UConn CLAS (A recent grad from from Neag School’s Higher Education and Student Affairs program, Lisa Famularo, joined CLAS as a career consultant)
The Straw Man in the New Round of the Reading Wars
Washington Post (Rachael Gabriel writes for Washington Post)
Aspiring Music Ed Teacher Finds Crucial Support in Longtime Donor
Like most kids heading into seventh grade, Jesús Cortés-Sanchez was not yet thinking ahead to a future career. What mattered most then was enjoying time with his friends. Even into his high school years, the idea of going to college was not on his mind. An undocumented student ineligible to apply for federal student aid, he viewed college as an unrealistic, financially impossible feat.
All of that would start to change when a recent Yale School of Music graduate named John Miller began recruiting students to a new band program he had established at Cortés-Sanchez’s middle school in New Haven, Conn.
“At first, to be honest, I wasn’t interested,” Cortés-Sanchez says. “But we heard that if you were in band, you got to spend some time playing with computers in your free time. It was an opportunity to be with our friends.”
His decision to sign up for band would ultimately change the direction of his life.
Immersed in Music
Thanks to a grant secured by Miller, each student in band received a musical instrument. For Cortés-Sanchez, that instrument was a clarinet. Before long, spending time with his friends would lead him to discover a profound love for music — from classical and jazz to cultural mariachi and cumbia.
“We were enjoying music so much. Everything with your friends is just so much fun,” Cortés-Sanchez says, who later learned saxophone and guitar as well. “I really love the fact that the music I play can portray sentiments. It’s a de-stressor for the mind. It’s a chance to grab the energy you have within and instead of hanging out in the street with your friends, you have something that keeps you busy.”
“I really love the fact that the music I play can portray sentiments. It’s a de-stressor for the mind. It’s a chance to grab the energy you have within.”
— Jesús Cortés-Sanchez ’18 (ED, SFA), ’19 MA
When summer arrived, Miller persuaded Cortés-Sanchez to join Yale’s Morse Summer Music Academy, an all-day music camp he had created, with contributions from Yale’s Class of 1957, for New Haven public school students unable to afford private music instruction. Cortés-Sanchez and his bandmates later went on to attend a local magnet arts high school, where Miller knew the budding musicians would be playing music every day.
“Throughout high school, and because of Morse [Academy], I was getting all of these wonderful opportunities to play with orchestra, to do competitions,” Cortés-Sanchez says.
Miller continued to assist, securing Cortés-Sanchez’s entry into New Haven’s Neighborhood Music School, a community arts organization where he received free lessons and performed in various ensembles during the school year, and encouraging him and his bandmates to pursue even loftier goals.
“The people I hung out with, I’ve known since kindergarten or elementary school. Most of us weren’t natives of Connecticut; we were all born in Mexico,” Cortés-Sanchez says. “We all got along; our families got along. Mr. Miller saw that, how we loved music, how it brought us all together. He told us, ‘You could go to college and be a music teacher. You could get paid to do that.’”
But Miller would not see the result of his mentorship. He died unexpectedly during Cortés-Sanchez’s freshman year in high school. “We were all heartbroken,” Cortés-Sanchez says. “But I think it united us to keep working.”
‘Maybe I Can Actually Do This’
As the time to apply for college loomed, Miller’s advice stuck with Cortés-Sanchez even as paying for school posed an enormous challenge. However, the many teachers and mentors Cortés-Sanchez had met through the magnet school, summers at Morse Academy, and his other music activities were not ready to give up. They encouraged him to try for scholarships and volunteered to assist him with the application process.
“They were here for me. I had a great supportive circle,” Cortés-Sanchez says. “They pushed me to a point where I started reflecting. All my life, I was seeing none of my family members going to college, seeing doors closing. My mindset changed. I thought, ‘Maybe I can actually do this. What if I can actually make it possible?’”
That is when fulfilling Miller’s suggestion of teaching became his focus. Cortés-Sanchez began to think that he could reshape young minds and help make students into musicians. “But really the central goal,” he says, “is to inspire them and make them better humans.” Growing up in New Haven, he had seen how broken homes, gang activity, and living with financial instabilities had, for many of his friends, created barriers to thinking about college. He thought: “I’m going to do music education, do it well, and hopefully come back to New Haven.”
