Atkins Foundation Grant Fuels Studies of Low-Carb Diets

Posted on December 3, 2012December 1, 2021 by

Atkins Diet research Jeff Volek, associate professor of kinesiology in the Neag School of Education, received an $80,000 grant from the Dr. Robert C. and Veronica Atkins Foundation to study the effects of low-carbohydrate diets on health and performance.

Volek has been studying the body’s response to carbohydrate restriction for more than a decade. The low-carb diet, which was introduced by Dr. Robert Atkins in the 1960s, was called bizarre, nonsensical, even dangerous by most mainstream nutritional and medical experts because of its emphasis on low-carb eating over low-fat foods and calorie restriction.

Volek’s studies have helped demonstrate the benefits of the approach not only for weight management, but also for improving health. He recently coauthored the New York Times best-selling book, “The New Atkins for a New You,” and more recently two books, ‘The Art and Science of Low Carbohydrate Living,’ and ‘the Art and Science of Low Carbohydrate Performance.’ “The books give an in-depth perspective on the controversial and often misunderstood topic of low carbohydrate diets,” says Volek.

Using sophisticated cellular techniques to understand the body’s response to low-carb diets, Volek says his studies and those of others are helping to shift our understanding. “It’s clear that carbohydrate restriction has beneficial effects on many health risk factors, especially those related to insulin resistance (also known as carbohydrate intolerance), even in the absence of weight loss and even in the presence of higher fat and saturated fat intake,” says Volek. “I think we may finally be reaching a tipping point in terms the scientific evidence reaching mainstream acceptance. A large number of people could benefit from restricting dietary carbohydrates.”

The Atkins Foundation, established by Dr. Atkins and his wife Veronica, funds independent research on the role of metabolism and nutrition on a number of diseases and has provided nearly $1 million in support for Volek’s research over the years. The latest grant will support several studies currently in progress, says Volek.

One project looks at the effect of incremental increases in dietary carbohydrates on saturated fat levels and markers for heart disease. The goal is to show that blood saturated fat levels stem from the intake of carbohydrates rather than the intake of saturated fat. The goal is a re-evaluation of the widespread belief that dietary saturated fat is harmful, says Volek. His hypothesis: “People have a unique amount of carbohydrate they can tolerate before they start to mismanage it, which includes converting it into saturated fat.”

Another study looks at the changes in bacteria in the gut, or microbiome, as a factor affecting an individual’s response varying amounts of dietary carbohydrate. “We think it is highly probable that changes in specific populations of bacteria will correlate with dietary manipulation of carbohydrates and with diet-induced metabolic effects.”

A third study looks at the effects of a low-carb diet on distance runners in the Western States Endurance Run, a 100-mile ultramarathon that lasts from 14 to 30 hours on the trails of the Sierra Nevada mountains in California.

This year’s race was won by a low-carb diet athlete and several of the top finishers were restricting carbohydrates, according to Volek, who with colleagues is analyzing cheek cells and blood samples collected from the racers before and after the event. “We have reason to believe that the inflammation and the tissue damage that occurs from the stresses related to such an endurance event can be reduced by a low carbohydrate diet.”

For Education Policy Expert Plucker, UConn Move is Homecoming

Posted on November 26, 2012December 14, 2021 by Tom Breen

For Jonathan Plucker, one of the nationally prominent scholars attracted to the University of Connecticut by an ambitious new faculty hiring plan, a move to Storrs is both a new beginning and a homecoming.

The Montville, Conn. native, who has become widely recognized both in and outside his field as an expert in evaluation and educational policy, earned both his bachelor’s degree in chemistry education and his MA in educational psychology at UConn. He joins the UConn faculty from Indiana University, where he was director of the Center for Evaluation and Education Policy.

“This is a great position at a great university, and to have the added emotional investment of coming back home and helping make kids’ lives better where I grew up, that’s a huge attraction,” he says. “There’s so many good people doing work at UConn, it’s so darn exciting to think about the possible collaborations.”

Plucker was recruited to UConn as part of President Susan Herbst’s plan to hire 500 tenure-track faculty members over the next four years, an expansion of teaching and research capabilities unprecedented in higher education.

