Author: Stefanie Dion Jones

Fresh Talk: Students Must Engage Internationally to Grow

February 13, 2020

All across the country, social and political tensions continue to boil on college campuses. Some believe that we, as students and as American citizens, are more divided than ever. Some say there is no hope to reconcile differences. I disagree, and I believe that the answer may exist outside of the United States entirely.

Did You Know UConn Invented That?

February 11, 2020

Professors Joseph Renzulli and Sally Reis from the Neag School of Education developed an interactive online system that provides a personalized learning environment for students. The tool helps to increase engagement and support higher academic performance. The Renzulli Learning System is the culmination of years of research centered on how personalized instruction can inspire learning and improve educational outcomes.

Five Best Practices Teachers Can Learn from Dungeon Masters

February 7, 2020

University of Connecticut assistant professor Stephen Slota encourages teachers to not only pick and glean from DMs, but from the wider design universe at large, whether video games, gardening or architecture. “Don’t reinvent the wheel,” said Slota. “If a design strategy exists and has been used in another realm but not yours, repurpose it – with appropriate attribution, of course. No one will worry that it’s been done before as long as the design works.”

Galicia Becomes a Model of Educational Transformation (Translated)

February 5, 2020

WRITING / VOICE 01/31/2020 21:20 H
The great commitment of educational innovation in Galicia has a name: SEMGal, and it has been officially presented this Friday in Santiago with three exceptional witnesses, the creators of the theory on which the program is based and who have come from the University of Connecticut to train Galician teachers.

Exploring School-Age Social, Emotional, and Behavioral Health

January 31, 2020

How you interact, how you feel, and how you act: The three basic tenants of social, emotional, and behavioral health are simple concepts, yet they can be some of the strongest predictors of well-being as children grow into adulthood. While a large number of children and adolescents meet the diagnostic criteria for mental health disorders, only a fraction actually receive needed services – and it often takes a crisis situation to initiate access to that help.

Sandra Chafouleas, Board of Trustees Distinguished Professor in the Department of Educational Psychology at UConn’s Neag School of Education is the co-director of the UConn Collaboratory on School and Child Health (CSCH) and served as the project director and co-principal investigator of the National Exploration of Emotional/Behavioral Detection in School Screening, or NEEDS², project.