Keeping a Legacy Alive
Cortés-Sanchez is well on his way to fulfilling Miller’s hope for him. Having completed his bachelor’s degree this past spring through the Neag School’s Integrated Bachelor’s/Master’s (IB/M) program, he is on track to finish his master’s degree with a concentration in music education come May. Scholarship support has made his college career possible. In fact, without his most recent award — a gift established at the Neag School by UConn alumni Carla Klein ’72 (ED) and her late husband, John ’71 (CLAS), ’77 JD — Cortés-Sanchez admits he may not have been able to complete his final year in the program.
“There a lot of students in my position who are really passionate about something, but unfortunately don’t get the opportunity. This means the world to me. This is not just a scholarship for me; it’s a scholarship for my family,” says Cortés-Sanchez who this fall will be one of two inaugural recipients of the John and Carla Klein Endowment for Graduate Assistants in Teacher Education.
“If we can entice more people to get into education through scholarships, that will improve the schools. Having a scholarship will help those who don’t necessarily have all the means they need. It will be a start.”
— Carla Klein ’72 (ED)
Carla Klein, a retired schoolteacher, has dedicated herself to supporting numerous educational endeavors through scholarships and service over the years. She and John, former president and CEO of People’s United Bank who died of esophageal cancer in 2008, had been active in raising awareness and funding for various education causes, including support for school programs across the state focused on anti-bullying. A member of the Bridgeport Public Education Fund board of directors, she also was previously co-chair of Operation Respect Connecticut and spent a year serving on the Connecticut Commission on Educational Achievement, making recommendations — many of which were ultimately adopted by Gov. Dannel Malloy — on issues related to closing the achievement gap.
“The debt of college is crippling,” she says. “If we can entice more people to get into education through scholarships, that will improve the schools. Having a scholarship will help those who don’t necessarily have all the means they need. It will be a start.”
Funding these graduate assistantships is just one example of the Kleins’ extensive history of philanthropic giving in the education realm, which continues today. At UConn, the Kleins have supported Neag School professorships and student scholarships as well as athletics, business, and law school efforts, in addition to a range of other causes nationwide, many of them education- and research-related.
Her adult children, Eric and Kristen, have since become part of the family tradition of giving as well. Most recently, the Klein Family Foundation — run by Carla Klein, along with her children — has instituted the Klein Family Scholarship Fund at the Neag School. The $250,000 gift, which will go into effect in Fall 2019, will provide financial support to several teacher education students with demonstrated financial need and academic achievement.
“I do this in John’s name,” Klein says. “It’s keeping his legacy alive, and keeping his vision of what he’d like to see happen.”
Klein adds that she is “always optimistic” about the future of education — much like, it seems, the many mentors who helped Cortés-Sanchez along the way. “You have to be optimistic,” she says. “Education is something that we continually have to strive for, to try to balance out the inequities that exist.”
More Than Music
Music, as it turned out, was just what Cortés-Sanchez needed to achieve that balance in his life, to secure a sense of hope and stability for his future. Music not only provided an outlet; it gave him, he has come to realize, much more than that.
“I love the skills that I learned through music,” he says. “Through music, I learned how to work collaboratively with a group of friends. I got the opportunity to do public speaking, and to really take something and look at it and focus on it for a long time, which really helped me in other academic areas. There were these small, essential skills that I didn’t value until I got to college. Then I saw how all these things are connected.
“As an undocumented student, it’s very hard at times to share your story or interact with people because the worlds are very different; people who are undocumented or ‘under the shadows’ as they say, are very scared to trust people. For my family, coming to this country, it was very scary to trust anyone. Doing music opened me up; it let me develop my identity and who I was. That’s just some of what playing an instrument does to you.”
Cortés-Sanchez also is quick to credit his teachers and mentors — from the late John Miller to his high school teachers Rachel Antonucci and Patrick Smith; Yale School of Music Assistant Dean Michael Yaffe and Morse Academy director Ruben Rodriguez; and Hall High music teacher James Antonucci — with inspiring him. “They are great leaders I look up to and am so grateful to have in my life,” he says.
As Cortés-Sanchez completes his graduate degree, his focus remains on returning to New Haven, to teach children and give back to the community that offered him so much support.
“I really want to make this my home,” he says. “I really want to help the people here and stay here and make an impact on these kids. I know I can, because Mr. Miller did it with me.”
Interested in supporting a Neag School student scholarship? Learn more here. To help provide musical instruments for deserving instrumental performers from New Haven Public Schools just like Jesus Cortes-Sanchez, make a donation to the John Miller Instrument Fund for New Haven Public Schools, Office of the Dean, Yale School of Music, PO Box 208246, New Haven, CT 06520-8246.