As part of that initiative, UConn is looking to hire not just up-and-coming scholars eager to make their reputations, but established academics who can already boast significant contributions to their field. That’s why Plucker – who has provided research and insight to education policymakers around the U.S. and in several other countries – is such a good fit, says Neag School of Education Dean Thomas DeFranco.

“I am very excited about Dr. Jonathan Plucker joining the Neag School of Education,” DeFranco says. “He is a nationally recognized scholar and will be leading a team of top researchers in the area of evaluation and educational policy. His work will impact educational policy at the state and national level, and will make a positive difference in the lives of K-12 students across the nation.”

Plucker arrives at UConn during a time of tremendous change in education, not just in Connecticut but around the country. Growing federal involvement in public schools has spurred states to craft reform legislation of their own, like the landmark bill signed into law this year by Gov. Dannel P. Malloy, which includes a role for the Neag School in helping to evaluate how some of the law will work.

“One interesting thing we bring to the table is we’ve helped people in other states do similar types of work, so I think we have some insight into evaluating these initiatives,” Plucker says. “The teacher evaluation that Connecticut is starting to do makes perfect sense and seems like it should be straightforward, but it made perfect sense in Tennessee, Delaware, and Indiana, among other states, and it has turned out to be quite complicated. But we’ve learned some lessons about how it works and how it can be tweaked that I hope we can provide.”

Among the most pressing issues in education, Plucker says, is what educators and policymakers call the “achievement gap” – the disconnect between the achievement of some schools and the challenges of others, occasionally even within the same school system.

“According to international and national data, we have some children in the U.S. who are learning at a Third World level, and yet some kids learning at the highest possible level. And that’s the question: Why do we have this gigantic spread?” Plucker says. “It’s a tremendous problem, but it’s also a tremendous opportunity, because if Connecticut can figure this out, it becomes a national leader in this vital area.”

In his work, Plucker has also pushed back against the notion that seemingly daunting challenges in education will take decades to address, an attitude he says is unacceptable.

“A major change in education over the past 20 years is that the traditional American attitude of ‘We need to address child poverty, but until we do, there’s not much to be done to help those kids in school’ is no longer acceptable. We need to tackle these problems aggressively,” he says. “And at the same time, we need to acknowledge that we also have amazing education success stories in this country, and we need to provide our most successful schools, teachers, and students with support to allow them to continue achieving at world-class levels.”

Before he can start helping Connecticut and other states fix what’s broken in the public schools, though, he’s got a more pleasant task: getting acclimated to a campus that’s quite a bit larger than when he received his MA in 1992.

“The campus has completely changed!” Plucker exclaims. “But I’d be lying if I said that wasn’t part of the attraction. It shows that UConn understands what it takes to be an elite public university, one that is well integrated with the state. Whenever I talk to anyone on campus – from the President to deans to faculty to students – I come away with the same impression: This is the place to be in higher education right now.”

Students in Neag School’s DPT Program Achieve Hat Trick

Posted on November 26, 2012December 30, 2016 by

Current DPT students Christopher Miller (left) and Gregory Sabo (right) get hands-on instruction from UConn Health Center physical therapist Gregg Gomlinski as part of their clinical experiences. (Shawn Kornegay/UConn Photo)

Students in the Neag School of Education’s Doctor of Physical Therapy (DPT) program have achieved high levels of success on their Board Exams. For the last three groups of DPT graduates (41 total students), they’ve excelled by scoring 100% first-time pass rate on their Board Exams from the Federation of State Boards of Physical Therapy, exceeding state and national averages.

“The DPT faculty and clinicians who contribute to this program are doing a tremendous job,” said Dr. Carl Maresh, kinesiology department chair in the Neag School. “This speaks directly to the stringent student selection criteria they employ and the day-to-day dedication they pay to these students during a demanding three-year gauntlet.”

Accomplishments of students in the DPT program include:

A 100 percent first-time licensure exam pass rate for three consecutive years, compared to the national average of 88.95 percent over the same time-period.
An employment rate for graduated students of 100 percent.

