D.C. turned to the Schoolwide Enrichment Model (SEM), used in more than 4,000 schools nationwide, and internationally. Joseph Renzulli and Sally Reis, professors at the University of Connecticut’s Neag School of Education, created their model to help diversify accelerated classes and gifted programs by encouraging school systems to broaden their concept of giftedness and ferret out student potential beyond what’s measured by standardized tests. The method assesses qualities such as motivation, curiosity, empathy, creativity and self-regulation, and exposes young students to a wide range of enriching experiences to discover what excites them.
Editor’s Note: The following piece was originally published in UConn Today. In-person, hybrid, remote, and/or home-school – the options for K-12 schooling during the pandemic are complicated, each with their own pros and cons. UConn Today asked psychologist Sandra Chafouleas, Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology, […]
“The process of being creative does a whole bunch of really good things for us,” physically and mentally, said James C. Kaufman, professor of educational psychology at the Neag School of Education at the University of Connecticut in Storrs. Kaufman, who has written extensively about creativity, said there are many reasons why a stimulating hobby can help us. The first is pretty simple: It’s fun.
On Oct. 7, the University of Connecticut’s Women and Philanthropy Network hosted an event centered around the conversations of six panelists and how their different groups and backgrounds affect them in their areas of expertise. The discussion was moderated by Manisha Sinha, the Draper Chair in American history at UConn, and included panelists Socheth McCutcheon (UConn Law ‘06), Meghana Shah (UConn Law ‘04), Chauntay Mickens (UConn CLAS ‘10), Amy Lin-Meyerson (UConn Law ‘94) and Luz Burgos-Lopez (Neag School of Education).
The panel discussion will center on S. 4360: Counseling Not Criminalization in Schools Act. Introduced by Senator Murphy, S. 4360 is a bill to reduce police presence and increase resources for counseling in schools, with aims “to divert Federal funding away from supporting the presence of police in schools and toward evidence-based and trauma informed services that address the needs of marginalized students and improve academic outcomes” in order to “create safe and inclusive schools for all students.
In-person, hybrid, remote, and/or homeschool – the options for K- through-12 schooling during the pandemic are complicated, each with their own pros and cons. UConn Today asked psychologist Sandra Chafouleas, Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology and co-director of the UConn Collaboratory on School and Child Health, about the importance of social and emotional health for children and their caregivers, particularly this year.
Kathleen Lynch, a professor at UConn’d Nead School of Education, noted that research on the summer slide — and how it affects different groups of students — remains mixed. “I do think some caution is warranted in making projections about COVID learning losses extrapolating from summer learning loss studies,” she said.
Sandra Chafouleas, a Board of Trustees Professor in UConn’s Neag School of Education, said she has seen more openings than ever before for school nurse and psychologist positions. Districts have become more focused on supporting students’ physical and mental health, she said.
A leadership program for undergraduate women at UConn has proven so successful the funder has donated $1.2 million to extend it for at least three years.
The grant provides scholarships and a transformative experience to several juniors through the BOLD Women’s Leadership Network. The BOLD program cultivates courageous leadership and career success in young women during college and after they complete their studies.
News headlines seem to suggest consensus about how bad the debate was, some deeming it the worst in presidential history and an embarrassment to society. The theme of many stories covering the event can be summed up in a single word: dysfunction. Dysfunctional debates are characterized by not listening, jumping in and cutting others off, grandstanding, boasting, using sarcastic or biting tones, and not acknowledging others.
