Autism Researcher to Focus on Music-Based Intervention

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autism grantAutism Speaks, the world’s leading autism science and advocacy organization, recently awarded CHIP Principal Investigator (PI) Anjana Bhat a grant to develop and evaluate the effectiveness of a novel music-based intervention for children with autism.

Dr. Bhat, an assistant professor of kinesiology in UConn’s Neag School of Education and a pediatric physical therapist, will use the two-year, $120,000 pilot treatment grant to design and test an intervention to improve the motor, social, and communication skills of low- to moderate-functioning children with autism between the ages of 3 and 14.

The grant is especially significant because there is little to no evidence on the effectiveness of music-based interventions for children with autism, despite the growing popularity of such interventions in recent years, Dr. Bhat said. Additionally, none of the existing music-based interventions for children with autism incorporate movement activities, which are often impaired, and none of the music interventions are offered more than once or twice a week, which is not often enough for this population to truly benefit, she said.

“Children with autism have great difficulty coordinating complex movements such as planning to dress or tie their shoe laces or dribble a ball due to the abnormalities affecting long-range communication between brain areas,” Dr. Bhat explained. “Movement-based activities within the music-based intervention address these difficulties.”

Most children with autism enjoy music, Dr. Bhat said. In fact, two of Dr. Bhat’s colleagues in autism research at UConn, Board of Trustees Distinguished Professor of Psychology Deborah Fein and Associate Professor of Psychology Inge-Marie Eigsti, have documented that children with autism have enhanced musical abilities, such as pitch perception.

“Embedding an intervention in a music class should make it more appealing to children with autism,” Dr. Bhat said. “We will be addressing impairments of a child with autism within a non-intimidating, enjoyable context.”

The intervention, which Dr. Bhat is developing in collaboration with Associate Professor of Music Education Linda Neelly, will include a hello song, beat keeping activities, music making with different instruments, whole body movements, such as marching, and a calming, farewell song.

The study will involve 24 children with autism, half of whom will receive the music-based movement intervention and half of whom will be assigned to a control group.

Children in the intervention arm will attend two sessions a week led by an expert trainer in a classroom setting and three sessions a week led by a parent or caregiver at home.

“Having the parents supplement the intervention at home will enhance its likelihood of success, because children with autism need repeated practice to master new skills,” Dr. Bhat said.

Parents will receive a training manual and a CD with all of the songs to use at home. They will keep diaries tracking the sessions they conduct at home and will be required to conduct at least 75 percent of the recommended sessions to participate in the study, Dr. Bhat explained.

Dr. Bhat’s team will match the level of parent training (and other factors, including the severity of the disorder and other therapies being received) when comparing results. The research team also will video tape some of the parent-led sessions and evaluate for fidelity of the training protocol. For instance, researchers will look for parents to make a certain number of bids for social interaction per session.

Twenty families with children with autism already have been recruited to participate in the study, Dr. Bhat said, and the parents are very motivated to participate because they believe their children will enjoy and respond to this type of intervention.

The intervention includes 40 sessions total and takes 8 weeks. Pre-test measures the first week and post-test measures the final week will include standardized tests of participants’ Joint Attention (JA), turn taking, imitation, praxis, coordination, and balance. The research team will obtain video data during pre- and post-test of synchrony during walking, marching, clapping, and drumming motions, and the researchers also will use eye tracking equipment – bands on participating children’s foreheads that record to backpacks with camcorders in them – to show the focus of the participants’ attention.

Dr. Bhat expects children in the intervention arm will demonstrate improved social performance, such as rates of JA bids, rates of turn taking, and duration of verbalization, as well as improved motor performance, such as rhythmic action praxis, motor coordination, and movement synchrony with the other participants.

“Music-based interventions for children with autism are being used but, due to lack of evidence for their effectiveness, they are still not considered within the standard of care and they are not typically covered by insurance,” Dr. Bhat said. “We are hoping to develop and document an effective music-based movement intervention and ultimately bring it into the mainstream so that it is made more readily available to children with autism who could benefit from them.”

Op-Ed: Teachers Must Foster Global Competence in Students

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intl opedWhen members of the Connecticut state’s Educator Preparation Advisory Council (EPAC) consider the essential competencies required for teachers, they must emphasize teachers’ abilities in building global competence in students.  In the 2010 MetLife Foundation survey of American teachers, 63% of teachers, 63% of parents and 65% Fortune 1000 executives believe that global competency is absolutely essential and very important to student’s future success. Likewise, it is essential for Connecticut’s success.

According to a study by the Asia Society and National Geographic Society, the vast majority of American students are not ready to compete in an increasingly globalized economy, or to assume leadership in world affairs. As illustrative examples of a lack of basic global understandings: over half do not study geography, economics, or non-western history; more than half significantly over-estimate the population of the United States; and young Americans are next to last in a nine country survey of knowledge of current events. The Program for International Student Assessment (PISA) results of December 2010 indicate that, among students from 70 countries, American students ranked 31st in mathematics, 17th in reading, and 23rd in science. In Connecticut, our own range of student performance on NAEP and our statewide assessment indicates there is a need to consider serious questions about college and career readiness for all students to succeed.

President Barack Obama stated: “The source of America’s prosperity has never been merely how ably we accumulate wealth, but how well we educate our people. This has never been more true than it is today. In a 21st-century world where jobs can be shipped wherever there’s an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best job qualification is not what you do, but what you know — education is no longer just a pathway to opportunity and success, it’s a prerequisite for success.”

In a recent joint letter to the Council for Accreditation of Educator Preparation, the American Association of Colleges for Teacher Education, American Association of State Colleges and Universities, Asia Society, Global Teacher Education, Longview Foundation, and NAFSA—Association of International Educators argues that “we must consider how actions and decisions of citizens and leaders in one country can impact those across the world in unprecedented ways.  Our globally interconnected economy is a reality for teachers and students as much as it is for companies, entrepreneurs, families, government leaders, and charities.”

The letter further demands that teacher preparation programs “regularly create the opportunity for their students to explore and consider issues of globalization in a range of content and pedagogy courses” and “issues of global learning are not negotiable, but rather a fundamental element of the next generation of standards.”

The EPAC should be one of the first states to enact the recommendations jointly proposed by the Asia Society and Council of Chief State School Officers (CCSSO) that teacher preparation programs should “integrate international learning opportunities and substantially strengthen requirements and support for developing the capacity among prospective teachers to teach for global competence” in all subjects.  The state should “encourage scholarly research and program evaluation” including “measuring the impact of diverse approaches to integrating global competence in K-12 curriculum, assessment, and instruction” and “examining the role of global competence education in school improvement.” Such a decision would bring not only a significant change to programs, but also to student experiences for every child in the state.

Global education is more than learning about other countries, it promotes self-reflection regarding one’s own community and culture.  Teachers play a critical role in promoting reflective thinking and civic engagement through the values and messages they convey about cultural norms.

