Alumni, Students Assist in UConn’s Transition to Remote Learning

Posted on April 30, 2020May 7, 2020 by Fiona Brady

Karen Skudlarek provides education technology presentations at UConn new faculty orientations. — Prior to the pandemic, Karen Skudlarek ’88 (BUS), ’16 MA provides education technology presentations at UConn new faculty orientations. (Photo courtesy of Karen Skudlarek)

A typical workweek for Neag School alumna Karen Skudlarek ’88 (BUS), ’16 MA involves a handful of workshops and one-on-one technology trainings with UConn faculty. Skudlarek works as an educational technologist at the University’s Center for Excellence in Teaching and Learning (CETL). She and her colleague, Daniel Facchinetti, usually see about 10 faculty members in attendance at their workshops — but in recent weeks, that number has increased eightfold due to the situation surrounding COVID-19.

The University had originally planned to conduct remote learning for two weeks following spring break, but growing health concerns led to a fully online transition for the Spring 2020 semester. UConn faculty members, some of whom had never administered remote courses before, had to transition their coursework quickly to align with the new remote teaching style. Skudlarek and her colleagues at CETL have been instrumental in the process.

“Going from face-to-face to remote is not a switch that you turn on and it works,” says Skudlarek. “It takes a lot of thought and a lot of intention behind it to make sure that it’s done well.”

Skudlarek leads workshops on video conferencing software such as WebEx and Blackboard Collaborate, which allow professors to create synchronous learning experiences for their students, such as real-time group discussions. She also instructs faculty on how to use Kaltura for professors to create asynchronous learning experiences (recorded short lectures with quizzes that are accessible at any time) for their students at home. An important aspect of the online transition is ensuring that all students are given an equal opportunity to engage with the coursework regardless of where they are in the world or what their circumstances are. Skudlarek and her colleagues at CETL encourage professors to record video lectures for their students and offer the live session as a time to ask questions or engage in a group discussion.

“Going from face-to-face to remote is not a switch that you turn on and it works. It takes a lot of thought and a lot of intention behind it to make sure that it’s done well.”

— Karen Skudlarek ’88 (BUS), ’16 MA

“We did not want to put a burden on students, and we wanted to make sure they were able to get this [remote learning experience] as equitably as possible,” says Skudlarek.

Before UConn made the switch to remote learning, CETL had already been considering this possibility. Through an ongoing partnership with Schwarzman College in Beijing, China, CETL had been assisting the college with improving instruction methods; COVID-19 brought on new challenges. The faculty at Schwarzman had no experience with remote learning, so CETL assisted them in converting their classes to the virtual space.

Skudlarek says they encouraged instructors at Schwarzman College to focus first on the learning outcomes they wanted for their students, and then on varying their instructional techniques to keep students engaged. CETL was able to incorporate those guidelines into UConn’s transition months later.

From Reactive to Proactive

Karen and Lauren Schlesselman conduct an online meeting. — Karen Skudlarek ’88 (BUS), ’16 MA, left, and Lauren Schlesselman ’12 MA conduct an online meeting to help with faculty’s virtual instruction needs. (Photo courtesy of Karen Skudlarek)

Following an intense rollout at UConn, CETL is now moving from a reactive to a proactive approach in implementing remote learning. The director of CETL’s educational technologies team, Lauren Schlesselman ’12 MA, also a Neag School alumna, says faculty are deciding how they are going to administer final exams and, for some, prepare their summer courses to be taught remotely.

“We need to do a better job of planning for these types of possibilities so that everyone is comfortable making a transition online,” says Schlesselman. “There’s a lot more training that we as a University and at CETL need to make sure that everyone is ready.”

Expanding the Support Team

UConn’s educational technology team also hired two Neag School graduate students in March to assist faculty through one-on-one training sessions. Andrew Cochran and Lauren Dougher, students in the Neag School’s educational psychology program, help familiarize professors with different forms of remote learning technology, allowing them the freedom to experiment and decide which they feel most confident using for their classes. The two agree that, for the most part, faculty have been learning quickly and responding well to the new technology.

“They come with their questions, and they are open and honest and want to know which platform is best for them to use,” says Dougher. “I have met with some faculty multiple times because I’ll teach them how to use it and then prior to their class they like to do a run-through.”

UConn’s Center for Excellence in Teaching and Learning has reached more than 1,000 UConn faculty members through workshops and one-on-one sessions.

