As 2017 nears its close, work on the University Principal Preparation Initiative — an initiative led at UConn by the Neag School’s University of Connecticut Administrator Preparation Program (UCAPP) — is getting ready to celebrate its first birthday. This past year, UConn was one of seven universities selected to take part in the Wallace Foundation-funded initiative, which launched officially in January and is focused on improving training programs for aspiring school principals nationwide. Over the past 10 months, dedicated workgroups have been developing a “theory of action” for redesigning UCAPP.
Recently, two educational psychology projects in the Neag School of Education have received grants totaling almost $5 million to perform research in different areas of education for gifted and talented students. The grant, which was funded by the Jacob K. Javits Gifted and Talented Students Education Act, is helping provide money to two different professors and their research team.
CT-N (Neag School’s Joseph Cooper organized and moderated a panel of student athletes on the topic of activism)
Sports activism has become an increasingly controversial topic in news media, with many people both for and against the peaceful protests done by NFL players. In response to this, UConn Athletics, Sport Management Program and Collective Uplift co-sponsored the Race, Sport and Activism Panel. The purpose of this panel, moderated by Dr. Joseph Cooper, was to give student athletes a chance to discuss the subjects of race, sport and activism.
In their recently published edited volume, Exploding the Castle: Rethinking How Video Games and Game Mechanics Can Shape the Future of Education (Information Age, 2017), Neag School faculty Michael Young and Stephen Slota — both longtime video game devotees — explore the value of games, the role of games in the future of K-12 and higher education, and more. Here, Young, associate professor of cognition, instruction, and learning technology, and Slota, assistant professor-in-residence of educational technology discuss the book and share their insights on the intersection between games, technology, and learning.
Led by educational psychology professors in the Neag School of Education, two research projects have recently been awarded a total of nearly $5 million in federal funding, made available through the Jacob K. Javits Gifted and Talented Students Education Act.
Co-written by George Sugai, Neag School professor of special education, and Geoff Colvin, a retired research associate in the University of Oregon’s College of Education, this piece was originally published in the “Guest Viewpoint” section of The Register-Guard, a local newspaper based in Eugene, Ore.
Todd Cambpell, professor of science education, has been named editor of the Journal of Science Teacher Education, the flagship journal of the Association for Science Teacher Education.
In much later years I came across the writings of Joseph Renzulli, professor of educational psychology at the University of Connecticut. Renzulli proposes three criteria for the identification of genuine “giftedness”: intelligence, creativity and perseverance.
Mentors and guidance counselors helped Erik Hines, an assistant professor of educational psychology, find his path. Now he is paying it forward.