As such, programmatic outcomes may include: understanding of one’s own cultural identity; learning from diverse cultures; understanding the world as one interdependent system; understanding prevailing world conditions, process of change, and emerging trends; developing skills for constructive participation in a changing world. In making this a priority, the committee would be investing in the civic, economic, and governmental future of Connecticut.

We believe that the EPAC’s leadership in ensuring our teachers are prepared to build global competence in our children will demonstrate its members’ commitment to our state, to our nation, and to the next generation of teacher educators and learners.

Dr. Peter Nicholls and Dr. Yuhang Rong also contributed to this article.

Dr. David M. Moss is an Associate Professor of Curriculum and Instruction, a University Teaching Fellow, and the Interim Director of Teacher Education for the Neag School of Education at the University of Connecticut.  Dr. Peter J. Nicholls is a Professor of Educational Leadership at the Neag School of Education, and formerly served as the Executive Vice President and Provost of the University of Connecticut.  Dr. Yuhang Rong is the Assistant Dean for the Neag School of Education at the University of Connecticut, and chairs the Global Diversity Committee of the American Association of Colleges for Teacher Education. 

This appeared in the CT Post Feb. 9, 2013. 

Neag Alumni Society Recognizes Outstanding Graduates

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Alumni Award winners 2013 Group Shot
Pictured (L-R, top row): Karen Castagno, James Spina, Dean Thomas DeFranco, Miguel Cardona, Patrice Farquharson, Phillip Bryant; (L-R, bottom row): Paula Singer, Janet Robinson, Kathleen Kelley and June Cahill

The Neag School of Education Alumni Society and the faculty of the Neag School of Education hosted the 15th Annual Awards Dinner on Saturday, March 9, 2013 at the South Campus Ballroom.

The evening was memorable as faculty and alumni gathered to formally recognize the achievements of some of our outstanding graduates. The award recipients are educators who have made significant contributions across all levels of education.

 

Outstanding Higher Education Professional

Dr. Patrice E. Farquharson ‘79

Associate Professor of Early Childhood Education/Child Studies at Post University and Executive Director of West Haven Child Development Center in West Haven, CT

Video of Patrice

IMG_5598 webDr. Farquharson received her Bachelor of Science in Education from the University of Connecticut, her Master of Science in Early Childhood Education from Southern Connecticut University, and her Doctorate of Education with Nova Southeastern University.  She is a certified pre-K through sixth grade teacher, and completed Southern Connecticut University’s Administrative and Supervisory Certificate Program.

A frequent conference presenter on topics involving early childhood education, Dr. Farquharson has been with Post University since 1996, originally hired as the Director of Early Childhood Education studies, and has also served as Executive Director of West Haven Child Development Center, Inc. since 1982.

Dr. Farquharson received the Professional Development Award from Connecticut Early Childhood Council in 1996, 1998 and 2004, and has also been named in “Who’s Who in American Education” from 1998 through 2010.  She is a member of the National Association for the Education of Young Children and the Association of Supervision and Curriculum Development.

Outstanding Kinesiology Professional

Dr. Karen S. Castagno ‘80, ‘91

Associate Dean for Teacher Education and Co-director of Ph.D. in Education Program at Rhode Island College in Providence, RI

Video of Karen

IMG_5603 webJames M. Alarid, Professor of Special Education at New Mexico Highlands University, nominated Castagno, stating that she “has developed her skills and abilities so that her students may develop their academic fluency, scientific proficiency, professionalism, and the ability to transfer their knowledge using practical applications to a new generation of students.”

Castagno has been the Associate Dean for the Feinstein School of Education and Human Development at Rhode Island College for five years, and Professor of Education in the Feinstein School since 2005. Castagno had previously provided sports training for individuals with intellectual disabilities as Director of Sports Training for Special Olympics Connecticut for seven years.

In addition, Castagno served as the Director of the Motor Activities Program at the Special Olympics World Winter Games. Castagno is an accomplished author and presents at national and international conferences.  She has won several awards for her work, most recently in 2012 for Outstanding Professional from the American Alliance for Health, Physical Education, Recreation, and Dance – Eastern District.

 

Outstanding Physical Therapy Professional

Dr. Kathleen K. Kelley ‘88

Associate Professor of Physical Therapy at Quinnipiac University and former Director/Owner of Yoga Center in Plantsville, CT

Video of Kathleen

IMG_5616 webAs stated by Meghan W. Trull in her letter of nomination, “She has a way of educating others with her vast level of knowledge in a positive atmosphere. I hope that one day I will be able to have a positive influence on others similar to what Kathleen  has had on my academic and clinical experience at Quinnipiac University and beyond.”

Kelley has served as an Associate Professor of Physical Therapy at Quinnipiac University for 17 years. Kelley creates a hands-off learning environment where students feel satisfaction and ownership of their work but still helps students reach their desired end results. Kelley has had numerous peer and non-peer reviewed publications and presentations published.

Kelley had previously been director and owner of the Yoga Center of Cheshire, LLC, in Plantsville, Conn. from 1998-2010 and a  Co-Owner of the Physical Therapy Center of Bristol in Bristol, Conn. until 2012.

In addition, Kelley is a member of the American Physical Therapy Association (APTA), the Connecticut APTA Chapter, the Neurology section of the APTA and the Education section of the APTA. Kelley had been on the program committee of the Connecticut APTA chapter from 1996-1998, and a delegate to APTA from 2007-2008, where Kelley represented Connecticut.

 

Outstanding School Educator

June L. Cahill ‘93, ‘94

Instructional Coach at E.B. Kennelly School in Hartford, CT

Video of June

IMG_5624 webCahill is the Instructional Coach at E.B. Kennelly School, which received a commendation from the Connecticut State Department of Education for extraordinary student achievement on the Connecticut Mastery Test. Cahill earned her BS in Elementary Education in 1993 and her BS in Human Development and Family Relations from the School of Family Studies in 1992. Cahill also earned her MA in Education from the Neag School of Education in 1994.

In their letter of nomination, her fifth year student interns from the Neag School of Education Michelle Bashaw, Tiffany Studer, Kelsey Rich and Kate Kantrow wrote, “June is a true leader. Teachers look up to her, and it is daily that we see her taking time out of her very busy schedule to help other teachers in the building. Whether it is modeling lessons, giving feedback offering advice, or just being a good listener June serves a vital role in her school. June shares all that she has learned not for her own benefit, but to truly help other teachers and their students.”

Cahill has taught at Hartford Public Schools in Connecticut for 19 years. Cahill represents what a true teacher leader should be by being a supportive and effective mentor for both the teachers and interns that come to her school. Cahill is a lead teacher for the Neag School of Education and a cooperating teacher, internship supervisor for Neag School of Education students.

In addition, Cahill is a mentor teacher and Reflection Paper Reviewer for the Teacher Education and Mentoring Program (TEAM) program. Cahill works with programs such as TEAM and Hartford Performs as a mentor and coordinator to help students and teachers reach their full potential.