During the week of spring break, Cochran and Dougher each led nearly 50 one-on-one sessions with faculty. The two are now working with CETL’s instructional design team to develop modules for the University’s online COVID-19 course. The one-credit class launched on April 6 for all UConn students interested in learning more about the global implications of the pandemic.

“Due to how soon we got the go-ahead for the course, we are going to have to build it up as we go,” says Cochran.

Finding Ways to Support Faculty

Between the ed tech team and the additional help of the Neag School graduate students, CETL has reached more than 1,000 UConn faculty members through workshops and one-on-one sessions.

“Given the nature of what is happening, the anxiety for everyone has been up,” says Skudlarek. “There are some faculty that are struggling for a variety of reasons, but many of them have stepped up, and it’s been amazing to see how quickly they have been able to learn.”

Danielle DeRosa, a clinical instructor in the Neag School’s sport management program, was among the faculty members who has utilized the resources offered by CETL. She participated in Skudlarek’s Blackboard Collaborate workshop prior to spring break, hoping to improve her remote teaching abilities and make her course content accessible to students regardless of their personal circumstances. She said it was clear that CETL was working hard to anticipate the needs of faculty and find ways to support them, while also reminding faculty of the many stressors students are facing.

“Karen did a great job of easing the anxieties of faculty and signaling to us that we are all learning about this at the same time and doing the best we can,” says DeRosa.

DeRosa and her colleagues in the sport management program chose to complement asynchronous learning for their students with optional synchronous content, such as live online discussions, so that students who are able to engage in a weekly discussion can do so, but those who lack access to the necessary technology or a quiet workspace will not be penalized.

“A lot of what we do in my classes is having really substantive conversations about career development and different perceptions, and some of that is really hard to translate online, especially when given a short window of time,” says DeRosa.

The ed-tech team encourages professors to find which online platforms work best for them and their class structure.

“We are not expecting them to become experts in online pedagogy overnight,” says Cochran. “Whatever they can do to keep their students learning is all we can expect.”

Technology can be intimidating and frustrating for some, especially in these times of heightened anxiety due to the pandemic. The team at CETL has worked to reassure faculty that they will figure this out in time and if they ever have trouble, there is a team of people that will be there for them.

“We have been very lucky because we have a really great support team with our students and the rest of CETL who has been really instrumental in making this happen,” says Skudlarek. “The faculty have been extremely supportive of us and gracious for the work that we do.”

Neag School Alumni Teachers on Navigating the Virtual Classroom

Posted on April 28, 2020May 14, 2020 by Shawn Kornegay and Fiona Brady

With the recent transition from educating in the classroom to the virtual realm due to the pandemic, the teaching world has changed drastically. We wanted to hear from Neag School alumni now serving as teachers about how they are managing the online teaching and learning environment.

Emily Anna Ciprano — Emily Anna Cipriano’17 (ED), ’18 MA, a seventh-grade English language arts teacher in East Hartford, Conn., now interacts with students virtually from her home office. (Photo courtesy of Emily Anna Cipriano)

Teaching From Home

Whether it’s at the kitchen counter, the home office, or the dining room table, some educators have been setting up their at-home teaching spaces in ways that feel similar to their traditional classrooms.

It was important for Emily Anna Cipriano ’17 (ED), ’18 MA, a seventh-grade reader’s and writer’s workshop teacher at Sunset Ridge Middle School in East Hartford, Conn., to make her at-home teaching space resemble her classroom space so that she and her students could feel a sense of normalcy and comfort.

“I knew I would be speaking with students over video conferences via Zoom or Google Hangout, and I wanted the atmosphere to seem familiar to them, so I positioned my bookshelf behind my desk, just like I have behind my desk at school,” says Cipriano.

Meanwhile, for others, being active during the school day, just as they would be in their traditional classrooms, remains key. Sean Palzere ’18 (ED), ’19 MA, a fifth-grade teacher at Kennelly Elementary School in Hartford, and Tracey Lafayette ’15 (ED), ’16 MA, a third-grade teacher at O’Brien STEM Academy in East Hartford, are varying their teaching space throughout the day. Palzere says he moves around his house, even venturing outside when the weather allows for it. Lafayette always has her iPad, school tablet, clipboard, and erasable pens, no matter where she is working.

“They go wherever I go, and I love that flexibility,” says Lafayette.

