Are school choice programs contributing to segregation in American schools? The answer is undoubtedly yes, according to a recent research brief published by the National Coalition on School Diversity and written by Casey Cobb, the Raymond Neag Endowed Professor of Educational Policy in UConn’s Neag School of Education.

“Whenever a mass shooting takes place in schools, public discussion often focuses on laws or policies that might have prevented the tragedy. But averting school violence needs more than gun policy. It requires both prevention and crisis response that take students’ emotional well-being – not just their physical safety – into account,” say authors Sandra Chafouleas and Amy Briesch.

While UConn’s unique Conservation Training Partnerships program has concluded its five-year run, the environmental projects it inspired and relationships it established continue to support Connecticut communities

Megan Delaney serves as the pre-professional academic advisor for UConn’s School of Pharmacy. She works with first- and second-year students from orientation through application and admission to the professional pharmacy program. In addition, Delaney serves as Assistant Director to the School’s Pharmacy House Living Learning Community.

“The concern that I have is the temptation to just say that we’ve done enough, and we don’t have to worry about students in the traditional public schools, because if they don’t like it, they have another school they can go to,” Preston Green said.

Are charter schools like polluting industries? That’s a provocative analogy, but two University of Connecticut researchers explore it in a recent paper. They contend that, while some charter schools may help students, the sector needs stronger regulation to prevent harm to students and school districts. “I would argue that, even if there are benefits, that does not give you carte blanche to not regulate or mitigate the harms that occur,” Preston C. Green III, the paper’s lead author, told me.

For more than 50 years, the University of Connecticut Alumni Faculty Excellence Awards have served as an opportunity to recognize the outstanding contributions and achievements of the University’s faculty members to the institution, their current and former students, and their respective areas of academic discipline.

A Milford resident, Melillo has served as the assistant superintendent of curriculum and instruction for Hamden Public Schools since July 2012. During that time he also served as interim superintendent of schools, from February to July 2014. He served as Hamden’s director of elementary education, October 2010-June 2012; principal at Shepherd Glen School, also in Hamden, July 2007-October 2010; and as assistant principal at ACES-Thomas Edison Middle School in Meriden, August 2005-June 2007. He began his career as a fifth to sixth grade teacher at Church Street School and Bear Path School in Hamden, August 1993-June 2005. Melillo earned his Bachelor of Science degree in Education at the University of Connecticut, graduating in May 1991.

On Thursday, May 12, 2022, the University of Connecticut Office of Global Affairs commemorated the 30th Anniversary of the Baden-Württemberg – Connecticut Partnership at UConn Avery Point campus’ Branford House honoring a visiting delegation led by Theresia Bauer, Baden-Württemberg Minister for Science, Research and Arts, and consisting of representatives from UConn’s partner institutions of higher education within that state in Germany.

Hoeft also created the “B.R.A.I.N. Camp” reading intervention program with Devin Kearns, a professor of educational psychology in the Neag School of Education; and the highly successful “Ask a Brain Scientist” online series of hands-on science classwork used by hundreds of children registered from around Connecticut and elsewhere in the U.S.