 

Outstanding School Administrator

Dr. Miguel A. Cardona ‘01, ‘04, ‘11, ‘12

Principal at Hanover Elementary School in Meriden, CT

Video of Miguel

IMG_5636 webCardona is the principal at Hanover Elementary School, Meriden, Conn., which was recently recognized by ConnCAN as a Top 10 School for Student Performance Gains.

As stated by Mark D. Benigni and Robert J. Angell in their letter of nomination, “Dr. Cardona leads a school with high academic and firm behavioral expectations. Through his leadership and collaborative style, the administration, teachers and staff work as a team to meet the individual needs of the students.”

Recently, Cardona received the Connecticut Association of Schools’ Award for National Distinguished Principal of the Year for Connecticut for his outstanding leadership and strong professional focus. Cardona creates a vibrant and nurturing environment where encourages teachers to be effective and caring educators, students to achieve their prime, and parents to be fully engaged in the school.

Cardona has helped create a number of new programs that helped improve student learning at Hanover that includes the “Million Word Club,” which rewards students who read one million words with a monthly non-cafeteria lunch with the principal. Cardona co-chairs the CT Legislative Achievement Gap Task Force.

In addition, Cardona co-founded the Meriden Coalition for Educational Excellence. Cardona is a member of many professional and community committees and associations dedicated to the youth in his community and State. Cardona has been recognized by many different organizations such as the NAACP and the Meriden Chamber of Commerce.

 

Outstanding School Superintendent

Dr. Janet M. Robinson ‘06

Superintendent of Newtown Public Schools in Newtown, CT

Video of Janet

IMG_5649 webAs stated by Dr. Linda Gejda in her letter of nomination, “Janet has mentored educators, who aspire to be superintendents, and is open and available to all, whether parent, community member or colleague, who seek to learn more about various facets of the education setting. Janet is a reflective practitioner and models professionalism for her staff: she is continuously to local, national and international conversations about education and recognizes the value in communities of practice.”

Robinson has served as superintendent for Newtown Public Schools in Connecticut for five years. She creates an optimum learning experience for teaching and learning for both students and teachers. Robinson also established a partnership with Liaochang, China schools that created the internationally recognized district program known as N.I.C.E. The partnership now includes other countries that bring real-world experiences and international education to Newtown students, staff and the Newtown community.

In addition, Robinson was honored by the American Association of School Administrators (AASA). She is a member of the AASA, CT Center for School Change, CAPSS Technology Committee, CAPSS International Education Committee, and National Superintendent’s Round Table.

 

Outstanding Young Professional

Phillip D. Bryant, ‘08

Director of AVTV and High Tech Classrooms at Southern Connecticut State University in New Haven, CT and President of the Hartford Hurricanes in Hartford, CT

Video of Phillip

IMG_5672 webAs stated by Marijke Kehrhahn in her letter of nomination, “Conversations with Phil always included a story about one of his athletes or one of his teams, or about a programmatic improvement he was trying to make, or a problem he was trying to solve. Phil stopped at nothing to get the best for his players. His passion for football and his dedication to the youth of Hartford fed him with boundless energy and determination.”

As the president of the Hartford Hurricanes, Bryant had the team join the Southern Connecticut league and became the first ever Division I Pop Warner team and first youth team to allow 5 and 6 year olds an opportunity to play in Hartford. This move created more than 200 spots for children and youth to join the team and opened up opportunities for cheerleading. The team won the state championship and the New England championship in 2012 and headed to Disney World in Orlando, Fla. to play in the Pop Warner Super Bowl.

The Hartford Hurricanes played their semi-final game against Holy Cross from Texas and won in double overtime. Their semi-final game was covered by ESPN3, making the Hartford Hurricanes the first ever Hartford team to make nationals and play on ESPN. The Hurricanes finished at nationals ranked 3rd in the nation.

As president, Bryant is required to be involved in every aspect of the team which includes team training, schedules, transportation, fundraising and parent involvement.

In 2011, Bryant partnered up with parents and youth to improve the playing fields in Hartford and had the Hurricanes hold an event called “$1 Million Dollar Turf Run,” to raise money to build new athletic fields in Hartford and bring awareness to the issue. The turf run is still ongoing and hopes to provide Hartford youth a safer and more environmental youth football field.

 

Outstanding Professional

Dr. James D. Spina ‘82

Senior Lecturer at the University of Maryland’s Smith Business School in College Park, MD; past Consultant with The Spina Network in Annapolis, MD and past Director of Management and Succession Planning Development with the Tribune Company in Chicago, IL

Video of James

IMG_5685 webAs stated by Stephanie Goldklang in her letter of nomination, “Dr. Spina encourages students to adapt his own passion for knowledge, and his commitment to excelling in the written and spoken word whereas many have overlooked this skill set with the advent of social media and internet communication. Dr. Spina has managed to address the importance of both viral tools and non-technical means of communication.”

Recently, Spina’s proposal for a new MBA course, entitled “How to Beat the Competition by Managing Change,” was accepted by the University of Maryland’s Smith Business School’s EMBA program. Spina will organize the course in June of 2013 in China for 50 select students.

In addition, Spina proposed a new “I Course,” courses that are designed to replace traditional core undergraduate courses and focus on developing critical thinking skills. Spina’s course, “Is American Destine to Fall by 2076?” was selected in a University-wide competition. This is Spina’s second “I course” to have been selected.

 

Distinguished Alumna

Paula Riggi Singer, ‘76

President & CEO, Global Products and Services, Laureate Education Inc. in Baltimore, MD

Video of Paula 

acceptance speech webSinger is the president and CEO of Laureate Global Products and Services where she leads the company’s international online, network products and services, information technology, and U.S. campus-based operations, as well as its global programs in hospitality management; culinary arts; and architecture, art and design.  Previously, Singer served as president of Sylvan Education Solutions (now Catapult Learning), where she led the educational support services division. Singer formerly held several senior positions at American Learning Corporation, a subsidiary of Encyclopedia Britannica, including vice president of marketing, executive vice president of operations, and general manager.

Singer earned her B.S. in Education from the Neag School of Elementary Education in 1976. Singer was the first education major to be selected for the prestigious University Scholar program.

As stated by Heather McDonald, Neag School of Education’s director of development, in her letter of nomination, “This award, honoring ‘a professional working within the public or private sector’ could not be more well-deserved by anyone. I appreciate the opportunity to share Paula’s commitment to higher education.”

In 2004, Singer was recognized as one of five Enterprising Women in Maryland by the Baltimore Business Journal. She was named one of “Maryland’s Top 100 Women” three times by the Maryland Daily Record, earning her induction into the publication’s prestigious “Circle of Excellence.” She also was named one of the Girl Scouts of Central Maryland’s Distinguished Women of 2009, and is the recipient of a 2009 Leader Award from the YWCA of the Greater Baltimore Area.

Singer is an active leader of the United Way, and serves on the organization’s Women’s Leadership Council, which is committed to improving local communities and the quality of life for children.