Where They Connect: Google, Zoom, and Social Media

Aside from establishing an at-home workspace, alumni teachers also have had to decide how to hold class sessions, often over video conference platforms, and how to structure their day to maximize communication not only with students and families, but also school staff members.

Google Classroom seems to be one of the platforms of choice for conducting online lessons; others are using Zoom to connect students directly with experts, or Quizizz to create live, interactive games.

Many of the Neag School alumni we spoke to each start their day by looking through their email inbox and making sure their lesson plans for the day are clear and accessible. Google Classroom seems to be one of the platforms of choice for conducting online lessons and allowing students to view their assignments, connect with one another, and submit work; others are using Zoom to connect students directly with experts, including professional writers and actors, or Quizizz to create live, interactive games.

At-home teacher's desk of Lauren Niessing. — “I try to be a minimalist and keep very organized when it comes to my physical classroom space, so I’m doing the same at home,” says Lauren Niessing ’13 (ED), ’14 MA. (Photo courtesy of Lauren Niessing)

“I am able to post daily lessons, activities, videos, and more,” says Lauren Niessing ’13 (ED), ’14 MA , a third-grade teacher at Hindley Elementary School in Darien, Conn. “My students and I chat on Google Hangout all day, and we have been using Google Meet, which is super fun to actually see each other’s faces.”

Some teachers choose to post a recording of their lessons for their students to watch and then complete complementary assignments, while also making themselves accessible to their students throughout the day in case they have any questions. Asfia Qutub ’18 (ED), ’19 MA, who teaches teaching eighth-grade English language arts in East Hartford Middle School, says she has found it helpful to hold “virtual office hours” twice a day, during which students can contact her and receive immediate feedback.

Niessing dedicates her afternoons to checking in with her students individually on Google Meet to monitor their progress.

To comfort her students, third-grade teacher Tracey Lafayette records herself reading a story every day and shares the link with families.

“I am always checking and resubmitting work back to kids as they submit, just like they would get their instant, daily feedback from me in person,” says Niessing.

Tracey Lafayette reads to students remotely. — To comfort her students, Tracey Lafayette ’15 (ED), ’16 MA records herself reading a story every day and shares the link with families. (Photo courtesy of Tracey Lafayette)

Teachers like Lafayette and Cipriano are making themselves accessible to students and parents even beyond the school day hours by offering their phone numbers in case students are struggling with anything. To comfort her students, Lafayette records herself reading a story every day and shares the link with families. Alumni at other schools are similarly posting bedtime story read-alouds or brief poetry readings on social media platforms such as Twitter or Facebook Live to stay connected with students. Alumni teachers have even made a lighthearted appearance on short-form video app TikTok.

“Our routine has changed so much in the last few weeks, so I am trying my best to keep this one thing constant for them,” says Lafayette.

For alumni serving as educators in grades K-5, students can vary greatly by grade in terms of their level of independence, and so creating a structured and productive learning environment has posed its challenges. Palzere says he tries to make sure his students always know what to expect by creating clear and concise assignments that promote productivity. For third-grade teachers, Lafayette and Niessing, matching the daily schedule to a typical school day is essential for helping students stay focused.

“Structure is important and setting up a place at home, where there are minimal distractions is necessary,” says Niessing. “Time management is tricky, and parents are still trying to work, too, so I suggested using a visual timer; that way, kids know how long they should work.”

Beyond Academics

Many obstacles are encountered in the online learning environment as students are feeling restless and longing to be back at school with their peers. When we asked teachers what their students need most at this time, they say stability and support are vital — that it is up to the teacher and the parents to establish a structured day for children, similar to the one they experienced at school.

Victoria Schilling sends postcards to homes of her students. — Victoria Schilling ’16 (ED), ’17 MA, who was recognized in 2019 with the Neag School’s Outstanding Early Career Professional Award, has been sending postcards to the homes of her students during the pandemic. (Photo courtesy of Victoria Schilling)

Victoria Schilling ’16 (ED), ’17 MA, an eighth-grade science teacher at Ellington (Conn.) Middle School, says her students need compassion, positivity, and relationship building in this virtual world.

“We’re so used to seeing each other every day and checking in on our lives, and I think that can easily get lost in a digital world,” says Schilling. “I try to update my students on my life with videos and pictures, and I encourage them to share updates on their lives with me as well.”

