Eye on Optometry Blog SUBSCRIBE TO EMAIL UDATES
Last year, ASCO’s online Journal, Optometric Education, celebrated 50 years of scholarship after publishing its 50th Volume.
Optometric Education (OE) is published three times a year and is the only Journal solely dedicated to optometric education.
In honor of this milestone, ASCO chatted with editors of OE, past and present to learn more about the Journal and how far its come.
The first editor we spoke with, Dr. Elizabeth Hoppe, reflected back fondly of her years with the Journal.
Dr. Hoppe served as editor from 2001 – 2010.
Now we are hearing from Dr. Aurora Denial, editor from 2010 – 2023. See her comments below.
Next we will feature the current editor, Dr. Keshia Elder. Stay tuned!
Reflections on the Past
- What do you remember most about your time as editor of Optometric Education?
What stands out most are the conversations with faculty and colleagues who shared a deep commitment to advancing education. Whether at conferences, during site visits, or in casual discussions, those moments of connection reminded me how powerful collaboration can be in shaping the future of our profession. - What were some of the most memorable challenges or accomplishments during your tenure?
During my tenure, I had the privilege of visiting 20 optometric institutions, where I met with faculty to exchange ideas and discuss opportunities for scholarship. At each institution, I presented on the Journal and on the importance of the scholarship of teaching and learning, followed by collaborative discussions with faculty about challenges and potential research directions. One of my proudest accomplishments was launching the Educational Starter Grants in 2011 with ASCO and support from The Vision Care Institute, LLC, an affiliate of Johnson & Johnson Vision Care. These grants gave faculty the seed funding and encouragement to begin meaningful projects. Collectively, these initiatives helped raise awareness of evidence-based education and supported many educators in pursuing scholarly work. - How did the journal evolve under your leadership?
The journal became more widely recognized as a venue for educational scholarship. I believe we succeeded in encouraging faculty to not only engage in educational research but also to view it as a vital part of their professional contribution. This resulted in a richer and more diverse body of work being published. - What were the key issues or themes in optometric education during your editorship?
Key themes included Interprofessional Education, Diversity and Cultural Competency, and International Education. These areas reflected broader shifts in healthcare and academia that were—and continue to be—central to preparing future optometrists. - Can you share a favorite article or issue that was published during your time as editor?
Two editorials stand out for the dialogue they generated: “Should We Require Class Attendance” and “The Four-Year Optometric Education Program: Something’s Got to Give.” Both pieces struck a chord with readers and opened important conversations about teaching practices and the structure of optometric education. - What was your editorial vision for the journal when you began your term?
My vision was to ensure that Optometric Education became a central forum for sharing innovations and advancing the scholarship of teaching and learning. - How did you balance scholarly rigor with accessibility for a broad readership?
Our reviewers played an essential role in ensuring academic rigor, and I greatly valued their expertise. At the same time, I worked to support authors—especially those newer to scholarship—by offering guidance and encouragement. Striking this balance meant the journal could maintain credibility while remaining approachable. - What advice would you give to future editors about maintaining the quality and relevance of the journal?
Be both patient and persistent. For many authors, the journey into scholarship is challenging, and rejection or revision can feel discouraging. By providing thoughtful feedback and support, future editors can nurture new voices while maintaining the standards that give the journal its authority. - How did you engage with authors, reviewers, and the broader academic community?
I placed great value on face-to-face engagement. I met with faculty and authors at national and international meetings—including the World Council, AAO, and AOA—and during site visits at their institutions. These personal interactions-built trust and encouraged active participation in the journal. - Were there any innovations or changes in journal operations, layout, or focus during your time?
Yes. The journal broadened its scope to highlight pressing issues such as interprofessional education and diversity, while also streamlining processes to make submission and review more efficient. These changes supported both authors and readers and allowed the journal to remain relevant to the evolving needs of the profession. - How do you think the journal has contributed to the growth of optometric education over the past 50 years?
By publishing high-quality educational research, the journal has helped the profession embrace evidence-based approaches to teaching and curriculum development. It has provided a foundation for innovation and accountability in education. - What role did the journal play in advancing scholarship and pedagogy in optometry?