Singer is an advisory board member of the Johns Hopkins University School of Education and an advisor for the Board of Directors of Business Volunteers Unlimited (BVU). She also served for six years as the secretary and executive committee member of the board of Our Lady of Perpetual Help Elementary School; she remains an active volunteer at the school today.

 

Neag School Moves up Four Spots in National Rankings

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about-the-us-news-education-rankings-methodologiesThe U.S. News & World Report released its rankings of Graduate Schools and the Neag School of Education  continues to achieve top-ranking status as it rose in rankings to #28 in the nation, up from four places last year. This ranking puts the Neag School at #17 among all public graduate schools of education in the nation.

In addition, the #28 ranking puts the Neag School in the top 10 percent of all graduate schools of education surveyed by U.S. News & World Report. Also, in the specialty rankings, the Special Education program is #12 in the nation, Elementary Teacher Education program is #18, and the Secondary Teacher Education program is ranked #18 in the country. This is among approximately 1,500 teacher preparation programs across the nation.

Each year, U.S. News gathers opinion data from school superintendents and deans from across the country to rank professional school programs. Thomas DeFranco, dean of the Neag School is very proud of the accomplishments of the faculty and staff in achieving this ranking and believes the rankings serve as one of several barometers used by the Neag School to assess its reputation and quality of its programs.

DeFranco also believes a factor helping to build the Neag School’s reputation is its work with public schools in Connecticut and across the country. “Faculty within the Neag School are not only focused on research and scholarship, they are committed to working in partnership with classroom teachers and educational stakeholders across the state sharing information about best practices and improving the academic performance of children,” he says.

“Our goal is to produce highly qualified teachers, principals, superintendents and health professionals who will impact the academic performance and health and well-being of children and adults in Connecticut and in the nation,” DeFranco says.

For more information on the Neag School of Education, visit www.education.uconn.edu.

Neag Alumnus Promoted to Director of the Nayden Clinic

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JV 2
Photo credit: Sandy Matosz

As new director of the Nayden Rehabilitation Clinic, Jeremy Vigneault, PT, is focused on success.

“My job is to ensure the success of others, whether they are my colleagues, students or patients,” Vigneault says. “I’m a proud member of the Nayden team.”

On staff since 2005, Vigneault spent his first six years there as a clinical faculty member, seeing patients and providing clinical education to Physical Therapy (PT) and Doctor of Physical Therapy (DPT) students. In 2011, Vigneault assumed administrative duties, becoming clinic co-director with Morgan Hills.

He became sole director this past fall, when Hills joined the Rehabilitation Services team at the UConn Health Center in Farmington.

As director, Vigneault is responsible for overseeing both the comprehensive patient care and clinical education the Nayden Clinic provides. “It’s a challenging job, in that we rely on the clinic to generate the revenue needed to support all operations,” said Kinesiology Department DPT Program Director Craig Denegar, PT, PhD.

It’s also a job Vigneault is excited to assume. His passion comes from not just his enthusiasm for the great care Nayden Clinic patients receive, but from his enthusiasm for UConn itself. An alumnus, he eared both his bachelor’s degree in Allied Health and master’s in Physical Therapy from the Neag School of Education.

“Jeremy’s familiarity with the campus and work as a clinical faculty member are huge assets,” Dr. Denegar added. “He  understands the role the clinic plays in the academic, service and research missions of the PT programs.”

The Nayden Clinic provides graduate and undergraduate Physical Therapy students the opportunity to receive much-needed, hands-on clinical training, putting to practice the concepts and techniques they’ve learned in the classroom. Clinical faculty members act as mentors, supervising and helping students provide the most advanced patient care.

“The fact that I went through the same program current student are going through means I can relate and help guide them through the process,” Vigneault says. “It’s also fun to see what the students are learning, and to have them challenge me. Students receive a  great mix of clinical education and patient care, and I interact daily with a group of students who definitely keep me sharp and on my toes.”

In addition to their clinical education experience at the Nayden Clinic, physical therapy students also spend time performing rotations at the UConn Health Center in Farmington and other area hospitals. At the Nayden Clinic, students have the opportunity to focus on caring for patients who need both orthopedic and neural rehabilitation after a surgery, accident, injury or illness.

JV
Jeremy Vigneault conducts a physical therapy treatment on a client at the Nayden Clinic. Photo credit: Sandy Matosz

“The best parts of rotations through the Nayden Clinic are the mentoring relationships students develop with clinical faculty, and the success and growth that occur. There’s no doubt the experience produces students with the theoretical knowledge and clinical knowledge ready to successfully enter the physical therapy field.”

Vigneault’s familiarity with the customization and management of electronic health records also helped the Nayden Clinic successfully transition to a 100 percent digital scheduling, billing and records system.

“I’m kind of a techie,” Vingeault says, “so when I came to the Nayden Clinic, and saw that getting its electronic records program to provide optimum efficiency needed some work, I was excited. It’s a powerful tool that when properly customized and managed by well-trained staff can really make a difference with the patient experience and, when needed, with sharing information to provide collaborative or multi-disciplinary patient care.”

That care the Nayden Clinic provides includes a unique aquatic rehabilitation program that specially-trained physical therapists conduct at the nearby Nathan Hale Inn.  The clinic’s location in the Human Development and Family Relations Building on Bolton Road also allows UConn athletes to conveniently receive expert injury assessments; rehabilitation, when needed; and take part in a sports club program.

Run solely by the Neag School of Education’s Department of Kinesiology, the Nayden Clinic is important to both UConn and residents of eastern Connecticut, Denegar says.

“We make first-class physical therapy services accessible to staff, students, faculty and the community, ” Vigneault says. “The level of care you get here is second to none.”

 

Accolades: Read About the News and Accomplishments from our Students, Alumni and Faculty/Staff

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104516017-hands-clapping1-300x2001Accolades – below are news and notes from our alumni, faculty, staff, and students. We are proud of all the amazing accomplishments by our Neag family. If you have an accolade to share, we want to hear from you! Please send any news items (and story ideas) to shawn.kornegay@uconn.edu.

Students

Cindy M. Massicotte, a third year doctoral student in the Educational Psychology department was awarded 1st place in the category of “In-progress doctoral-level research” at the 2012 National Association for Gifted Education Conference Research Gala competition this past November in Denver, CO. Her paper titled, “An Investigation of Elementary Teachers’ Use of Differentiated Follow-up Questions During Individualized Reading Conferences” explored the variety of follow-up questions elementary teachers asked students while engaged in discourse around students’ self-selected, high-interest novels.

