“Think about the lost social skills, opportunities to practice using big emotions and understanding and naming emotions,” said Sandy Chafouleas, professor of educational psychology at UConn’s Neag School of Education. “So, all those things were going to come in the door — in a door that’s already stressed. Schools were already stressed.”

With that, they came up with an idea: partnering with UConn’s Ballard Institute and Museum of Puppetry to create “Feel Your Best Self” — a series of free, online YouTube videos hosted by a trio of puppets.

There are more and more qualified and great non-white teachers who would love to help non-white students just like them because they went through the same experiences growing up. According to the NEAG School of Education at UConn, “the number of students of color has more than doubled in the Neag School’s Teacher Certification Program for College Graduates and increased by 33% in the Integrated Bachelor’s/Master’s Teacher Education Program.” So there are more teachers who are graduating every year who are non-white. It’s not that there is a lack of diverse teachers, these teachers just aren’t being hired.

Climate change is here, and towns across the state and region are beginning to respond — when they can. When towns can’t start projects for sustainability or climate adaptation, limited resources are often to blame, says Emeritus Extension Educator Chester Arnold, but UConn students are stepping up to help.

After an event last year featuring female leaders, Sally Reis asked students in the University of Connecticut BOLD Women’s Leadership Network what their favorite part was.

One student’s answer? That it was “really good to know the people whose jobs you’re going to have in 10 or 15 years.”

That’s what the female leadership network hopes to instill in its scholars, according to Reis, who is a professor of educational psychology and the faulty lead for the BOLD program at UConn.

Daniel Long, a Beman parent and research scientist at the UConn Neag School of Education, said he was concerned about the increase of instructional coaches in the district, which has risen from 27 to 45 over the last five years, while the number of teachers has stayed relatively constant.

Commissioner Charlene M. Russell-Tucker issued a statement today on the release of a second video created by the Collaborative for Student Success’s EduRecoveryHub highlighting the innovative Connecticut Center for Education Research Collaborative (CCERC), which is housed in UConn’s Neag School of Education.

UConn Board of Trustees Distinguished Professor Sandra Chafouleas of the Neag School of Education then got the crowd going with audience volunteers as she led a hands-on discussion of how students can feel their best.

The symposium was titled “Are We at a Fork in the Road?” and explored implications and opportunities for AI in evaluation. It was hosted by Dr Sarah Mason of the University of Mississippi and Dr Bianca Montrosse-Moorhead of the University of Connecticut, co-editors of New Directions for Evaluation, a publication of the American Evaluation Association.

“This is the first study to show that the extent to which students’ and teachers’ brainwaves are in sync during real-world learning can predict how well students retain information from class,” says lead author Ido Davidesco, an assistant professor at the University of Connecticut’s Neag School of Education and a former postdoctoral fellow at New York University, where the study was conducted.

The Neag School of Education, UConn’s Department of English, and the Connecticut Writing Project (CWP), co-sponsors of the 31st annual Letters About Literature contest, are proud to announce Connecticut’s winners for the 2022-23 academic year.