In a recent article that he co-authored in The Conversation, Preston Green III, a professor at the University of Connecticut’s Neag school of education, outlined a four-part formula designed to address racial inequities in public schools.
The formula includes tax rebates to Black homeowners, adding a factor into school finance formulas that accounts for the negative effects of racial isolation, removing policies that have racist roots and increasing state aid to school districts in majority-Black districts so that it makes up for gaps in local revenues.
With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what’s being taught in schools. Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Plus, a new Black and Latino Studies elective is rolling out in Connecticut high schools next fall, following the first mandate of its kind in the country. A Windsor High School teacher and student who are piloting the course weigh in.
“Parents who want their kids to be more creative may be tempted to enroll them in arts classes or splurge on STEM-themed toys. Those things certainly can help, but as a professor of educational psychology who has written extensively about creativity, I can draw on more than 70 years of creativity research to make additional suggestions that are more likely to be effective – and won’t break your budget,” says James Kaufman, a professor of educational psychology at UConn’s Neag School of Education.
With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what’s being taught in schools.
Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Neag School’s Saran Stewart also served as a panelist, along with Freeman and others.
UConn said the president Joe Biden will join former U.S. Senator Christopher Dodd and other dignitaries for the dedication of The Dodd Center for Human Rights. The center has been known as The Thomas J. Dodd Research Center since it opened in 1995 and UConn said that UConn’s Board of Trustees voted unanimously in August to authorize its dedication as The Dodd Center for Human Rights.
Our new study, just published in AERA Open, provides evidence that increasing the financial support offered to potential Ph.D. students offers a promising approach for attracting a more diverse pool of doctoral students. Along with co-authors Christopher Bennett, H. Kenny Nienhusser, and Milagros Castillo-Montoya, we studied Ph.D. student application and enrollment patterns at a large public research university in the Northeast. We were interested in how the diversity of the Ph.D. students changed corresponding to a change in the financial support offered to doctoral students.
“Creativity is not mysterious or magical, but something everybody can do,” says James C. Kaufman, Ph.D., a professor of educational psychology at the University of Connecticut. Within psychology, creativity is usually understood as the ability to produce things or objects that are new (at least to the person creating the work) and useful, or appropriate for the situation or purpose, says John Kounios, Ph.D., a professor of psychological and brain science at Drexel University. However, he prefers to define creativity as a way of reorganizing the elements of a situation or a thought.
“The dedication of the building is a wonderful opportunity for the campus and the wider community to come together and celebrate what we’ve accomplished over the past 25 years,” says Glenn Mitoma, director of UConn’s Dodd Human Rights Impact and an assistant professor in the Neag School of Education. “Going forward, this building will be a place where students, faculty, and the broader community can come together to address the most pressing human rights challenges we face. It will be a place of knowledge, of truth, but also of democracy, of shared values, and of building capacity to solve problems together, in a way that allows us all to enjoy the basic dignity we know we deserve.”
Unique to UConn is the highly-interconnected nature of its DMD game design and educational technology programs. The two coordinate to target practical skills for digital age collaboration, communication, and universal design, all of which are crucial in cutting-edge entertainment, educational, and interactive business spaces. This partnership allows UConn’s game designers to learn technical skills for their profession as well as concepts related to playful learning, human cognition, and accessibility with Dr. Stephen Slota, a DMD/Neag joint faculty appointment. Likewise, educational technology specialists enrolled in the one-year Master of Arts educational technology “Two Summers” program—whose motto is “Learn to Play & Play to Learn”—benefit from interdisciplinary courses that weave together best practices for interactive storytelling, instructional design, and classroom technology implementation.
When Neag School of Education professor Doug Glanville cleaned out his garage during a recent family move, he unearthed some unusual stuff. Interspersed among the old grill equipment and lawn chairs were a dozen baseball bats, signed by Derek Jeter and other MLB stars, and beneath them a pair of Nike spikes that once belonged to Michael Jordan, during his year of professional baseball.