“This achievement is a testament to the hard work of many faculty and staff members, along with our students and alumni,” said Dean Dr. Thomas C. DeFranco. “The program has a very rich history and, through the efforts of many, has the potential to be a nationally ranked program.”

In 1952, the University of Connecticut became the first public university in the nation to establish a physical therapy degree program. The program evolved from an undergraduate program, then became a masterʼs, and in 2007 progressed to a doctorate program. Now based within the nationally ranked Neag School of Education, the DPT degree program is offered through the Department of Kinesiology.

“The physical therapy program at UConn has always been highly regarded,” said Dr. Craig Denegar, director of the DPT program. He said the program is now “poised to become a leader in the advancement of evidence-based care.”

“We are so proud of our student’s success and the faculty, students, and staff who continue to work hard to make the DPT an excellent program,” he added. “We have excellent students and faculty working together to prepare excellent clinicians, advance practice through research, and serve our communities.”

As a professional doctoral program, the curriculum is designed to ensure physical therapists receive the skills and expertise needed to practice and stay abreast of advances in physical therapy and health care which, in turn, ensures patients receive top-quality care. Through strong didactic and clinical education experiences, the DPT program also fosters each student’s individual talents through collaborative research with a team of faculty mentors.

The DPT is a three-year, post-bachelorʼs program. Applicants may earn a bachelorʼs degree in a number of different areas, but all complete the same pre-requisite coursework.

Clinical education is at the heart of the DPT program. The students participate in full-time learning experiences at healthcare facilities across the country. The Nayden Rehabilitation Clinic, operated by the Department of Kinesiology, also serves as a local training site for students, while providing care to the University and nearby communities.

Students in the DPT program also participate in public engagement projects, including providing physical therapy services for migrant farm workers through the Area Health Education Center, working with students in the STARR program to develop healthy lifestyles and maintain a support group for patients with Parkinson’s disease.

Through a variety of experiences – from classroom accomplishments to clinical and community opportunities – DPT students become successful, well-rounded individuals who are highly sought after upon graduation.

Nominations Requested for Neag School Alumni Society Awards

Posted on November 26, 2012December 7, 2021 by

Neag Alumni Awards Celebration — 2012 Neag School Alumni Awardees, pictured L-R, top row: Dr. Anthony R. Artino, Dr. Thomas P. Hebert, Dean Thomas C. DeFranco, Dr. Avron Abraham, Dr. Les Sternberg and Dr. Carol Garber. (bottom row, L-R) Kimberly Ruiz, Claudia Norman, Dr. Marcia Gentry, Mary Duffy Zupkus and Dr. Mary P. Conway.

The Neag School of Education is seeking nominations for the 15^thannual Alumni Society Awards banquet. Nominations for Outstanding Alumni are open until Friday, Dec. 7.

The Neag Alumni Society Awards banquet is scheduled for Saturday, March 9, 2013, in the South Campus Ballroom on the Storrs campus. At the dinner, the Neag Alumni Society will bestow numerous awards, which will recognize educators and professionals who have made significant contributions across all levels of education.

The evening promises to be memorable as faculty, staff and alumni gather to formally recognize the achievements of some of Neag’s outstanding graduates. Ticket and RSVP information will be available soon. To view a slide show of last year’s festivities, visit here. Check www.education.uconn.edu for details.

Diversity Outreach Dinner Shows Teaching Needs and Rewards

Posted on November 26, 2012December 7, 2021 by

As a child, New Britain High School teacher Violet Sims, who is Afro-Caribbean, never imagined she could one day become a teacher because, as she put it, “I never had a teacher who looked like me.”

As a student, “I couldn’t relate to anyone,” Sims told the more than 65 guests who recently attended the Neag School of Education’s fourth annual Diversity Outreach Dinner. “I never would have imagined ending up a teacher, because it didn’t occur to me that it was an option.”

The dinner is one of the many ways the Neag School of Education is working to change this belief. The event is designed to show minority students not just the need for their expertise and passion in teaching, but also the accompanying opportunities and rewards that can come from entering the field of education. Although minority students make up more than one-third of Connecticut’s public school students, just seven percent of state teachers and two percent of administrators are minorities as well.

