The two researchers will be studying the experience of African-American male students in the context of three different types of institutions: Prairie View A&M University, a historically Black university; University of Connecticut, which is a primarily White institution and UH, which is a Hispanic-serving institution.
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.
The University of Connecticut is serving as one of the lead institutions on a $32.6 million U.S. Department of Education grant supporting schools and districts throughout the nation to implement empirically based practices to increase student success.
This major federal investment represents five additional years of funding for the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), which just celebrated its 20th year.
“In our view as researchers who focus on the intersection of race and college sports, none of these events will rid big-time college sports of its deepest problems,” says Joseph Cooper. “Those problems include the placing of winning games and generating revenue ahead of the best interests of the student-athletes.”
Scholarships undoubtedly remain an essential source of support for individual students, but in fact they can also set into motion a wealth of other positive outcomes beyond funding an individual’s educational journey. One such student scholarship is the Vivienne Dean Litt Memorial Award — established in memory of the late Vivienne Dean Litt, former assistant director of the University Program for Students with Learning Disabilities (UPLD) at UConn.
James Kaufman classified creativity in four distinct ways: mini-c (personal insights), little-c (everyday creativity), pro-c (expert level) and big-c (creative genius). He said the kind of creativity exhibited by students with ADHD is often undervalued because it encourages others to be open to newness, which is scary for those who are accustomed to rhythm and order.
Each year, the U.S. Department of State, the Center for Sport, Peace & Society at the University of Tennessee Knoxville, and espnW co-sponsor the Global Sports Mentoring Program’s (GSMP) Empower Women Through Sports Initiative.
The Neag School Department of Educational Leadership’s Laura Burton, Danielle DeRosa, and Jennifer McGarry were selected to serve as mentors to an emerging leader from Vietnam, Tra Giang “Jane” Nguyen.
Seeking mental health care can be a hard decision, especially for student-athletes in the spotlight on college campuses. The stereotypes and expectations can weigh heavily on players, putting them in a unique position few understand better than Clewiston Challenger, an assistant professor of counseling in the Neag School of Education and a former UConn football player.
Despite the growing numbers of English-language learners in U.S. schools, their representation in gifted and talented programs continues to lag behind not only their native English-speaking peers, but also other underserved populations, including black and Hispanic students and children from low-income families.
The root of the problem is the procedures and policies that most schools use to identify gifted students beacuse they frequently overlook academically talented English-learners, a report from the National Center for Research on Gifted Education found.
Spend any amount of time around kids and it quickly becomes evident that they need to move. Running, jumping, and dancing are not just outlets for the limitless childhood energy we wish we could bottle up and use as adults — they are another form of literacy.