Connecticut Schools Face Funding Issues for Students Displaced by Hurricane Maria
The Daily Campus (Neag School’s Liz Howard was interviewed about the need for English as a Second Language teachers)
ScHOLAR2S House Visits Legislators, Alumni in Washington
UConn Today (Students from UConn’s ScHOLAR2S House, led by Neag School’s Erik Hines, visited Washington, D.C. to attend events surrounding the Congressional Black Caucus Annual Legislative Conference)
NSF Awards More Than $2.5M for Neag School Faculty Research
Two research projects co-led by professors in the Neag School of Education have recently been awarded a total of more than $2.5 million in federal funding, made available through the National Science Foundation (NSF).
Windows of Opportunity for Black Male Engineers
Erik Hines, associate professor of counselor education in the Neag School’s Department of Educational Psychology, is co-principal investigator of a new project titled “Collaborative Research: Windows of Opportunity-Understanding Black Male Engineers in the Pursuit of Advanced Degrees,” which has been funded nearly $400,000 over four years by the NSF.
The project will center on understanding how to grow the pipeline of Black males acquiring advanced degrees in the field of engineering.
“Given the severe underrepresentation of Black males as engineering faculty and getting advanced degrees, I knew it was important to solve this issue, given my research focus on the academic success of Black males throughout the P-20 educational pipeline,” says Hines, who will work in collaboration with co-principal investigator Jerrod A. Henderson of the University of Houston. “Nationally, only a third of Black males graduate from college [with undergraduate degrees], which translates into less of them going to graduate school, particularly in STEM programs.”
“Nationally, only a third of Black males graduate from college [with undergraduate degrees], which translates into less of them going to graduate school, particularly in STEM programs.”
— Associate Professor Erik Hines
Hines and Henderson will be examining the decision-making process of Black males who have pursued advanced engineering degrees, as well as the factors that influenced them, in order to better identify how to help Black males persist in engineering majors and in the field — and to eliminate barriers to access going forward. The study will also examine the assets and strengths these Black males possess, as well as the role of self-concept in developing their identity in the realm of engineering.
“We would like to see more Black males in the engineering professoriate as well as [becoming] leaders in industry,” Hines says. “Diversity in this field helps us become a stronger country and compete globally.”
To learn more about this project, read the NSF award abstract in full.
Online Professional Development for Science and Math Teachers
Bianca Montrosse-Moorhead, associate professor of educational psychology, and Suzanne Wilson, Neag Endowed Professor of Teacher Education and head of the Department of Curriculum and Instruction, are co-principal investigators on a NSF-funded research project receiving more than $2.2 million in support over the next four years.
Titled “Integrating Computational Thinking in Mathematics and Science High School Teacher Professional Development,” the project will partner researchers from the Neag School and the Center for Discrete Mathematics and Theoretical Computer Science at Rutgers University to develop a comprehensive online professional development program for high school science and mathematics teachers.
“Many STEM teachers are now asked to integrate computational thinking into their curricula,” says Wilson. “With little knowledge of computational thinking or experience with how to integrate it with mathematics and science concepts, teachers are often left on their own to figure something out. The goal of this project is to get relevant, timely, and useful materials into the hands of teachers.”
The research will study how and under what conditions such materials support the development of teachers’ understanding of computational thinking; improve their instructional practice; and enable computational thinking in their middle and high school students.
“This is an area where we need more research. We still do not know a lot about the connections between professional development in computational thinking, teacher knowledge and practice, and student outcomes.”
— Bianca Montrosse-Moorhead, Associate Professor
“This work is both exciting and complex,” says Montrosse-Moorhead. “This is an area where we need more research. We still do not know a lot about the connections between professional development in computational thinking, teacher knowledge and practice, and student outcomes. That is also part of the complexity of this work. Studying the process of professional development, what happens when teachers go into their classrooms and put computational thinking ideas into practice, and then what happens for their students is more complicated than one would think.”
But the project, Montrosse-Moorhead adds, is not just about doing the research. “At the end of the day, we hope this project will advance our knowledge about embedding computational thinking in mathematics and science classrooms in ways that help teachers and students.”
Access the full award abstract on the NSF website.
