Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom. If you have an accolade to share, we want to hear from you! Please send any news items (and story ideas) to neag-communications@uconn.edu.

When recent Neag School graduate Sarah Hodge ’15 (ED), ’16 MA was still a high schooler, she enrolled as one of the first students in the Teacher Preparatory Studies Program at Bulkeley High School, an initiative funded by Bank of America and designed to prepare and encourage talented students, particularly from minority groups, to become teachers. Although she found that she liked working with students, a teaching career was not necessarily what she thought she wanted to pursue at the time.

While educators have long been encouraged to engage students in writing when teaching math, specific recommendations on how to leverage writing to enhance learning of mathematics have fallen short — until now.

After almost 20 years in a variety of positions at the University of Connecticut, Joseph Madaus, professor of educational psychology, has returned to the Neag School to serve as the new associate dean for academic affairs.

CT Mirror (Neag School’s Preston Green offers insights on legal case in Connecticut)

Research can inform policy, but it must first be vetted and publicly debated. A recent exchange illustrates the value of such a public deliberation.

West Hartford News (Neag School alumnus, Alan Addley, was named president of the Connecticut Association of Public School Superintendents)

Vocational training is making a big comeback in American high schools. And it’s not just wood shop and auto repairs anymore. Shaun Dougherty serves as a guest panelist on vocational training, referring to his Fordham Institute Study.

UConn Today (Neag School’s Jaci VanHeest, employed by U.S. Swimming in the early ’90s to identify young swimmers who might become champions, says U.S. sports focuses too much on early success) 

Middle and high school teachers are on campus this week learning how to use genocide and human rights education to address complex historical and current issues. The program – The Upstander Academy: Intellectual Humility in Public Discourse Summer Institute – was developed by the Thomas J. Dodd Research Center and the Upstander Project, with assistance from secondary educators in Connecticut.