Social isolation can play a toll on students’ mental health, which is why teachers are making it a point to frequently check-in beyond academics to see how students are feeling about what’s happening in the world. Palzere tells his students that he is more than just a digital presence giving them schoolwork to complete, but that he is there to provide support to those who might be feeling overwhelmed or alone.

“I try to update my students on my life with videos and pictures, and I encourage them to share updates on their lives with me as well,” says eighth-grade teacher Victoria Schilling.

“I had my kids write about their feelings about everything that has been going on — the best and worst parts,” says Lafayette. “Almost all of them wrote about missing me and missing their friends.”

Advice for Parents

With the switch to online learning, many parents are juggling working from home with helping their kids get comfortable with this new form of schooling. Neag School alumni educators say they recognize that struggle and want parents to be patient with themselves and to always feel that they are able to reach out for help.

“This is a new experience for everyone, so there are going to be some hiccups along the way,” says Cipriano. “The more we listen and work together, the better off we will all be.”

Although the transition has been overwhelming at times, Lafayette says families are doing a great job of supporting their children as they try to navigate this new environment. To ease the stress for parents, Niessing provides daily messages to express how proud she is of the families and how grateful she feels to work with them.

“I remind them how each day is a new day, and each day we are all getting better at e-learning,” says Niessing. “They are thankful for the flexibility, resources, and encouragement I provide for their kids and them.”

Coping With Changes

Sean Palzere ’18 (ED), ’19 MA, a fifth-grade teacher at Kennelly Elementary School in Hartford, Conn., records himself doing read-alouds. (Photo courtesy of Sean Palzere)

One challenging factor that plays into distance learning is the increased screen time for children. Qutub recommends her students take a quick break in between every hourlong learning session to refresh their minds.

The online transition also poses problems for families with limited or no access to the internet. School districts are offering paper packets to students who do not have the necessary tools to help them during distance learning, but Palzere says he does not believe this is an equitable alternative.

“I even feel guilty posting read-alouds and more engaging online lessons for half my class, knowing that the other half isn’t getting the opportunity to experience them just yet for reasons out of their control,” says Palzere. “I hope my district can provide every student with a device very soon.”

Unexpected Outcomes

One of Qutub’s students came to her with a question about an assignment, and once the student had a better understanding, Qutub encouraged him to help others who may be struggling as well. He told her that he was already on the phone helping two friends and that they were keeping each other motivated.

“This really kept me going and reminded me of the small daily wins,” says Qutub. “I miss my students and can’t wait to see them soon hopefully; that’s my number one motivation.”

While the switch to online learning has created some challenges and setbacks for students, teachers, and families, the change has also introduced educators and students alike to new technological skills. The technology that educators are using now can be implemented in their in-person classrooms, creating a broader and more equitable learning experience.

“I’ve learned some great resources and tools that I will be implementing in my classroom next year,” says Qutub. “I’ve also realized how thankful I am to be in a career that I absolutely love and how grateful we need to be of our lives at every moment.”

Through Starting a Nonprofit, Writing a Children’s Book and More, UConn’s Batouly Camara Working to Provide Opportunities for Girls Through Sports

Posted on April 28, 2020 by Shawn Kornegay

Hartford Courant (Sport management master’s student Batouly Camara featured)

5 Things College Students Should Include in a Plan for Wellness

Posted on April 27, 2020April 1, 2025 by Sandra Chafouleas

Young female student whose fallen asleep while studying at home. — “Even though college is a time for independence, there may be situations where coping strategies fall short and help is needed,” writes Sandra Chafouleas, Board of Trustees Distinguished Professor of Educational Psychology. (iStock photo)

Editor’s Note: The following piece, authored by Board of Trustees Distinguished Professor Sandra Chafouleas, was originally published in The Conversation.

As a psychologist and the mother of two college-aged students, I am concerned about my children’s future emotional well-being. I know that the late teens to early 20s are a time when the majority of many lifetime mental health disorders take hold.

Given all the challenges associated with the COVID-19 pandemic – from isolation to limited job opportunities – the need for supports to address mental health issues seems likely to increase.

As parents and other guardians get ready to prepare their teens for college, they should not neglect helping those new college students in terms of their overall well-being. Well-being is influenced by lots of factors, so an important part of supporting your wellness is to create a personal plan of action. Doing so is called “wellness planning.”

Colleges and universities are beginning to recognize the importance of wellness planning. They are seeing the need to expand their traditional mental health and counseling services to include wellness as a prevention strategy for all students.

