We are featuring some of our Neag School Class of 2020 graduating seniors. Click each student image below to read a Q&A with each individual.

Former UConn women’s basketball player and recreational therapy graduate Bert Wachtelhausen ’81 (ED) has shaped a thriving career combining skills she honed as a Division I athlete with her longtime interests in physical health and helping others. Climbing the corporate health insurance ladder in what for many years remained a male-dominated industry, Wachtelhausen has long since shattered the glass ceiling to excel as a senior executive who now serves as president of startup WellSpark Health.

The use of technology, particularly the internet, to support remote learning is nothing new.

Alumna Jessica Stargardter ’16 (ED), ’17 MA, a gifted and talented educator for Norwalk (Conn.) Public Schools, shares four tips for educators to serve gifted learners through remote instruction.

These are grim and scary times. A tolerance for ambiguity is often considered to be a hallmark of a creative personality, but the complete uncertainty we are facing would daunt even the most open of people. Like many, I have been trying to seek out silver linings.

The Neag School’s Educating Bilingual Learners online graduate certificate program offers general education teachers and other school personnel an opportunity to learn how to better support English Learners in their classrooms. The four-class, 12-credit graduate certificate can be earned fully online, making it accessible to educators across the country. 

Stephen T. Slota, assistant professor in residence of educational technology, shares eight quick tips for K-12 and higher educators in the process of transforming face-to-face instruction into online instruction.

The Neag School of Education, UConn’s Department of English, and the Connecticut Writing Project (CWP) at UConn are proud to announce Connecticut’s winners of the 26th annual Letters About Literature competition, a nationwide contest sponsored by the Library of Congress for students in grades 4 through 12.

This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.

School-wide positive behavioral interventions and supports (PBIS) is an evidence-based framework for improving school climate, social-emotional competence, and academic achievement, and decreasing unsafe behavior in schools. Just as in a brick-and-mortar school, PBIS can be used to make virtual (i.e., online) education more effective.

The University has implemented a policy that would expand undergraduate students’ ability to invoke the Pass/Fail option for Spring 2020 courses.