Neag School faculty members and other colleagues are co-authors of a new study, recently published in the Journal of Postsecondary Education and Disability, that examined the impact of the rapid transition to online learning during the spring 2020 academic semester on college students with disabilities. The researchers conducted a national survey of more than 340 students in both two and four-year programs to measure the perceptions of college students with disabilities about their experiences.
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.
The Neag School announces the following updates to its administration, faculty, and staff for the Spring 2021 semester.
From a young age, Madison Corlett ’16 (ED), ’17 MA, was excited about helping others, raising money through lemonade stands and other fundraisers, then donating the money to local causes.
A program specialist for University Events and Conference Services at the University of Connecticut, alumna Anne Hill ’90 (CLAS), ’92 MA, has been planning events across campus for nearly 24 years. When the COVID-19 pandemic hit last spring, Hill and her team had to uproot the strategies they had been using to design in-person events and pivot to online platforms.
I knew what it meant to be a Black man in America well before I was a parent, before I found out that shoveling my own driveway involves risk, that buying a house brings the potential of lowering property values, that signing up my kids for an education involves countering forces that erode their self-esteem — when schools are still largely segregated and security officers are summoned disproportionately to deal with Black students. But knowing these things now, how can I leave all that at the door?
For college students of color who encounter online racism, the effect of racialized aggressions and assaults reaches far beyond any single social media feed and can lead to real and significant mental health impacts – even more significant than in-person experiences of racial discrimination, according to a recently published study from researchers at UConn and Boston College.
Nearly a year since the nation went into lockdown due to the COVID-19 pandemic, just about everyone is struggling to maintain a semblance of normality. Parents of school-aged children have taken to social media and countless news stories have been written on the difficulties of balancing remote learning with remote working.
In 2013, Neag School alumnus and current educational psychology doctoral student Amit Savkar ’07 Ph.D., ’17 MA, also a UConn associate professor in residence of mathematics, began looking into the reasons why so many students were dropping out of or failing math classes early in their college career.
In a newly published research study, Neag School Associate Professor Jennie Weiner and colleagues at several other universities examined the extent to which principals had created the sorts of conditions in their schools that support continued learning and teaching during the pandemic. Specifically, the researchers sought to understand how, and whether, principals were fostering something called “psychological safety” in their schools.