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Ensuring School-Age Patients Receive an Education: Meet Natalie Curran
Editor’s Note: This month, Teach.com — an educational web resource for information on becoming a teacher — features Neag School alumna Natalie Curran ’11 (ED), ’12 MA in its “8 Questions” series, which showcases teachers who have transitioned their classroom skills into new and exciting careers in, and beyond, the field of education. Access the original Q&A on Teach.com’s site.
1. What’s your name, location and current profession?
My name is Natalie Curran, and I live in Boston. I am a partnership consultant within the business development team of LearnWell. In this role, I work to build partnerships with hospitals, treatment centers, and residential programs that need an education solution for their school-age patients while they are unable to attend their traditional school settings during treatment.
2. Where did you earn your teaching certification and where did you go to school?
I graduated with my bachelor’s and master’s degrees from the University of Connecticut’s Neag School of Education. My bachelor’s degree is in elementary education. My master’s degree is in curriculum and instruction. I am currently certified to teach in Connecticut, New York, and South Carolina!
3. For how long were you a teacher?
I taught full time for about 1.5 years, beginning my career with LearnWell in August 2012 as a hospital teacher at the Behavioral Health Center at Westchester Medical Center in New York. I taught students in grades K-6 who were hospitalized with diagnoses such as oppositional defiant disorder, autism, ADHD, anxiety disorders, and other generalized mood disorders. In the Spring of 2013 I was asked by LearnWell to help teach at a hospital in South Carolina. There, I taught primarily adolescents in grades 7-12 with anxiety, depression, psychosis, and other behavioral disorders. Later in 2013, I began taking on more managerial responsibilities with LearnWell like recruiting, training, and mentoring of teachers.
“It made me happy to know that these kids still have access to education despite their mental illness and being in the hospital. It is the one normal part of their day between therapy groups, meetings with doctors and psychologists, and not sleeping in their own bed at night.”
4. What was the most rewarding part of being a classroom teacher?
Three things stand out the most. First was recognizing the small successes. I only worked with children for a few weeks at most before they were discharged from the hospital. Having a child who historically struggled in school, disliked their teachers and schoolwork, but was willing to come to my class, sit down, and be somewhat ready to learn was a HUGE success. It definitely didn’t happen on the first day for the majority of the population I worked with, so by the second, third, or fourth day, when they would come for even just a short time, that was amazing! Second, it made me happy to know that these kids still have access to education despite their mental illness and being in the hospital. It is the one normal part of their day between therapy groups, meetings with doctors and psychologists, and not sleeping in their own bed at night. And last, I feel I was able to make school fun for the kids. There was a lot of flexibility in the curriculum, which let me plan very hands-on lessons that were relatable and engaging for the kids. This engagement was so rewarding for me. I wanted them to see that school wasn’t so bad and to help restore their confidence so that they could be successful when they return to their traditional schools.
5. What about classroom teaching did you find most challenging?
Not taking things personally. This was a population going through a very hard time, so often there was aggression, I’d be called names, told I was the worst teacher ever, the list goes on … I needed to stay extra patient, remain calm in my demeanor and response, and begin every day with a clean slate for all.
6. Why did you decide to transition from classroom teaching to your current profession?
I decided to transition primarily because I wanted to continue growing and challenging myself in new ways.
7A. What is the best part of your current job?
The best part of being in business development is that I get to tap into a completely different skill set and become more professionally well-rounded. Instead of working with young children, I am now working with adults. I attend conferences with hospital CEOs, treatment center vice presidents, and medical directors; this is a whole new peer group to converse with, while trying to orchestrate partnerships with their organizations. I enjoy learning, and learning how to expand our company has been a great experience so far. It is very exciting to close a deal with a new partner hospital or treatment center for us to teach in!
7B. What skills did you gain from classroom teaching that have allowed you to excel in your current profession?
I always heard that teachers make great salespeople. We know how to listen to student’s or client’s needs. We know how to speak clearly to an audience and ask all of the right questions. We know how to craft compelling and engaging messages to gain attention, and we know how to be creative on the spot! All of these skills have significantly led to me being successful in my current role. Not to mention, I know the product I am selling very well since I was a hospital teacher to start!
8. What advice would you offer a current teacher who is looking to make a career change to outside of the classroom?
Do it. First off, if any part of you does not want to teach anymore then that isn’t fair to the students you may currently be working with. They deserve 100 percent all of the time. If you still aren’t sure, ask yourself this question (this was the big one for me): ‘In 40 years when I look back on my career, will I regret that I never got out of my comfort zone to try something new?’ I answered yes to this question. I am also very lucky because I was transitioning roles within the same company and I knew I could also always go back to teaching if I missed it too much.