As the only journal dedicated exclusively to optometric education, it provided a critical platform for research, innovation, and scholarly dialogue. This unique focus gave educators the space to share their work and advance the profession’s collective knowledge. - How did it reflect or shape the priorities of the profession at the time?
The journal both mirrored and influenced the profession’s priorities by publishing work on issues such as diversity, interprofessional education, and evidence-based teaching. By doing so, it not only documented these emerging priorities but also shaped how they were discussed and addressed. - In what ways did the journal help connect educators across institutions or countries?
The journal served as a shared space where educators could exchange ideas, learn from one another’s experiences, and collaborate across geographic and institutional boundaries. It built a sense of community that extended beyond borders. - What do you hope Optometric Education will achieve in the next 50 years?
I hope it continues to expand the body of educational scholarship and remains the leading resource for evidence-based teaching in optometry. Its continued growth will ensure that future generations benefit from both rigorous research and innovative practices. - What emerging trends should the journal focus on to remain at the forefront of optometric education?
Two key areas will be crucial: supporting the evolving needs of today’s learners and exploring the responsible integration of artificial intelligence in education. Both hold tremendous potential to shape the future of teaching and learning. - What inspired you to take on the role of editor?
I was inspired by the opportunity to contribute to the profession in a meaningful way—by supporting scholarship, encouraging faculty, and helping shape the dialogue around optometric education. The role aligned perfectly with my passion for both teaching and research. - What did you learn personally or professionally from the experience?
Personally, I learned patience and resilience, especially in guiding authors through the sometimes-challenging publication process. Professionally, I gained a deeper appreciation for how scholarship not only informs education but also strengthens the profession as a whole. - How has your perspective on optometric education changed since your editorship?
My perspective has grown to recognize the complexity of preparing the next generation of optometrists. It is not only about imparting knowledge and clinical skills, but also about cultivating reflective, culturally competent professionals who can adapt to the evolving healthcare landscape.
Last year, ASCO’s online Journal, Optometric Education, celebrated 50 years of scholarship after publishing its 50th Volume.
Optometric Education (OE) is published three times a year and is the only Journal solely dedicated to optometric education.
In honor of this milestone, ASCO chatted with editors of OE, past and present to learn more about the Journal and how far its come.
The first editor we spoke with, Dr. Elizabeth Hoppe, reflected back fondly of her years with the Journal.
Dr. Hoppe served as editor from 2001 – 2010.
Stay tuned for a future blog post featuring Dr. Aurora Denial, editor from 2010 – 2023.
Reflections on the Past by Dr. Elizabeth Hoppe
- What do you remember most about your time as editor of Optometric Education? I remember working with the managing editor, Pat O’Rourke. I learned a lot from her. She was incredibly gracious and supportive and a real pleasure to get to know.
- What were some of the most memorable challenges or accomplishments during your tenure? We really wanted to get indexed in PubMed and the ERIC databases.
✍️ Editorial Experience
- What was your editorial vision for the journal when you began your term? I wanted the journal to be inclusive and to be a preferred journal for optometric educators to publish.
- How did you engage with authors, reviewers, and the broader academic community? That was one of the best parts of serving as editor. I got to communicate with people all over the country and to encourage them to engage with the journal. I would ask people for submissions, help them refine their writing, and assist with the publication process. I learned a lot myself through this experience.
- Were there any innovations or changes in journal operations, layout, or focus during your time? During my time as editor, I introduced the “Think Tank” feature which was described as: “Creative thinkers identify the most important issues [about topic for the issue] and discuss how those issues will change over the next 20 years”. We published short submissions from faculty members, administrators, and even students, all focused on a topic such as important developments (fall 2005), commencement speaker challenges to new graduates (fall 2006), predicting future issues (winter 2006), and optometry students (winter 2007). In preparing my response to this question, it was fun to see the names and ideas from all those years ago!
I launched a guest feature called, “My Best Day in Optometric Education”. The goal of this feature was to serve as an inspiration to others, as well as capturing personal perspectives from different leaders in education. We featured articles about their best days from Charles F. Mullen, Daniel Kurtz, Kenneth E. Brookman, William E. Cochrane, and many other education dignitaries!
