“We are building this course so that it is a starting point, not an ending point. We hope students coming out of this course will be interested in learning more and pursue opportunities available to them at UConn to learn from the phenomenal faculty teaching these modules as well as many other UConn faculty who focus on issues of racism, anti-Blackness, and other forms of oppression,” says Milagros Castillo-Montoya, an assistant professor of higher education and student affairs at the Neag School.
“Historical monuments are intended to be timeless, but almost all have an expiration date. As society’s values shift, the legitimacy of monuments can and often does erode,” say Alan Marcus, a professor of curriculum and instruction at the Neag School of Education, and Walter Woodward, an associate professor of history at UConn. “This is because monuments – whether statues, memorials or obelisks – reveal the values of the time in which they were created and advance the agendas of their creators.”
The summer is typically a time for school superintendents to reflect on the previous school year and start thinking about the year ahead. However, preparation looks very different in the age of COVID-19 as school districts choose between three reopening models: fully in-person, hybrid, or remote.
Orlando Valentin Jr., whom we honored in 2016, has emerged as a leader in educational equity issues in the Meriden public schools.
The good news is that significant research and data on how to effectively teach literacy already exist. In 2012, an initiative developed by the General Assembly’s Black and Puerto Rican Caucus studied best practices in early literacy and resulted in the “CT K-3 Literacy Initiative,” a pilot program with the UConn Neag School of Education that established school-wide improvement plans for reading and intensive interventions and provided ongoing literacy professional development.
Doug Glanville is a former Major League Baseball player, and has been an analyst for a variety of networks and publications. He’s the author of a book, “The Game From Where I Stand” and teaches at UConn. He’s also a member of the Connecticut Police Officer Standards and Training Council, and has been active in police reform efforts in the state after a widely-publicized incident where he was racially profiled in his own driveway.
“I want to take the information my students trusted me with and give it a voice, give it a platform, allow it to start new conversations, and new ways of thinking,” says Truth Hunter ’14 MA, Neag School of Education Dean’s Doctoral Scholar. “That is how I hope to use my experience as a Dean’s Doctoral Scholar.”
This summer marks one year since the Neag School’s University of Connecticut Administrator Preparation Program (UCAPP) began implementing changes as part of a nationwide effort known as the University Principal Preparation Initiative (UPPI). In 2016, UConn was one of seven universities selected to join this initiative, funded by New York City-based Wallace Foundation, aimed at improving training for aspiring administrators.
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.
The Neag School Alumni Board seeks to support a Neag School graduate student(s) with strong academic achievement and in need of financial assistance through this scholarship fund. Apply by Oct. 30, 2020.
