A.J. Pappanikou Center for Developmental Disabilities (UCEDD)
The UConn Center for Excellence in Developmental Disabilities (Center) is a disability research and training program located on the campus of the University of Connecticut Health Center in Farmington, Connecticut. It is a premier Center in the northeast for innovative teaching, research, and technical assistance enhancing the quality of services and support for people with developmental disabilities and their families.
Center for Behavioral Education and Research (CBER)
The Center for Behavioral Education and Research is a research and education Center in the Neag School of Education that conducts and disseminates rigorous research that improves educational and social outcomes for all children and youth in schools in the areas of Positive Behavior Support, Behavior Disorders, Literacy, School Psychology and Special Education. CBER prepares personnel for the application of evidence-based academic and behavior practices and systems in schools.
UConn Center for Education Policy Analysis (CEPA)
The University of Connecticut Center for Education Policy Research is a member of the Education Policy Alliance, a nationwide network of university-based research centers and organizations. The mission of CEPA is to inform educational leaders and policymakers on issues related to the development, implementation and consequences of education policies. CEPA examines policies through multiple perspectives, paying particular attention to the impact of policies on social justice and educational equity across P-20 educational settings.
Center for Research in Mathematics Education (CRME)
The Center for Research in Mathematics Education (CRME) conducts research on improving the teaching and learning of mathematics at all levels (K-16), and implements changes informed by research. The CRME serves as a teaching, training, and research and development center whose purpose is to improve mathematics instruction at all levels and the academic performance of all students learning mathematics throughout Connecticut. The center involves faculty in the Neag School of Education and the Department of Mathematics at the University of Connecticut, and K-12 classroom teachers throughout Connecticut.
Center on Postsecondary Education and Disability (CPED)
For over 15 years, the Center on Postsecondary Education and Disability (CPED) has been a national leader in promoting access to postsecondary education for students with disabilities. Their work combines research-based evidence and professional training to inform the field and advance postsecondary education opportunities for students. They achieve this mission through graduate coursework, the annual Postsecondary Disability Training Institute, research and model demonstration projects, conference presentations and involvement and leadership in various professional, state, and national organizations.
Collaborative on Strategic Education Reform (CSER)
The Collaborative on Strategic Education Reform (CSER) conducts rigorous research and evaluation to inform systemic efforts to improve equitable opportunities, access, and outcomes for all students. CSER research activities are guided by five decision-making principles chosen to maximize educational opportunity, equity, and access for all students. They are committed to: 1. A strength-based perspective; 2. A strategic, multi-tiered and interdisciplinary approach; 3. Continuous monitoring for improvement; 4. Data based decision-making; 5. Tailored and contextualized reform.
Laboratory for Sport Management
The Laboratory for Sport Management involves faculty and graduate student research and outreach focused on sports marketing, management, organizational theory and behavior in sport, particularly through a sociological lens such as gender, race or diversity.
Neag Center for Gifted Education and Talent Development
Neag Center for Gifted Education and Talent Development comprises many unique teaching, research, and service components. It focuses on meeting the needs of gifted and talented youth, advocating a broadened conception of giftedness, and on the development of potentials in groups not ordinarily included in special programs for the gifted and talented. Graduates hold key leadership and research roles throughout the nation and the world.
New Literacies Research Laboratory
The New Literacies Research Lab at the University of Connecticut is the most widely recognized center in the world for conducting research on the new reading comprehension and learning skills required by the Internet and other emerging information and communication technologies. Their work develops research-based evidence to prepare students for their literacy and learning future. Their research answers the questions: What are the new skills, strategies, and dispositions required for successful reading comprehension and learning on the Internet? and How can we most effectively prepare our youth for these new literacies?
OSEP Center on Positive Behavioral Interventions and Supports (PBIS)
The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.
Reading/Language Arts Center
The Reading-Language Arts Center serves as a coordinating agency for the improvement of literacy instruction and literacy teacher education from the undergraduate through the doctoral levels. The center’s faculty provides graduate programs and courses within the Department of Curriculum and Instruction that offer concentrations in reading and language arts, including programs that lead to state certifications. It is the intent of the Reading-Language Arts Center faculty to develop professionals with leadership potential who are prepared to improve reading and language arts instruction in Connecticut’s schools.