Students from Joseph Abramo’s class participated with the Neag Holiday Video. (L-R) Christopher Wasko, Andrew Potts, Jessica Pratt, Catherine Miller, Kayla Cardin, Mary Bartolotta, Brittany Rondeau, Jeffrey Ventres and Harrison Stuppler.

http://youtu.be/hn-Uz5Vf-u8

NGSA has given out the following Fall 2012 Travel Awards

Outstanding Research Travel Award ($250):



Ashley MacSuga-Gage, Eileen M. Gonzalez

NGSA Travel Award ($100):

Jennifer Galluci, Laura Ruberto, Robert Huggins, Mellissa A. Collier, Meek
Kelly, Ann O’Shea, Karen Lapuk, Jaclyn Chancey
, Maegen Brigid, Brady
Cory, Maley
Harold Lee

Sixteen DPT students hosted a Health and Wellness Fair at the Court House Wellness and Fitness Center in Vernon. The project was part of a new class led by Susan Glenney, “DPT 5431 Prevention, Health Promotion, Fitness and Wellness” where the students planned and organized the fair.

Nineteen students from Noemi Picardi’s class “INTD 1810: Inspiring the Urban Educator” course hosted a Fall Fest Literacy Night at North Windham Elementary School. The event was organized and coordinated by pre-teaching students as a way to engage students and strengthen our relationship with the school.

Two Neag students, Allie Cipolla and Shelby Flynn, were chosen to participate in UConn Office of Fraternity & Sorority Life’s first-ever alternative spring break to Jamaica with nine other sorority members.  The premise of the break was to help spruce up elementary schools for well-deserving children.

Rebecca Duchesneau was awarded a SHARE grant for the semester. She’s working with Catherine Little on a project called “A Study of Teachers’ Questioning Sequences in Reading Instruction.”

Sally Drew and Josh Wilson, two of our advanced Ph.D. students, will be representing two of the only ten total selections nationally this year at the national organization for students with disabilities, the Council for Exceptional Children. Drew is a student of Natalie Olinghouse and Wilson is a student of Michael Faggella-Luby.

Sarah Forte was awarded a SHARE grant for the semester. She’s working with Catherine Little on a project called “Teacher Questioning and Student Responses: Promoting Higher-Level Thinking.”

Chelsie Giegerich was awarded a SHARE grant for the semester. She’s working with Mary Truxaw on a project called “Discourse in Linguistically Diverse Mathematics Classrooms” where they will be investigating practices used to teach math in a classroom where Spanish is the primary language of instruction.

Meredith Hafer is finishing up her masters in educational psychology through the Three Summers program. Over the last few years, she helped found three small independent schools in Stamford, and they’re very excited to share that they’ve recently launched a scholarship foundation to help more underprivileged students. She serves as the head of one of our schools and the academic director for all three.

Kendrick Henes is helping to run a science expo at Annie Fisher STEM Magnet in Hartford. Henes is a fifth-year student and this project is part of his internship.

Robert Huggins, third year exercise science Ph.D. student in kinesiology, was awarded the Francis J. George Scholarship at the Eastern Athletic Trainers’ Association Symposium in Buffalo, NY. The award is given to a doctoral student who displays the same passion, commitment and service to the profession of athletic training as Francis George.

Doctoral student, Evan Johnson, had a paper accepted “Specific Exercise-Heat Stress Protocol for a Triathlete’s Return from Exertional Heat Stroke” to the journal Current Sports Medicine Reports. The paper was co-authored with Larry Armstrong, along with some others from the medical team at the Olympic Training Center in Chula Vista, CA.

Xin Yi Liew, senior athletic training student in the Department of Kinesiology, was awarded the District 1 Carl Krein Undergraduate Scholarship at the Eastern Athletic Trainers’ Association Symposium in Buffalo, NY. This award is given based on academic, service, and commitment to Athletic Training.

Margaret Seclen, a senior education student, has been selected as the Alma Exley Scholar for 2013. She will be honored at a reception in April. This is the third year in the row that a Neag student has received this honor.

Meghan Silva, a MA student in the Adult Learning Program and a staff member in the Study Abroad Office on campus, will be presenting at the NASPA Conference and International Symposium. Her program title is “Virtual Communities of Practice: Developing Trust and Communication Skills to Effectively Exchange and Manage Knowledge.”

 

Alumni

Ashleigh Bachert, BS ’05, was named the new executive director of the Jacksonville-Onslow Sports Commission in North Carolina. She was a former softball player at UConn.

Elizabeth Bicio ’88, ’94 MSW is a fellow of Zero to Three, a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.

Thomas Bowler ’66, ’81 6th Year, a sports and recreation injuries expert witness and certified playground safety inspector, is the author of “Inappropriate Buffer Zones May Lead to Litigation,” an article published in the fall 2011 edition of The Trial Lawyer magazine.

Amy L. Cook, Ph.D., and Rachelle Pérusse and Eliana Rojas co-authored “Increasing Academic Achievement and College-Going Rates for Latina/o English Language Learners: A Survey of School Counselor Interventions” in the Journal of Counselor Preparation and Supervision. Cook is a faculty member at UMASS Boston.

John Felty BS ’04, MA ’05 a social studies teacher at Griswold Middle School was named Griswold’s Highlighted Teacher of the Year. The Highlighted Teacher of the Year award is Griswold’s way of recognizing an additional, standout district teacher beyond the recognition provided through the national Teacher of the Year program.

Lani Florian was appointed to the Bell Chair of Education at the University of Edinburgh in Scotland. Florian, who earned her Ph.D. in special education in ‘86, is the first woman and American to hold this position.

Gary Gambardella ’83 is district judge in Bucks County, PA.

Jacqueline Dembar Greene ’67 is author of The Crystal Ball mystery books, by American Girl Publishing, and a picture book, Speak Up, Tommy!, by Kar-Ben Publishing.

Sunny Gupta ’97, associate sports medicine physician at Rothman Institute Orthopedics in Philadelphia, works with the team physicians of the Philadelphia Eagles, Flyers, and Phillies sports teams.

Andrea Hudy, MA ’99, was honored as Coach of the Year by the National Strength and Conditioning Association (NSCA). She has been the assistant athletic director for sports performance at the University of Kansas for the past nine years.

Megan Krell, MA and Ph.D., and Rachelle Pérusse co-authored “Providing college readiness counseling for students with Autism Spectrum Disorders: A Delphi study to guide school counselors” in Professional School Counseling. Krell is a faculty member at Fitchburg State University.

Kevin Liner, MA ’11, collaborated with Rene Roselle on an article “Pre-Service Teacher Vision and Urban Schools” in the Journal of Urban Learning, Teaching and Research.

Scott V. Nicol ’03 6th Year, ’09 Ph.D. is director of performance management for Hartford public schools.

Nancy Peatman, PT, passed away the week of December 13, 2012 unexpectedly after a brief illness.  Nancy was a member of APTA for 42 years and a long standing member of the Massachusetts and New Hampshire Chapters, Education Section, Clinical Education SIG, and served on 5 national elections committees. Nancy earned her BS in Physical Therapy from the University of Connecticut.

Scott V. Nicol ’03 6th Year, ’09 Ph.D. is director of performance management for Hartford public schools.

Mary Rizza,‘97 Ph.D. in educational psychology, was named director of learning communities/gateway to college at Owens Community College.