Taking on the challenge to change numbers like these is difficult work, Simms said, but “the rewards far outweigh the disappointments.”

Coordinated by Noemi Maldonado Picardi, the Diversity Outreach Dinner brought together students and professionals from all areas of the field.

Each table was strategically arranged so that it contained at least one student applying to Neag, one newly accepted student, one senior undergraduate student, one graduate student, one Neag faculty member, and someone currently working in the field. High school students from the Hartford Teacher Preparation Academy also attended. The mix of people at each table gave students the optimal opportunity to meet, and network, with a variety of potential mentors and contacts. Participants were also encouraged to move around and meet those at other tables.

“The event is important in that it shows students that teaching is a viable career and that support is available for those who are interested,” explained Maldonado.

This was the second year Justis Lopez attended. Last year, he was there as a prospective student. This year, he there as a new admit to Neag’s secondary history program.

Lopez said attending in 2011 allowed him to meet and make lasting connections with several education professionals, including Meriden’s Hanover Elementary School Superintendent Dr. Michael Cardona, who invited Lopez to shadow him at his school. Shortly after, Dr. Cardona was recognized throughout the U.S. as the 2012 National Distinguished Principal from Connecticut.

“This dinner is a phenomenal resource for students applying,” says Lopez, “I hope to give new students the same kind of help and advice that I received last year.”

Diversity dinner — Neag alumnus Leslyann Jimenez discussed why she wanted to become a teacher during the Diversity Outreach Dinner. Photo credit: Shawn Kornegay

Leslyann Jimenez, a New London High School Spanish teacher, spoke at the event along with Sims, sharing how moving from Puerto Rico to America—and the “overwhelming” fear she experienced learning to speak and write correct English—has helped her relate to students experiencing those same fears.

She concluded her speech by saying, “we can make a difference one day at a time, one life at a time.”

After the speeches, attendees were asked to share with their table the name of a teacher who made a difference in their lives. “The exercise reaffirmed the importance of the field of education and demonstrated how great an impact teachers can have on students’ lives,” Maldonado said.

Recipients of Neag’s $1,000 Hearst Scholarship were also announced. Presented annually to one student from each grade level for promoting diversity, the awards were given to Justis Lopez, Jonathan Brown and Annie Ramos.

Concluding the evening was a performance by Shantel Honeyghan, a Hartford Teacher Preparation Academy alumni and UConn sophomore applying to Neag for secondary English. She presented an inspirational poem entitled, “I want to be.”

“The night was a tremendous success,” Maldonado said. “The dinner stressed the importance of expanding diversity in the field of education and provided students with the opportunity to speak to current teachers who could give them an inside perspective.”

New Tests, Old Results

Posted on November 26, 2012December 7, 2021 by

ThinkStock The Foundations of Reading test, now required for teacher licensure in Connecticut and Massachusetts, does not ensure that prospective teachers will have the knowledge or skills required to be effective teachers of literacy. In fact, the nature of this and other content-specific licensure tests may actually ensure something else altogether.

Our recent analyses showed that program rankings based on the Foundations of Reading test in Connecticut, where the test is a newer requirement and still generates a less than perfect pass rate, are roughly the same as they would be if the programs were simply ranked by their school’s average SAT scores. This test serves to generate the same kind of academic gap among teacher candidates that we are trying to close in K-12 schools. This might be seen as ironic, but predictable, and we urge the Connecticut Department of Education and other education officials to end it.

The Foundations of Reading test does not work as a gatekeeping device, ensuring that the best teacher candidates enter the field. It does, however, generate a profit. Both non- and for-profit entities have capitalized on the growing market for test preparation by developing and marketing evening and weekend courses and practice materials, some with $300-$400 price tags. Those who can afford these programs are taught not just the essential aspects of the Foundations of Reading test, but also the general test-taking skills that provide an advantage compared to those who can’t participate.

The very existence of test-prep programs suggests that what is tested on this test can be successfully taught in a series of short workshops, rather than a traditional teacher preparation program. In fact, some Massachusetts teacher preparation programs require candidates to pass licensure tests before enrolling as a way to ensure high pass rates. These entry requirements assume that expertise needed to pass can be taught in a brief workshop. Although we agree that there is an urgent need to ensure elementary teachers are well prepared to teach reading, we suggest that adding on one more licensure test may end up doing more to keep quality candidates out of classrooms than it does to ensure qualified candidates come in.