I also introduced the concept of “Teaching Case Reports” that still flourishes today. I wanted to create a new format for faculty members who were publishing case reports in other journals, or presenting case reports at conferences, to have a way to turn an interesting case into an educational opportunity for other faculty members. My goal was to have a resource to help educators, especially in the clinical setting, while also creating a way for faculty members to add peer-reviewed publications to their CVs.
We also received approval from the ASCO Board to institute the Lester Janoff Award for Writing Excellence recognizing authors who were published in the journal.
🌍 Impact on the Profession
- How do you think the journal has contributed to the growth of optometric education over the past 50 years? I think that optometric education, and being an optometric educator, is a unique “specialty” within the profession of optometry. I think having a journal dedicated to optometric education is vitally important in distinguishing that crucial, respected role.
- In what ways did the journal help connect educators across institutions or countries? I think that the move to an online format makes the journal more accessible on an international basis, which is a great thing!
🔭 Looking Forward
- What emerging trends should the journal focus on to remain at the forefront of optometric education? I am going to say the same thing that everyone else is thinking! AI is a game-changer, especially in the areas of communications and publishing.
- How can the journal continue to support innovation and equity in optometric education? The journal is a great place for early-career faculty members and residents to publish. It’s also a great vehicle for more experienced educators to share their wisdom! Anyone who is engaged in any level of education, didactic, clinical, residency, post-graduate, can find something relevant to write about.
🎙️ Personal Perspective
- What inspired you to take on the role of editor? My boss at that time, David Heath, was a former editor and he encouraged me to apply. He was a dedicated educator and saw the value that the journal provides in optometric education. I had published some articles in the journal, and I like doing educational research, so it seemed like a great opportunity.
- What did you learn personally or professionally from the experience? Wow, so much! The peer-review process, planning themes, providing constructive feedback, encouraging authors. This was still the print version so there was a lot with layouts, photos, galley proofs, graphic design – the good old days!
- How has your perspective on optometric education changed since your editorship? I think that educators need to be celebrated. It’s not an easy job. And yet, every optometrist there has ever been or ever will be, has been shaped by an optometric educator. We have the best jobs in the world! Every day, we have the privilege of shaping lives and building dreams and changing the quality of life for our students, their families, their patients, and our communities. Let’s not lose sight of the tremendous impact optometric educators make on a global scale!
A Short Conversation with Dr. Alicia Feis, ASCO President
During ASCO’s Annual Business meeting in June, ASCO swears in a new President for the upcoming 12 months. This year, Dr. Alicia Feis was sworn in as ASCO’s President.
Dr. Alicia Feis received her Bachelor of Science degree in Biopsychology at the University of California, Santa Barbara, and earned her Doctor of Optometry degree from Southern California College of Optometry. She completed her postdoctoral residency in pediatrics and binocular vision at Illinois College of Optometry.
Dr. Feis was in private practice in Fort Collins, Colorado, before joining Midwestern University Arizona College of Optometry in 2011. She became the Dean of the Arizona College of Optometry in 2019, previously serving as the Assistant Director, Clinical Rotations, the Assistant Dean and Associate Dean of Academic Affairs for the college.
She also serves as a Professor at the Midwestern University Eye Institute in the pediatrics clinic.
Dr. Feis is a Fellow of the American Academy of Optometry (AAO). She serves as a clinical director for the Special Olympics Opening Eyes program, Site Principal Investigator for the Pediatric Eye Disease Investigator Group (PEDIG) and was the recipient of the 2017 Arizona Optometric Association Young Optometrist of the Year Award.
Dr. Feis chatted with ASCO’s Director of Communications, Kimberly O’Sullivan to talk about the upcoming year.
ASCO: Dr. Feis, congratulations on becoming ASCO President. You are also the Dean at the Arizona College of Optometry at Midwestern University. Please tell me about your experience at your school and your optometry career up to this point.
