“Colleges place significant weight on a student’s grade point average, class rank, and standardized test scores in the admissions process,” says Clewison Challenger. “For decades, these measures have informed how K-12 schools design curricula and counsel students on college readiness. Yet grades and SAT results alone are ineffective predictors of students’ college success.”

“As a researcher who has examined masculinity in college fraternities, I conclude that the reason these efforts have not succeeded is because they fail to deal with the fact that drinking alcohol – and other risky behaviors – are deeply embedded in society’s notions about what it means to be a man,” says Adam McCready.

“As a graduate student in education who is placed in an internship in East Hartford, I am preparing for a career teaching such things as reading and math,” says Isaballa Horan. “But teaching goes both ways, and in many instances, my students have taught me far more than I have taught them.”

Joseph Renzulli popped up prominently once again in NYC politics just before the start of this school year, with the release of a bombshell education report from a group set up by Mayor Bill de Blasio. The report advised swift action to desegregate schools, including the general elimination of gifted and talented screening as currently done.

“We saw the Nuremberg trials as a really interesting opportunity to explore the nature of justice and value of critical discernment, especially during a global rise in digital disinformation and anti-Semitism,” says Stephen Slota, Ph.D., an educational psychologist at the Neag School of Education.

“I think overall there is still inequity at the higher levels of education,” Laura Burton said, adding there are still “definitely a lot more men than women at the full professor level.”

Join the University of Buckingham’s CREATE-hub researcher Dr. Gill Hill as she talks about her creativity research alongside Professor James Kaufman, in the latest BPS Research Digest podcast.

“The Landscape isn’t much different than the original Adversity Index, other than [that] the College Board [is] reporting separate scores for the high school and neighborhood indices, and students now can receive their score along with colleges,” Casey Cobb said. “I think the biggest change was the name. They switched it to Landscape to deflect criticism that the scores validly measure adversity.”

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.

“The spirit of what I’ve always wanted to do with this course is have it live beyond the classroom,” Doug Glanville said. “It’s one thing to have a classroom of a finite group of students. It’s another thing when you’re able to bring it to the student body and to the community.”