David Sayler, MA ’96, was named Miami University’s 16th athletic director. He previously served as leader of the University of South Dakota’s intercollegiate athletic program.

John W. Sullivan, Sixth-Year Diploma ’81, was named interim principal of Avon High School.

 

Faculty/Staff

In response to the Newtown tragedy: Tom Defranco and faculty in the Neag School of Education reached out to the Newtown school system with offers of assistance. The Neag School hosted a gathering (organized by Joanne Roberge) during the statewide moment of silence to remember the victims of the Sandy Hook Elementary School shooting. George Sugai worked with scholars across the nation to make recommendations to policy makers about school violence.

Twenty faculty members and students were at Kona, Hawaii doing research during the “Kona IronMan World Championship.” Faculty members included: Doug Casa, Carl Maresh, Lawrence Armstrong, Matt Ganio (Former UConn student, now at university of Arkansas), Elaine Lee and Becca Stearns. Doctoral students

included: Julie DeMartini, Amy Mckenzie, Jenna Apicella, Colleen Munoz, Brittanie Volk, Luke Pryor, Riana Pryor, Luke Belval and Evan Johnson.

There is a new hybrid PhD in gifted education, an online program, that’s now accepting applications.

Richard Bohannon was named editor of the Journal of Geriatric Physical Therapy. He is resuming the role after a six-year hiatus.

Husky Sport hosted their Second Annual Community Fall Fest on November 15 at the Parker Memorial Recreation Center. The Community Fall Fest was a two-part event.  First the youth in the neighborhood had an opportunity to “Get Active” and participate in physical activity and nutrition education stations led by 27 UConn faculty, staff and students. In addition, they received a Connecticut Health and Education Facilities Authority Grant for $75,000 to support the after school program for Clark and Wish School 2nd-6th graders at the Parker Memorial Center.

Gary Richards was named “Superintendent of the Year” by the Connecticut Association of Public School Superintendents (CAPSS). Richards has been a mentor in EDLR’s Education Leadership Program.

The Jack Kent Cooke Foundation awarded the Neag Center for Gifted Education and Talent Development a $500,000 grant to replicate the Renzulli Academy model in three other urban districts, possibly in CT.

Sandy Bell co-authored (in press) “Social Network Structures Among Groundnut Farmers” in Journal of Agricultural Education and Extension.

She has also been working with 22 agricultural educators from the University of New Hampshire Cooperative Extension Services for the past few months in a professional development program titled “Effective Adult Learning Methods for Farmers.” Her activities were supported by Northeast Sustainable Agriculture Research and Education (NESARE) (a USDA organization).

Sandy Bell, Marijke Kehrhahn and Doug Casa co-authored (in press) “Case-based analogical reasoning: A pedagogical tool for promotion of clinical reasoning” in Athletic Training Education Journal.

Anjana Bhat received a $120,000 (two-year) grant from Autism Speaks, to support her work with rhythm intervention in children with autism.

Casey Cobb co-authored “School choice and accountability” in Exploring the school choice universe: Evidence and recommendations.

CONGRATULATIONS SANDY!  Grapin, Kranzler, and Daley, in an article that appeared in the January 2013 issue of Psychology in the Schools, examined the scholarly productivity and impact of school psychology faculty in APA-accredited programs during the period 2005-2009.  Of 274 faculty members that comprised the 59 programs, Sandra Chafouleas was ranked 8th with regard to scholarly productivity and 5th with respect to the number of citations.

Lindsay DiStefano was recently awarded a one-year $57,395 grant from the National Athletic Trainer’s Association (NATA) Research and Education Foundation (REF) to implement a lower-extremity injury prevention in a high-risk population (nearly 1,200 US Military Academy cadets).

Morgaen Donaldson authored (in press) “Teachers’ Perspectives on Teacher Evaluation Reform” for Washington, DC: Center for American Progress. She also co-authored (in press).  Reforming Teacher Evaluation: One District’s Story.  Washington, DC: Center for American Progress. [Both will be presented and released December 13, 2012 in Washington, DC.] Donaldson presented the following papers at the annual conference of UCEA “Teacher Evaluation in Four High-Performing Charter Schools” and “Conceptualizing Teacher Leadership.” Donaldson (PI), Casey Cobb (co-PI), and Kim LeChasseur (co-PI) have been awarded a five-year, $821,827 grant with New Haven Public Schools system. An Analysis of New Haven Public Schools’ Human Capital System is a study examining the implementation of New Haven’s human capital initiatives. New Haven was awarded a U.S. Department of Education Teacher Incentive Fund (TIF) grant for 2013-2018, Center for Education Policy Analysis (CEPA).

Wendy Glenn and two Neag English Education graduates, Ricki Ginsberg (Rockville High School) and Jill Zabrocky (East Ridgefield Middle School) presented a paper, “It’s all in the telling: Multicultural YA lit and the literary aesthetic,” at the annual conference of the National Council of Teachers of English in November.

Richard Gonzales co-authored “Planning university-urban district partnerships: Implications for principal preparation programs” in Educational Planning.

Jason Irizarry gave a presentation at UNLV on his book, The Latinization of U.S. Schools” Successful Teaching and Learning in Shifting Cultural Contexts. The book was just was awarded the 2012 Philip C. Chinn Multicultural Book Award through the National Association for Multicultural Education (NAME).

Marijke Kehrhahn was appointed to a three-year term on the Editorial Board for Human Resource Development Quarterly.

The book Alan Marcus co-authored with Walter Woodward (UConn history dept. and CT State Historian) and Jeremy Stoddard (William and Mary) “Teaching History with Museums: Strategies for K-12 Social Studies” was named the No. 1 museum education book for 2012 by the group Museum-Ed through an online vote.

CBER research associate and postdoctoral fellow Faith Miller’s dissertation “Do functional behavioral assessments improve intervention effectiveness for students with ADHD? A single-subject meta-analysis” was accepted in the Journal of Behavioral Education.

Rachelle Pérusse was elected as chair-elect of the New England Regional Council of the College Board (a three-year-term). She is also the conference coordinator “Own Your Turf: Equity-Based College and Career Readiness Counseling” to be held next week in Cromwell, CT. She presented a workshop presented at the 11th Annual Hawaii International Conference on Education, Honolulu, HI. Pérusse is co-author (in press) of “Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools” in Professional School Counseling. She was an invited panelist on “Hot topics for Graduate Students” at the annual meeting of the North Atlantic Region Association for Counselor Education and Supervision, Niagara Falls, NY. Pérusse presented a workshop “Comprehensive School Counseling Programs and Student Achievement Outcomes: RAMP vs. Non-RAMP Schools” at the same meeting.

Linda Pescatello is the lead author of “A Preview of ACSM’s Guidelines for Exercise Testing and Prescription the Ninth Edition” for the American College of Sports Medicine. She is also the senior editor of ACSM’s “New Preparticipation Health Screening Recommendations.”