Dr. Alicia Feis: Thank you, Kim. It’s an honor to serve as ASCO President and to share a bit about my journey with you. I began my undergraduate studies at the University of California, Santa Barbara, where I majored in biopsychology. While I initially planned to pursue pediatric medicine, an undergraduate course on health professions opened my eyes to other opportunities in healthcare. After speaking with several Doctors of Optometry, I realized that optometry combined many of the qualities I valued most in medicine: building long-term relationships with patients, supporting families and children, and making a meaningful difference in people’s daily lives.
I went on to earn my Doctor of Optometry degree at the Southern California College of Optometry (SCCO), followed by a residency in pediatrics and binocular vision at the Illinois College of Optometry. I later entered private practice in Fort Collins, Colorado, before being invited back to SCCO as an adjunct faculty member. That opportunity sparked my passion for academic optometry. Since then, I have been privileged to mentor students, shape academic programs, and now serve as Dean at the Arizona College of Optometry.
ASCO: That sounds great. How do you think your career has positioned you to be both Dean of your College of Optometry and ASCO president?
AF: My career path in academia has provided me with unique preparation for leadership at both the institutional and national levels. When I joined a new school of optometry early in my academic career, I was immersed in many firsts, including the accreditation process from the very beginning. That experience underscored for me how critical standards, accountability, and continuous improvement are to the success of our institutions and, ultimately, to the profession. At the same time, I served as a course director for three new courses while providing patient care, which gave me a deep appreciation for the balance between teaching, clinical service, and curriculum development.
As I advanced into roles as Assistant Director, Clinical Rotations, Assistant Dean, Associate Dean of Academic Affairs; and now Dean, I gained broad exposure to every aspect of academic leadership, from curriculum oversight to faculty development, student success, and clinical operations. These experiences reinforced the skills of collaboration, strategic planning, and advocacy that are essential for ASCO leadership. My engagement with student and PEDIG research has also emphasized the vital role scholarship plays in advancing both education and patient care. Collectively, these experiences have positioned me well to serve ASCO and our profession.
ASCO: Thank you. Now let’s talk about ASCO. What are you looking forward to most as President of ASCO? What will be some of your top priorities this year?
AF: As ASCO President, I am most excited about strengthening communication, community, and alignment across our profession. Optometry’s future depends on collaboration, and ASCO is uniquely positioned to bring together our schools and colleges with national organizations to pursue shared goals that advance education, licensure, and patient care.
A top priority this year will be supporting conversations around licensure and assessment. These issues are evolving, and by working in partnership with groups such as the AAO, AOA, NBEO, and others, we can ensure that solutions are shaped collectively from within optometry. At the same time, ASCO will continue to strengthen the applicant pipeline, focusing not only on increasing numbers but also on attracting a talented, diverse group of future optometrists.
Finally, I look forward to working with the ASCO Board and welcoming several new leaders into our community. Together, we must be proactive in navigating broader changes in higher education, including federal policy shifts that affect all of us. By strengthening communication and advocacy at every level, I am confident that ASCO can help our institutions flourish and, ultimately, benefit the entire optometric profession.
ASCO: I don’t think we talk enough about academic optometry. Can you elaborate more about being a Doctor of Optometry working in academia?
AF: For me, academic optometry is one of the most fulfilling ways to practice because it brings together the best of patient care, teaching, and leadership. Students constantly challenge me to think differently, and their energy keeps me passionate about the profession. Each day is different; whether I’m in the classroom, clinic, or working alongside colleagues to shape the college, it’s the variety that keeps me engaged and inspired.
What I value most is the lasting impact we have in academia. We don’t just treat today’s patients; we help prepare the next generation of doctors who will care for communities across the country. That sense of legacy, combined with the daily joy of working with students and faculty, is why I believe academic optometry is so meaningful.
ASCO: Let’s get to know you on a personal level better. What hobbies do you have? What do you do for fun?
AF: Most of my free time is spent with my family, my husband, our two children who are five and eight, and our extended family whenever we can all be together. My kids keep me on my toes every day, and I love seeing the world through their eyes. We spend a lot of time playing board games, traveling, hiking Arizona’s trails, and, of course, being in or on the water, whether swimming or water sports.