But personal wellness plans must be customized to meet each individual student’s own needs. And I believe that since it is unclear whether new college students will be on physical campuses this fall or learning online, these plans are more important than ever. Here are five essential things that any wellness plan for incoming college students should address:

1. Define what well-being looks like

Well-being has been generally defined as feeling good and having a positive life outlook. To answer what well-being looks like for you – socially, emotionally and behaviorally – begin by reflecting on the everyday strategies that you already find most effective in coping with daily life.

Identify areas that seem to pose the biggest struggles now. For instance, some people may be grumpy and anxious if they have not done some form of physical exercise, so well-being for these people would involve daily physical activity.

“Colleges and universities are beginning to recognize the importance of wellness planning. They are seeing the need to expand their traditional mental health and counseling services to include wellness as a prevention strategy for all students.”

2. Set strategies

If you identify sleep habits as a problem, try out some recommended strategies for improving sleep habits such as having a consistent time for going to bed and getting up or limiting electronic use before bedtime.

If you feel socially isolated, find opportunities to strengthen connectedness, such as joining a new group or volunteering.

3. Identify college resources

Once a plan is in place, search for resources at college that will help you to execute it. Make a list of the clubs and organizations that look exciting, and be open to trying new things. Check out their social media to see which ones seem most interesting and in line with your wellness priorities. If you are interested in opportunities for open conversation and reducing stigma about mental health, look to join campus organizations such as Active Minds.

Look for resources to relieve stress or practice new relaxation techniques. Colleges and universities often have dedicated web resources on tips for stress management. Some may even link to strategies or organizations such as Campus Mind Works at the University of Michigan.

Make sure to prioritize options that help build a strong social network. Eliminate options that may challenge your ability to maintain your personal wellness plan.

4. Evaluate

Set a reminder, perhaps monthly, to check on how well that personal wellness plan is going. Decide if tweaks to the plan are needed. As one example, weight gain in college is common given meal plans that offer all-you-can-eat and easy access to unhealthy food choices. If a behavioral challenge around nutrition occurs, modify the personal wellness plan to incorporate guidelines around healthy eating.

5. Make a backup plan

Don’t always go it alone in figuring out how to adapt a personal wellness plan. Make a plan to connect with others when things are not working as planned. Even though college is a time for independence, there may be situations where coping strategies fall short and help is needed.

Identify someone in your current network, like a relative or close friend, to serve as a trusted person to reach out to. Also, be open to the possibility that sometimes professional support is warranted.

Sandra Chafouleas is a Board of Trustees Distinguished Professor in the Department of Educational Psychology and Co-Director of the UConn Collaboratory on School and Child Health (CSCH).

Let’s Try a Different Approach to Learning During the Stress of the Pandemic

Posted on April 27, 2020 by Shawn Kornegay

CT Mirror (Neag School doctoral student Elena Sada pens a commentary about the need to adopt a different approach to learning)

5 Things College Students Should Include in a Plan for Their Wellness

Posted on April 27, 2020April 27, 2020 by Shawn Kornegay

The Conversation (Sandra Chafouleas writes an original commentary about planning for the emotional well-being of college students)

Will Extra Education Aid Go to Remedy Learning Lost From School Closures

Posted on April 24, 2020April 24, 2020 by Shawn Kornegay

The Mirror (Bob Villanova is quoted about school budget impact due to the pandemic)

Congratulations, Class of 2020

Posted on April 23, 2020November 22, 2024 by Combined Reports

Class of 2020 Senior Profile: Suli Serrano-Haynes

Posted on April 23, 2020April 24, 2020 by Shawn Kornegay

Editor’s Note: As Commencement approaches, we are featuring some of our Neag School Class of 2020 graduating seniors over the coming days.

Major: Secondary English Education

Extracurriculars: Husky Sport; Christian Students on Campus; Teacher Education Student Association

Hometown: Newington, Conn.

What do you aspire to be? I aspire to be a multiculturally focused, equity-driven educator. I have a passion to serve young people; a passion for meeting students wherever they are emotionally and academically and supporting them throughout their endeavors to yield themselves over to the learning process, taking on education at full force.

Who is your favorite professor? My favorite professor is Justin Evanovich. If I hadn’t taken his multicultural education class in my junior year of college, I would not be the student, and future teacher I am today. My entire perspective on education, research, and learning, in general, was impacted positively by his guidance and mentorship. I am very appreciative of the time he has put into mentoring my research project and challenging my perspectives on social reform.