Unnecessary testing can be dangerous and carries consequences. One of the consequences is teacher sorting by socioeconomic levels because of the cost of tests and test prep workshops. In order to qualify for initial elementary certification, teacher candidates in Connecticut may have to take a total of seven Praxis Series tests, plus the Foundations of Reading test, priced at $80-$150 per test. Students can buy their way to more supportive testing conditions (pay extra to take multiple tests on multiple days) and formats (pay extra to take the test online). Those students with already-developed test-taking skills, confidence in their test-taking ability, and access to programs that pass up costly test preparation workshops to focus on innovative teacher preparation get the benefit of better preparation.

Those who must opt for less ideal testing conditions may enter the testing environment with greater anxiety and are likely to have lower scores. These low scores reflect poorly on certain teacher preparation programs, thus continuing the cycle of modifying coursework to add test preparation in some programs, while other programs “don’t have to worry.”

This creates a second track of teacher education in which the very schools that prepare students who do not traditionally do well on standardized tests (minority students and/or students from lower socio-economic backgrounds) become subject to a cycle of imperatives to spend time on test preparation and less on quality instruction. This is especially disheartening considering that the test itself has no empirical link to the achievement of a test-taker’s future students.

Let’s remember: Teacher candidates are students themselves – some of whom may be in their last years of an educational experience that may have been unequal from the start. If policymakers are interested in improving the quality of teacher preparation programs, they must move to invest in program improvements, rather than program measurements that do not provide valuable information.

There is no shortage of ideas of how we should invest in, and improve, pathways to teacher preparation. From recruiting a more diverse student body, to ensuring practical experiences throughout teacher training, well-tested ideas abound. Adding assessments that reify patterns of achievement that are linked to wealth and previous educational opportunities seems to be a step backward, rather than a step toward a better prepared teaching force.

Jessica Nina Lester and Chad Lochmiller were co-authors with Dr. Gabriel on this article.

New Opportunities Come With Sport Management-Educational Leadership Pairing

Posted on November 26, 2012February 17, 2023 by

Because Sport Management is more about educating students to become leaders in the sport industry than exercise scientists, athletic trainers or physical therapists, the program has transitioned out of the Department Kinesiology and into the Department of Educational Leadership. Both are within UConn’s Neag School of Education.

Sport Management faculty offices are now located in the Gentry Building on UConn’s Storrs campus. Previously, the program was located in Gampel Pavilion.

“It’s an exciting and, really, a logical move, in that both of our programs are dedicated to preparing future leaders of major social institutions,” said Educational Leadership Department Head Casey Cobb, Ph.D. “Educational Leadership helps prepare students to become academic leaders of educational organizations, while Sport Management helps prepare students to become leaders in sports-related institutions.

“For both programs, however, it’s not just about providing students with ‘how-to,'” Cobb continued. “We want students to receive an education and experience that will teach them to be the critical thinkers needed to advance these fields, and to use their leadership as a platform for social change.”

At any given time, as many as 40 undergraduate and 30 graduate students—master’s and doctoral—are working toward Sport Management degrees. No aspect of the move has affected the core curriculum of the program, which provides students with the education they need to examine, and approach, sport management through a “critical lens,” said Associate Professor Laura Burton, Ph.D.

“Sport Management isn’t just about how to get more fans to attend a game,” explained Burton, one of two full-time Sport Management faculty members. “It’s about examining the impact sport has on society. Sport leaders have a huge influence on how people think and act; on what society believes is right and wrong. That’s a huge responsibility, and requires training very similar to what Educational Leadership provides. Both of our programs are training students to become leaders in fields that can help make our society a more just, less divisive and overall better place.”

Entrance into all levels of Sport Management is competitive, added Associate Professor Jennifer Bruening, Ph.D. Undergraduate and master’s students leave prepared to enter careers in professional, college, youth and non-profit sports, as well as event and facility management and media relations. Most Ph.D. graduates become part of the growing number of sport management academic programs at domestic and international colleges and universities, conducting research on sport as an instrument for social equity.

