Two research projects co-led by professors in the Neag School of Education have recently been awarded a total of more than $2.5 million in federal funding, made available through the National Science Foundation (NSF).
“It’s not until they actually get out into the field, and see that they may be working in a place with English language learners, where they may think, ‘Oh, this might be an option for me to be a bilingual teacher or a TESOL teacher’,” Elizabeth Howard said. “And if they don’t land in a place, in a district, where there’s a high incidence of English learners, then it would not occur to them at all necessarily, they wouldn’t see the need for it.”
“College freshmen across Connecticut have unpacked their bags and gone through orientation, and are starting to adjust to life with a roommate,” says Drs. Richard and Kristin Schwab. “Now, after they worked hard to get to college and along with their families made sacrifices to attend, we offer a few suggestions to make the best of these next few years.”
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.
Jason Courtmanche ’91 (CLAS), Ph.D. ’06 has been serving in a variety of capacities at the University of Connecticut for 23 years. A lecturer in the University’s English department, an assistant coordinator of the Early College Experience English program, and affiliate faculty in the Neag School’s Department of Curriculum and Instruction, he primarily serves as director of the Connecticut Writing Project (CWP), which immerses Connecticut teachers in an intensive writing program where they grow as writers, learn about teaching writing, and have the opportunity to become published in one of CWP’s literary magazines.
This fall, the Neag School of Education invites submissions for several award and/or funding opportunities, including the 2019 Neag School Alumni Awards, the Rogers Educational Innovation Fund, and the Zirkel Distinguished Teaching Award.
“Student of color benefit from having teachers of color,” says Dean Gladis Kersaint. “They respond when they are supported by teachers of a like race. It’s not just students of color, though. Research supports that all students, no matter what race, benefit from having teachers of color.”
NFA faculty, along with students from the University of Connecticut’s Neag School of Education, guided the dual-session program meant to give sixth-, seventh- and eighth-graders a summer boost in STEM education and aspiring teachers a real-world classroom experience.
Over 75 students entering grades 6, 7, and 8 participated in a free STEM (Science, Technology, Engineering and Math) enrichment program at NFA this summer. Guided by NFA faculty in collaboration with aspiring teachers from UConn’s Neag School of Education, the young students from Norwich and surrounding towns received a summer boost in their STEM education with hands-on learning to explore creative approaches to scientific questions, applying mathematics to modern day problems, and solving complex STEM problems, while having fun working in teams with new friends.
In affiliation with the Neag School’s Center for Education Policy Analysis (CEPA), a group of doctoral students in the Learning, Leadership, and Education Policy program have recently released three issue briefs, each of which offers a closer look at specific topics of discussion in the realm of education, as well as recommendations for the future.