Jonathan Plucker co-authored “Trends in education excellence gaps: A 12-year international perspective via the multilevel model for change” in High Ability Studies. He also co-authored “Chartering new waters: The Indianapolis mayoral transition and the charter school community” in Educational Policy. Plucker was a panel presenter on “Research on low-income, high-ability learners” at the annual convention of the National Association for Gifted Children.

Sally Reis was appointed Vice Provost for Academic Affairs at UConn. During the past year, as interim Vice Provost for Academic Affairs, Reis has led many important initiatives including on-line learning, faculty development, reorganization of the Center for Excellence in Teaching and Learning and the soon to be announced BigIDEAS student enrichment programs.

Diane Ullman was just named a Senior Advisor for the District Management Council. The DMC partners with public school district leaders to help them improve student outcomes, operational efficiency, and resource allocation. She was also just named a Paul Harris Fellow, an honor bestowed upon Rotary members for substantial contribution to Rotary’s humanitarian and educational programs. Ullman is a keynote presenter on “State Policy Reform: Teacher Preparation Program Accountability” and Yuhang Rong is a panel moderator on “International Perspectives on Education Reform” at the American Association of Colleges for Teacher Education (AACTE) annual meeting in February.

The Dr. Robert C. and Veronica Atkins Foundation awarded $80,000 to the Department of Kinesiology to support Jeff Volek’s work with low-carb diets.

Anjalé Welton, Casey Cobb, Anysia Mayer, Morgaen Donaldson and Kimberly LeChasseur co-presented “School Improvement Grants and the Discord Between Socially Just Intentions and Policy Mandates: A Multifocal Analysis” at the annual conference of UCEA.

Sarah Woulfin served as a mentor at UCEA’s Graduate Student Summit in Denver.

 

 

 

UConn’s Husky Sport Receives $75,000 in Grant Support

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Husky Sport

Husky Sport, which uses sports to connect UConn students with children in Hartford’s North End, has received a $75,000 grant from the Connecticut Health and Educational Facilities Authority.

The grant will support the salaries of five part-time staff persons and cover transportation costs for more than 100 student volunteers who travel from UConn to Hartford and provide as many as 20,000 hours of service each year. The UConn students collaborate with Hartford schools and community organizations to provide sports activities and nutrition lessons and to get the goal of attending college in the minds of the youth.   CHEFA is a quasi-governmental agency that helps Connecticut-based non-profit organizations raise funds to for programs that improve the health and education of the state’s citizens.

“Sport based youth development provides the basis for teaching larger life lessons,” says Jennifer Bruening, Ph.D., in the Department of Educational Leadership in the Neag School of Education, who is the director of the program.  “We use sport to talk about teamwork and leadership and what it means to make healthy choices.  ”

Husky Sport provides an in-school program at Clark School where students in grades kindergarten through 6 participate in a weekly 45 minute Husky Sports class and middle school students are involved in a high school preparation and enrichment program.  Clark students join students from Wish School for an after-school program at the Parker Memorial Recreation Center two days a week, and Husky Sport partners with the Hartford Catholic Worker, Salvation Army North End Corps, and Community Renewal Team for two additional days of after-school programming each week.

Husky Sport also provides students at Capital Prep and East Catholic High Schools with early college experience courses and the opportunity to volunteer in the elementary and middle schools in the North End alongside UConn students, while earning early college academic credit.

It also sponsors a literacy program, Read & Raise, for students at Clark, Wish, and Martin Luther King Schools, using motivators such as additional recess time and health food parties, and the ultimate, a trip to UConn for a day for a brunch, awards ceremony and field day.

“Husky Sport has been well received in the North End.  The kids love UConn and they love sports.  The college students expand their worldview as well. ,” says Bruening.  A 2010 Brookings institution report shows Hartford with the highest poverty rate (33.5 percent) of any city in the country.

Initially, the students think they are doing the giving, but they learn so much about the children and their families, they usually realize they are getting an education they probably wouldn’t get any other way.”

For more information on Husky Sport, including how to help support the program, visit here.

National Grant Leads to Addition of Four, Much-Needed Methodology Fellows at Neag School of Education

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Neag graduate students, Craig Waterman and Glen Davenport, are the first two recipients of the grant.
Neag graduate students, Craig Waterman and Glen Davenport, are the first two recipients of the grant.

A prestigious $400,000 federal grant will allow the Neag School of Education‘s Measurement, Evaluation and Assessment (MEA) Department to not just recruit and support four much-needed fellows, but to help meet the nationwide demand for better standardized tests to assess academic growth and educational effectiveness.

Designed to create jobs and expand research in fields critical to the United States’ economic and social well-being, this selective Graduate Assistance in Areas of National Need (GAANN) award from the U.S. Department of Education also recognizes UConn and the Neag School of Education as leaders in the rapidly-growing field of psychometrics—the science of using standardized techniques and data to effectively measure, evaluate and assess performance.

“Standardized test scores in education have always been important, but now they’re really taking a front seat as more states and school districts are using them to not just evaluate student knowledge, but teacher performance,” said UConn MEA Program Coordinator Betsy McCoach, Ph.D.

“Educators are using standardized test results to make large-scale decisions like how to best close the achievement gap; administrators are using them to consider which teachers to hire and fire; and families are using them to make life-changing decisions like where to live and raise their children,” McCoach continued. “The list of how standard assessments are increasingly being used goes on, but what all the items on that list have in common is that they’re high-stakes decisions—which means that the tests being used to guide these decisions must be accurate and effective.”

The GAANN grant for MEA fellows was one of five totaling $2.1 million that UConn received. In addition to the Neag School of Education, awards for “strong contribution and leadership in meeting areas of national need” were presented to the UConn School of Nursing, School of Engineering, Office of the Provost and the Department of Chemical, Materials & Biomolecular Engineering, said Kent Holsinger, interim vice provost for graduate studies and dean of the Graduate School.

Grant-funded MEA fellows will focus on both improving current testing practices and creating new ones, McCoach said: “Tests are created and validated for particular purposes, and an unfortunate reality of education today is that many tests are being used for purposes other than those for what they were intended.”

Today’s educational climate also requires psychometricians to be forward-thinking and willing to work closely with states and school districts.

“The research we conduct needs to be empirically and scientifically rigorous, rather than designed to meet a certain political viewpoint,” McCoach added. “Graduates of this program are expected to contribute to the nation’s understanding of learning, academic growth and educational effectiveness—to really push the envelope on what we know about, and how we use, standardized tests.”

For each of the three years of this MEA Ph.D. program, the GAANN fellowships will cover tuition, health insurance and other school fees, as well as provide an annual $30,000 stipend. The four-person cohort will start in the fall of 2013.

Students will work closely with all MEA faculty, which in addition to McCoach, an associate professor, includes Professor Hariharan Swaminathan, PhD; Associate Professor H. Jane Rogers, Ph.D.; Assistant Professor Megan Welsh, Ph.D.; and Assistant Professor Chris Rhoads, Ph.D.