My husband and I also enjoy exploring Arizona’s incredible food scene, and when things finally quiet down, I like to relax with a good leadership book or unwind and binge-watch a good drama television series. At the end of the day, if I’m with my family, outside, or enjoying good food, I’m exactly where I want to be.
ASCO: Tell me more about your school. Particularly Arizona. On a personal note, it was one of the first schools I ever visited since working at ASCO. It’s such a beautiful campus. Arizona is a stunning state.
AF: I’ve learned more about cacti than I ever thought I would since moving here, but you’re right, both the campus and the state are stunning. Midwestern University takes great pride in maintaining a welcoming and beautiful environment, and our facilities are continuously updated so students have access to state-of-the-art classrooms, labs, and clinical spaces. Even though our college is just over 15 years old, we’ve already completed renovations that reflect our commitment to growth and innovation.
What makes the Arizona College of Optometry truly special is not just our facilities or location, but the people. We have built an incredibly supportive, student-centered environment, and our dedicated faculty and staff are at the heart of that. They bring expertise, mentorship, and genuine care that help our students thrive. Combined with rigorous clinical training, diverse patient care opportunities, and the interprofessional experiences that come from being part of a comprehensive healthcare university, it’s a place where students feel both challenged and supported. It’s truly a beautiful setting paired with a rich, supportive culture and student-focused experience.
ASCO: Thank you. Speaking of Arizona, what are some of your favorite places to go? What would you recommend people visit when they are in town?
AF: Arizona has so many beautiful places to visit, it’s hard to choose just a few. The Desert Botanical Garden is always a favorite, and during the holidays, their seasonal light shows make it even more special. Camelback Mountain, right in the heart of Phoenix, is another highlight. It’s a challenging mile-long hike, but the view of the city from the top is stunning. Sedona is also a must-see, with its famous red rocks and cooler temperatures than Phoenix, making it a perfect summer escape.
And of course, I would be remiss not to mention the Grand Canyon, one of the true wonders of the world. I have to confess, though, I still haven’t made it there myself yet!
ASCO: We like to ask everyone we speak with to say something about the field of optometry that people may not know. Or what would you say to someone with the aptitude for optometry but may not know about the field?
AF: One of the things people may not realize is how central optometry is to healthcare. Beyond vision correction, we diagnose and manage eye disease, detect systemic conditions such as diabetes and hypertension, and often serve as the entry point into the healthcare system. We work closely with ophthalmology and other health professionals, and our role is essential to ensuring patients receive the right care at the right time.
What also still surprises me is that optometry is not always top of mind when students think about health professions. I recently spoke with a student through my sorority (Alpha Phi) career mentorship program who was planning to pursue medicine and had never even considered optometry. After hearing about the variety of opportunities within the field, she is now excited to explore it, and to me, that captures the point. As a pediatric optometrist, I especially value the connection between vision and learning. Helping children see clearly can transform their success in school, and I love that I can also care for patients of all ages, often solving problems quickly in ways that leave people walking out of the office happy, not fearful. To me, optometry is a hidden gem in healthcare that should not remain a secret!
Thank you for your time, Dr. Feis. We look forward to having a very productive year ahead.
In collaboration with the National Board of Examiners in Optometry (NBEO®), the Association of Schools and Colleges of Optometry (ASCO) continues to post the pass rate data for every U.S. optometric institution on its website. These results include outcomes of the now-retired Part III CSE exam as well as the new Part III PEPS exam.
The data for 2024 is found at: https://optometriceducation.org/news/national-board-of-examiners-in-optometry-yearly-performance-report/. This is also where past year’s reports, beginning with the 2016-2017 academic year, may be found.
“NBEO is pleased to continue to work with ASCO as we provide this data,” says Dr. Jill Bryant, NBEO Executive Director. “These results are from calculations using the scores of optometry candidates who have both graduated during the 2023-2024 academic year and attempted all three parts of the exam at least once.”
“The pass rates from the schools and colleges of optometry can provide a comprehensive view of school performance as well as challenges,” says Dr. Fraser Horn, ASCO President. “We remain committed to offering each optometry student a vigorous curriculum as well as tailored support to best prepare them to enter this very challenging and rewarding career.”
