Throughout the academic year, the Neag School is proud to share the latest achievements of its faculty, staff, students, and alumni. Explore their most recent promotions, awards, retirements, publications, and more: Dean’s Office Department of Curriculum and Instruction and Teacher Education Department of Educational Leadership Department of Educational Psychology Faculty/Staff Students Alumni In Memoriam Dean’s Office […]

In the era of social media, antisemitism and Holocaust denial are no longer hidden in the margins, spewed by fringe hate groups. From Ye – formerly known as Kanye West – and NBA player Kyrie Irving to members of Congress on both sides of the aisle, well-recognized personalities have echoed antisemitic ideas, often online. Rather than teaching the Holocaust as an isolated event, educators must grapple with how it connects to antisemitism past and present. That means adapting to how people learn and live today: online.

The Connecticut State Department of Education’s (CSDE) ground-breaking research collaborative – the Center for Connecticut Education Research Collaboration (CCERC) (formerly Connecticut COVID-19 Education Research Collaborative) – released a report on the evaluation of the Learner Engagement and Attendance Program (LEAP) which showed the positive effects of home visits on student attendance.

A rapid research brief from Neag School’s Center for Education Policy Analysis, Research, and Evaluation (CEPARE) is mentioned.

Emily Wicks with UConn’s Ballard Institute and Museum of Puppetry noticed the pandemic-era disruptions to kids’ social-emotional learning and development, and reached out to Sandy Chafouleas at the university’s Neag School of Education. Together they developed Feel Your Best Self, a puppet-centered program aimed at helping “strengthen the emotional well-being of elementary-aged children.”

Brain Healthy, an initiative developed by a multi-disciplinary team of researchers and educators headed by Neag School of Education Assistant Professor Ido Davidesco with the support of a $1.3 million Science Education Partnership Award (SEPA) from the National Institute of General Medical Sciences (NIGMS) at the National Institutes of Health (NIH).

Adam McCready, an assistant professor in residence in the University of Connecticut’s Neag School of Education and the editor of Oracle, a research journal for fraternity and sorority advisers, said that student-conduct offices’ efforts to list organizations’ misconduct was born out of efforts by fraternity-and-sorority-life offices to be more transparent about Greek-letter organizations’ conduct after hazing-related deaths.

“These decisions can have major implications for them, because you’re going to see religious churches and other entities saying that they want to run charter schools, and they want to run religious charter schools,” Preston Green said.

In a recent article, Preston C. Green III of the University of Connecticut Neag School of Education, Bruce D. Baker of the Rutgers Graduate School of Education, and Joseph O. Oluwole of Montclair State University argue that school finance litigation incompletely remedies the harms imposed upon schools serving Black communities. Green, Baker, and Oluwole instead call for a reparations program for Black Americans that includes a school finance reform agenda. They argue that this agenda should be enacted through state-level legislation and subsequently supported and regulated by federal actors.

Del Siegle, the committee’s chairman and the Lynn and Ray Neag Endowed Chair for Talent Development in the Neag School of Education, said the University Senate is excited to continue working with D’Alleva and Maric to advance the institution’s vision.

“Dr. Anne D’Alleva has been an outstanding interim provost and is an excellent permanent appointment for provost. She is a thoughtful leader with a strong commitment to student success and has a comprehensive knowledge of the UConn community,” Siegle said.