Natalie Curran ’11 (ED), ’12 MA is originally from Rochester, N.Y. After graduating from the University of Connecticut’s Neag School of Education, she moved to New York City to begin her career. Now living in Boston, Curran enjoys spending time with family and friends, playing recreational softball, going bowling, and traveling. Connect with Curran on LinkedIn at linkedin.com/in/natalie-curran-79463682/.
Access the original Q&A featured on Teach.com’s site.
Q&A With James Kaufman: Do Meaningful Work
Editor’s Note: The following Q&A, featuring the Neag School’s James Kaufman, originally appeared on The Readings Lists website.
James Kaufman is a professor of educational psychology at the University of Connecticut. He is the author/editor of more than 35 books, including Creativity 101 (2nd Edition, 2016) and the Cambridge Handbook of Creativity (with Robert Sternberg; 2010). He has published 250 papers, including the study that spawned the “Sylvia Plath Effect” and three well-known theories of creativity, including (with Ronald Beghetto) the Four-C Model of Creativity.
Kaufman is a past president of Division 10 of the American Psychological Association. He has won many awards, including Mensa’s research award, the Torrance Award from the National Association for Gifted Children, and APA’s Berlyne and Farnsworth awards. He co-founded two major journals (Psychology of Aesthetics, Creativity, and the Arts; and Psychology of Popular Media Culture) and currently co-edits the International Journal of Creativity and Problem Solving. He has tested Dr. Sanjay Gupta’s creativity on CNN, appeared in the hit Australia show “Redesign Your Brain,” and narrated the comic book documentary “Independents”.
How do you describe your occupation?
I am a professor of educational psychology at the Neag School of Education at the University of Connecticut. My background is more in cognitive psychology (how people think). I study creativity – what it is, how to measure it, the positive outcomes, and how to nurture it. It sounds silly to both creative types and scientific types (the former thinks it’s pointless and the latter think it’s impossible), but my goal is to help creative people. If you can’t measure something, no one (teachers, parents, colleagues) values it as much as they may say they do.
What is something about you that people might find surprising?
I am also a playwright and lyricist. My musical “Discovering Magenta” (music by Michael Bitterman) played NYC in 2015, and I’ve had many short plays produced all over the world. And I wrote a book with my Dad about terrible baseball pitchers.
What are you reading at the moment and what made you want to read it?
I just finished The Likeness by Tana French – she’d been recommended to me by several people because I love thrillers that are also a bit literary and the book did not disappoint (I also enjoy Kate Atkinson). I loved it and will be seeking out more of her work.
What was your favourite book as a child and why?
I tended to love series – so I read all the Wizard of Oz books by L. Frank Baum, all the Three Investigator books by Robert Arthur, and most of the Choose Your Own Adventure books by R.A. Montgomery. When I was 12, I saw the musical “Sweeney Todd” and instantly fell in love with it; I reread the libretto continuously (and still do, to a degree). I also loved the D’Aulaires mythology books.
“I study creativity – what it is, how to measure it, the positive outcomes, and how to nurture it. It sounds silly to both creative types and scientific types (the former thinks it’s pointless and the latter think it’s impossible), but my goal is to help creative people.”
When did you fall in love with psychology?
My parents are psychologists (they write IQ tests) so I was exposed to it from a young age. I never thought I’d become one myself. When I was in college, I read Influence by Robert Cialdini, which felt like I discovered a secret manual on how to understand (and manipulate) people. Even then, I added psychology as a double major to go with creative writing, my true passion (I studied under novelist T. Coraghessan Boyle). But as graduation grew closer and I began thinking about practicalities, I went with psychology. I did grow to fall in love with it when I was mentored by Robert Sternberg at Yale and discovered you could study creativity!
What was the last book you purchased, and why did you buy it?
The New York Times’ Book of the Dead by William McDonald – I have always been fascinated by obituaries and people’s life stories, and it looks amazing. I also just picked up Box Brown’s graphic novels on Tetris and Andre the Giant, as well as a book on Lord Lucan.
What advice would you give to a young aspiring psychologist looking to begin their career?