What did you accomplish that you’re most proud of? I received an IDEA Grant to research the ways in which black women are either stifled or empowered when participating in college-level classroom discussions with the goal of being able to participate in the larger conversation surrounding academic success for students of color. My research project also hopes to provide university stakeholders with information on how to better support students of color in their endeavor to pursue academia. I am proud to have been given the opportunity to work hands-on with research that was created based on my own personal experience and grateful that UConn provided me with the means to be able to participate in this work.

“I will forever be grateful that I chose this prestigious institution to shape me into the educator I am today.”

What do you plan to do after you graduate? I plan to complete my master’s in Curriculum and Instruction next year and then continue on to get my Ph.D. with the hopes of focusing on multicultural education.

How has UConn prepared you for your future career? UConn has provided me with theoretical knowledge and hands-on practice needed to excel in my future career. UConn offered me the opportunities and experiences that led me to find my purpose in life that I would never have gotten any other place. I will forever be grateful that I chose this prestigious institution to shape me into the educator I am today.

What advice would you give to a student who is just starting out? Be open and willing to embrace new experiences. College is the time for you to be challenged academically, and socially as well as encouraged to pursue your dreams no matter how hard or impossible they may seem. Take on each opportunity you are provided with open arms. Embrace the journey and celebrate your growth along the way.

Class of 2020 Senior Profile: Natasha Schweitzer

Posted on April 23, 2020April 24, 2020 by Shawn Kornegay

Editor’s Note: As Commencement approaches, we are featuring some of our Neag School Class of 2020 graduating seniors over the coming days.

Major: Secondary English Education and English

Extracurriculars: Co-vice president, UConn Future Educators; tutor, Writing Center; peer mentor, First Year Experience Program; tutor, Windham High School Community Outreach; intern, Connecticut Writing Project.

Hometown: Windsor Locks, Conn.

What do you aspire to be? Throughout my time at UConn, I’ve tried to pursue every opportunity possible that would help me achieve my aspirations: to be the best secondary English educator that I can be for my future students. In order to do so, I aspire to be a teacher who focuses on making meaningful connections with my students and emphasizes the importance of including engaging and socially conscious content.

Who is your favorite professor? While I’ve enjoyed many of the classes that I’ve taken here at UConn, I really enjoyed the two education courses that I took with Ellen Agnello. In each of these classes, we were able to explore concrete strategies for promoting all students’ engagement with literacy, no matter their histories with reading and writing. Further, Ellen herself was always a joy to learn from, as she was always so prepared for class with creative activities that we could participate in from the perspective of students.

“I aspire to be a teacher who focuses on making meaningful connections with my students and emphasizes the importance of including engaging and socially conscious content.”

What did you accomplish that you’re most proud of? I would say that the accomplishment I am most proud of was my acceptance into Neag! As everyone knows, the time leading up to that moment can be ridden with stress … Without having been accepted into the program, I would not be where I am right now in student teaching and would not have had the plethora of classroom experience that I have had from our observations as well. Additionally, I would also say that I am proud I have increased the time I put into maintaining and strengthening relationships with those around me — especially with those in my cohort!

What do you plan to do after you graduate? After I graduate, I will be returning back to campus to complete my master’s degree. After this, I hope to begin working in a school as soon as possible!

How has UConn prepared you for your future career? UConn has prepared me for my career as a teacher in terms of both the academic experiences the school offers and the numerous opportunities there are to get involved in school environments. The English courses here at UConn have prepared me for engaging in and facilitating conversations about important ideas in literature, and many of the education courses — alongside the extracurriculars I have been involved in — have given me the tools that I need to encourage creativity in the classroom. I know that as a teacher, I’ll be able to use what I’ve learned about how to stray away from more conventional conceptions of text to incorporate multiple mediums, genres, and perspectives in the classroom, which will ensure that every one of my students will be able to access and engage with the material.

What advice would you give to a student who is just starting out? For students who are just starting out in Neag, I would recommend getting as involved as you can in the school environments that you’re placed in right from the start. Further, I would also give the following advice: speak out in class about your experiences, and then take this a step further and identify why your beliefs may differ or compare with those of the person next to you. Always keep an open mind, and remain positive!

Neag School of Education