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Rose Hull Photo

Rose Hull

Associate Director of the Teaching and Learning Center
Teaching and Learning Center
HLH 014 C
P.O. Box 880405
Lincoln, NE 68588-0405
402-472-4290
rosehull@unl.edu
Rose Hull Photo
Education
M.A. Business & Intercollegiate Athletic Administration, UNL (2020)
B.A. Psychology, Furman University (2016)
CliftonStrengths ®
  • Relator
  • Responsibility
  • Analytical
  • Strategic
  • Achiever

Rose serves as the Assistant Director for the Teaching & Learning Center, assisting with a number of student support programming and development opportunities. Responsibilities include implementation of effective student learning support structures for CoB courses, coordination of supplemental instruction, and organization of student academic engagement initiatives. Additionally, Rose supports activities related to the Inclusive Business Leaders program and oversees operation of the free tutoring program available to all CoB students. 

Prior to UNL, Rose largely worked within the intercollegiate athletics industry as a Division 1 Women's Soccer coach and an athletic administrator. She received her Master's degree in Business & Intercollegiate Athletic Administration from UNL in 2020 and her Bachelor's degree in Psychology from Furman University in 2016. 

CONFERENCE PRESENTATIONS & PUBLICATION

  • LVFC & Zappos: A Strategic Marketing Plan. Presented at the National Sport Forum, Las Vegas, NV. (Feb, 2019)
  • Hull, R. & Horhota, M. (Nov, 2016). Athlete Burnout: The Effect of Perceived Team Cohesion In A Sample of Collegiate Athletes. Presented at the Southeastern Society for Social Psychologists Annual Conference, Asheville, NC.
  • Hull, R. & Horhota, M. (Apr, 2016). Athlete Burnout: The Effect of Perceived Team Cohesion In A Sample of Collegiate Athletes. Talk given at Furman Engaged, Greenville SC.
  • Lineweaver, T.T., Horhota, M., Hull, R., McRoberts, S.M. & Fishbaugh, M.E. (2016). Compared to what? The effects of a frame of reference on older adults’ subjective memory. Aging, Neuropsychology, and Cognition, 23, 327-337. doi: 10.1080/13825585.2015.1099606