning with real community needs,” Mathis said.

STEP UP has been supported through the Provost’s Institutional Multidisciplinary Paradigm to Accelerate Collaboration and Transformation (IMPACT) awards and is supported by the UK Women & Philanthropy Network and individual donors.

Through the program, many fellows have gone on to pursue graduate study and careers in law, policy, education and international work.

The program’s reach continues to expand. During the 2024-25 academic year, more than 800 K-12 students received tutoring and mentoring through Step-Up services, while 138 UK students served as Step-Up fellows. Fellows were placed at four high schools and six community organizations throughout the Lexington area.

Students involved in the program also present their work at regional and national conferences, sharing insights about service-learning, mentorship and community-engaged scholarship.

Mathis and her research collaborators aim to better understand how programs like Step-Up contribute to student development while investing in lasting connections.