Do meaningful work that matters to you. That will vary from person to person, of course, so it’s easier to raise cautions. My first work that got any attention was the Sylvia Plath Effect (eminent female poets are more likely to have mental illness than other well-known writers, as well as other highly accomplished women). It was something that the press picked up and it spread a bit. At first, it was cool and fun, but then I began to realize that it wasn’t a good thing. Most people used it to either mock poets, mock psychology, or wonder if they were going to go crazy. It’s easy to study topics that will either be controversial and get you attention or to do straightforward work that will get you a lot of publications. But at the end of the day, you probably won’t feel good about it. Similarly, don’t make your career about attacking the work of other people. When you look back on your career and accomplishments, you want to feel proud – not ashamed.
What book have you found most inspiring, what effect did it have on you?
Can I give two that I read within two months of each other? Passage by Connie Willis and Replay by Ken Grimwood. Both books are speculative fiction, with Passage about people studying what happens when you die and Replay exploring what would happen if you could go back and relive the last 25 years while retaining your memories. Both of them made me think about life in general – what has meaning and what does not have meaning, what I want to accomplish or experience in my life, and what ultimately matters.
What’s the most obscure book you own; how did you discover it?
I may have ended up giving it to a friend as a gag gift, but I found a children’s book in a used bookstore about the Donner Party. It was completely earnest and not ironic – it followed a little girl’s doll and minimized the whole cannibalism aspect.
What’s the best book you’ve read in the last six months?
This is a bit of a cheat because I read it about every two months, but Arcadia by Tom Stoppard (a play). Having seen it several times, I can focus on the language or finding connective threads I’ve missed. It’s many different things in one. For one, it’s the most accurate portrayal of academia I’ve found. It also weaves mathematics, Lord Byron, architecture, computer science, and many other topics that are not obviously theatrical. It’s funny, romantic, profound, and tragic. Arcadia ponders whether an idea can ever be truly lost and gone forever, or it will eventually always resurface. It sounds like an intellectual question but is actually handled with quite a bit of emotion – and taps into some of my deepest fears.
“When you look back on your career and accomplishments, you want to feel proud – not ashamed.”
What is your proudest achievement?
That I’m not the workaholic most people assume I am. My wife Allison and I have two great young boys (Asher and Jacob) and a menagerie of animals, and I am close to my family and a small circle of friends. I went to a good grad school, so an awful lot of former classmates and friends have become superstars. It helps put professional accomplishments in perspective. I’m finally at a point where I’m happy with what I’ve done and still love what I do, but work is not my primary source of meaning.
If you were trying to impress a visitor, which book that you own would you leave on the coffee table?
Being embarrassingly honest, one of my own books – either Creativity 101 or the Cambridge Handbook of Creativity.
If an alien landed in your garden, which three books would you gift them to showcase humanity in the best possible way?
Anne Frank: The Diary of a Young Girl, which shows that even in the worst of (human-made) circumstances there can be hope and beauty. Ragtime by E. L. Doctorow, which reflects the potential that we have for co-existing and thriving as a diverse species. Slaughterhouse-Five by Kurt Vonnegut, which shows that we can see time in a nonlinear way, an ability we will likely need to travel through space, thereby making us at least seem a little relevant (a thank-you to my niece Nicole for exploring the ideas behind the last one with me).
In the world of psychology, what current research studies are you most excited about?
There’s a growing body of studies about how creativity can help equity and issues of social justice. I’m excited on both ends – creativity often plays second fiddle to intelligence or personality, and finding a way it can help humanity in its own unique way is important. And, of course, anything that can help people is good regardless of what it is.
Are there any books you haven’t mentioned that you feel would make your reading list?
Bid Time Return (aka Somewhere in Time) by Richard Matheson. I love masters of the mystery/suspense/science fiction story. In addition to Matheson, that would include Robert Bloch, Rod Serling, Henry Slesar, Edward Hoch, plus contemporaries like Harlan Coben, Laura Lippman, Jeffery Deaver, and so many more. Poets such as T. S. Eliot, Emily Dickinson, W. B. Yeats, A. E. Houseman, and so many more.
Which book on your shelf are you most excited about reading next and why?
Life After Life by Kate Atkinson – loved her mysteries and everyone in my family has read and loved it. I’m saving it for when my brain has a little more room in it (although in answering these questions I am realizing how much I haven’t read!).
Access the original post of this interview on The Reading Lists website.
James Kaufman: Do Meaningful Work
The Reading Lists (Neag School’s James Kaufman is interviewed about his work in creativity)
State Continues to Struggle to Recruit Teachers of English Learners
WNPR (Neag School’s Elizabeth Howard is interviewed about recruiting teachers of English learners)