Past, successful MEA doctoral students have entered the program from many fields, including psychology, statistics, mathematics, economics, sociology and education. McCoach also encourages current educators to consider the opportunity: “Educators interested in testing and looking to change how they contribute to the field may find this to be an incredible opportunity. We’re looking to bring in not just talented students, but a diverse group representative of the diverse population of students they ultimately are going to serve.”

Applicants must be U.S. citizens, demonstrate financial need and submit all needed forms and materials before Feb. 1, 2013. For details, visit the MEA website or contact McCoach at betsy.mccoach@uconn.edu.

MEA Ph.D. graduates typically pursue careers in academia; join state or federal agencies like the Connecticut Department of Education; are recruited by Pearson, Riverside or other standardized testing companies; or work with educational research non-profits like the American Institutes for Research  or Education Development Center, McCoach said.

“Whether or not you’re a believer in standardized tests, the reality is that they’re here and being used more and more,” she added. “Our goal is to make good tests even better, as well as to create even more effective evaluation tools. It’s exciting and important work.”

Ph.D. Program Combines Resources to Expand — and Enhance — Leadership Opportunities

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Neag students

Beginning in the fall of 2013, there will be new options for Ph.D. students in the Department of Educational Leadership. “The proposal is to integrate our existing Ph.D. programs in Adult Learning and Educational Administration into a single field of study in Learning, Leadership and Educational Policy, with areas of concentration in Adult Learning and Leadership and Policy,” explains Dr. Robin Grenier, associate professor of Adult Learning in the Department of Educational Leadership in the Neag School of Education.

The change will help ensure students are better prepared for success in the fields of educational leadership and policy, adult learning, and human resource development. There are also a number of commonalities in the two programs that can be better utilized when combined. “Across the two existing doctoral programs, there are similar courses, faculty members and resource needs, as well as very similar research and professional placements for graduates,” says Grenier.

The new, combined Learning, Leadership and Educational Policy program will also expose doctoral students to a wider range of topics, more collaborative work with students and staff, and improved research opportunities.

“As the field grows and changes, so do the needs and expectations of our students. Maintaining our current department and separate Ph.D. programs does not allow for an adequate response to these demands,” says Grenier.

Requirements in this new program will include:

  • 9 or more credit hours of research methods courses offered by EDCI, EDLR and EPSY
  • 9 or more credit hours of courses in the student’s area of concentration
  • 15 credit hours of GRAD 6950 (Dissertation Research)
  • 18 credit hours of core courses

One of the most beneficial aspects of the program, Grenier says, is the high level of interaction students have with experienced Neag faculty members. Students are matched with EDLR faculty that act as mentors and help each student achieve his or her specific educational goals.

The program goal, Grenier said, is to develop for each student an individualized course of study that reflects the student’s specific interests, needs and background.

“We are hoping this new Ph.D. program will create an even more vibrant research community within the Neag School, as well as make our graduates even more effective educational leaders, whether it be in an academic or business setting,” Grenier said. “Our graduates go on to assume positions in academia, administration and policy, government and non-profit agencies, and within the private business sector.”

Adds Dr. Casey Cobb, department head of Educational Leadership: “We’re eager to attract high-quality doctoral students to engage in cutting-edge research in partnership with our faculty, which will only enhance our national standing as a department and school. This is a high priority for us, as is training the best leaders to administer and advance education in schools and elsewhere.”

Kindergarten Students Learn to Value the Creative Writing Process

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Fostering a love of reading and writing in young children can be a difficult task. But thanks to the work of Dr. Doug Kaufman, associate professor at the Neag School of Education, students at Dorothy C. Goodwin Elementary School in Storrs are learning to appreciate the creative writing process.

“We have kindergartners who can write for 45 minutes at a time,” explains Kaufman.

Each day, kindergartners, first- and second-graders spend time in “Writing Workshop.” The 45-minute sessions begin with a 15-minute mini-lesson on a topic that relates to the class’ current writing needs. Rather than a more formulaic curriculum, teachers are able to tailor  lesson plans to areas most needing improvement. This flexibility means students are learning things relevant to, and challenging them at, that time.

After this lesson, students write for 15 minutes. Teachers walk around the room, encouraging and pushing students to go further with their writing. In the final 15 minutes, students talk about and share their work. Most are eager for their turn, as well as proud and excited about what they have written.

These Writing Workshops have become  an essential part of students’ class time, with students recognizing the value of work they produce. Equally important is the fact that they’re having a good time doing it. “If you go into one of these classrooms to see what is happening, you will see kids working very independently with a lot of diligence and extreme enthusiasm. You will see kids getting upset when the workshop is over because they want to keep writing,” says Kaufman, who started the project five years ago after talking with Goodwin staff about the writing challenges they were facing.

Designed to help students understand how writers get their ideas, write and then work with others to improve their writing, the workshops include regular presentations and “mini-lessons” given by Neag graduate school interns. This past year, that was MA students Annie Ramos and Christy Attanasio, who also shared their own writing and worked one-on-one with Goodwin students who needed extra help.

Kaufman, who has a Ph.D. in Reading and Writing Instruction from the University of New Hampshire, believes these Neag interns often impact students most, as their focus is nothing but “pure,” and on writing only. “They are not worried about test scores or other peripheral aspects of teaching,” Kaufman said. “Their focus is to help the Goodwin students write as effectively as possible, and to believe in what they can do.”

The interns also bring a fresh eye, says first grade teacher Angela Mann: “When you’ve been teaching for a while, students often remind you of past students, but these intern have a fresh perspective. They look at each student as an individual case.”

Though Kaufman and his team have not yet formally tested the program’s success, a tremendous amount of anecdotal evidence shows its benefits, including the improvement of students’ writing test scores.

“I could really see the difference in the first grade students who had been part of the program the previous year,” explains teacher Janet Pagoni. “When you ask them, they will willingly tell you that they love writing. They look forward to the workshops and are proud to share their work.”

They also look forward to learning what their teachers have written, as teachers take part in the writing and sharing process, too. This gives students the opportunity to learn from the writing choices their teachers make. “When teachers explain why they wrote something a certain way, they’re showing their students how to make writing choices and how to decide what is important,” says Kaufman.

The “Fearless Speller” aspect of the program encourages students to experiment with word choices and use big words that they might not yet be able to correctly spell.

“Since we have a responsive environment, children feel safe and open to trying new things,” says Pagoni. “They also learn that the more they use new words, the more quickly they become familiar with these words and learn how to correctly spell them.”

The success of the program has led to Kaufman, Neag interns and Goodwin teachers being invited to present information about the program at the National Council of Teachers of English Convention for each the past five years. In 2012, Kaufman attended with three of the teachers, Mary Lee Geary, Mann and Pagoni. “It’s a great opportunity for teachers at the school to show their work and innovation, and to share what the kids are doing,” says Kaufman.

Kaufman’s hope for the program is that it will expand not just throughout all grades at Goodwin School, but throughout the Mansfield School District. He’s also considering pursing grants or other external funding as a way to share the benefits of this unique program with an even wider range of students.