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.

“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,” says Sandra Chafouleas, a Board of Trustees Distinguished Professor in the Neag School of Education. “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.”

Judy Rondeau, Rachael Trowbridge, and Genevieve Rondeau are participating in a Conservation Training Partnership (CTP) program, a part of UConn’s Natural Resources Conservation Academy (NRCA) that pairs high school students with an adult conservation volunteer. NRCA teams work on projects across the state to educate and raise awareness in conservation and environmental concerns. The program includes service learning, so communities and students all benefit from the projects.

“At a crucial time in our history in which talented women continue to struggle with decisions about how to lead and how to blend family well-being with work responsibilities, it is critical for universities to provide training and opportunities for leadership development for intelligent young women to explore their choices and pursue their dreams,” says Sally Reis, who is a Board of Trustees Distinguished Professor of Educational Psychology and leader of the BOLD Women’s Leadership Network.

What counts as “good”? This question gets at the heart of engaging in productive conversations as we describe effective literacy instruction. We explore that inquiry in this episode with Rachael Gabriel and Sarah Woulfin, authors of Making Teacher Evaluation Work: A Guide for Literacy Teachers and Leaders (Heinemann, 2017).

Zip06.com (Neag School alumnus Craig Cooke is featured)

In addition to becoming crucial for financial and social well-being, creativity has psychological benefits. James Kaufman from the University of Connecticut examined how creativity has a potential to contribute to past, present, and future meaning-making. Past-focused meaning making involves finding ways to successfully cope with challenging experiences, such as trauma, regret, or nostalgia-provoking events.

UConn alumna Truth Hunter was awarded a four-year doctoral scholarship from the University of Connecticut’s Neag School of Education. Hunter is a promising new Ph.D. candidate who arrived on the UConn Storrs campus knowing she will have four years of fully funded support.

Troup middle school teacher Rashana (Wilson) Graham is feeling calm again. After a turbulent and uncertain summer, remote school is set to start Thursday. And she’s ready. New Haven Public Schools teachers like Graham spent most of the past few months trying to plan to teach in-person, online or through a hybrid of the two.