“While at the outset Sport Management evolved from a physical education program, and being part of the Department of Kinesiology seemed like the most logical fit, our programs have moved in different directions over the years,” Bruening explained. “Kinesiology at UConn is doing positive things, ranked as the best in the country, but department members’ research is based on biological science. Sport Management is a social science, and so more closely aligned with the work of Educational Leadership faculty”

Regarded as one of the best Kinesiology departments in the U.S., UConn’s doctoral Kinesiology program is ranked #1 by the National Academy of Kinesiology. Faculty includes recognized leaders in the fields of exercise science, exercise and sport nutrition, athletic training and physical therapy.

Despite Sport Management’s new physical location, faculty and students will continue to share resources and work with those in Kinesiology. There’s also the expectation that connections formed by the new Sport Management-Educational Leadership partnership will lead to greater synergies and opportunities for everyone.

“Having Sport Management now working alongside Education Leadership is a real boon for us, added Cobb. “We’re really excited about the possibilities. Educational Leadership will get the chance to share education practices and models that could be adapted to create better sport industry leaders, and Sport Management will share practices on how educators can better use sports to engage and teach students. There’s a lot of potential for outstanding partnerships between our programs that will only benefit our students and, ideally, society overall.”

Do What You Love

Posted on November 26, 2012December 8, 2016 by

Schwab book cover Dr. Richard Schwab, Raymond Neag Endowed Professor of Educational Leadership and former dean of the Neag School of Education, recently published a chapter in Attaining a Academic Appointment entitled, “Do What You Love.” Written at the request of alum Kent Butler, one of the book’s three co-authors, the chapter gives advice to those who aspire for a career in higher education.

As someone extremely passionate about his career choice, Schwab said the chapter was easy for him to write: “I wrote it in two days, but I had been thinking about it for years. It also took several years for the book to get published. However, thanks to the tenacity of the authors, it was finally done this year.”

Dr. Schwab’s chapter starts off with a quote from famed philosopher and physician Albert Scheitzer that states, “Success is not the key to happiness. Happiness is the key to success, and if you do what you love you will be successful.” This quote sets the precedent for Schwab’s entire argument. Throughout the chapter, he stresses that finding a job that fits the individual’s needs is equally, if not more, important as meeting the needs of a specific job.

Schwab leads the reader through six steps for professional success, the first being to “seek the job you really want,” regardless of the pay. He explains that being a professor often means having a lower salary, but the trade-off is an opportunity to be creative and self-direct your career. He also advises applicants to reflect on their strengths, weaknesses, and passions in order to chose the correct university, be it a research or teaching-based one.

Step two is to “begin early in building your network.” Schwab suggests beginning to build a network on the day you start graduate school. Two of the many benefits in having professional contacts are that they help guide you toward an ideal position and, in many cases, advocate either directly or indirectly for you to be considered for a job. As a final word of advice, Schwab says, “Deans are judged both by the quality of their graduates and where those graduates are hired. Helping you is not only the right thing to do; it is in your dean’s best interest.”

The third piece of advice Dr. Schwab offers is to “do some homework before preparing your papers and going to the interview.” Application materials should be tailored to fit the college you are applying to, so be sure to have a clear understanding of both the position and university.

The fourth step is to “attend to details in preparing your papers.” In this section, Dr. Schwab advises how to prepare a vitae—a list of professional experience much more detailed than a typical resume. Unlike a resume, which is limited to a page or two, a vitae can be as long as necessary. Higher education positions usually do not bring in large number of applicants, so each vitae will be thoroughly reviewed by faculty members. “It is vital to be factual and not overstate your accomplishments,” said Dr. Schwab, adding that each detail must be correct since the vitae will be reviewed so carefully.

In this section, Dr. Schwab also discusses the letter of application, which he believes is even more important than the vitae. “A vitae only provides a skeleton; your letter fills in the details,” he explains and warns against standard letters sent to multiple employers. Applicants should work not only from the job advertisement, but from information they gather from the school website’s description, to create a letter as individualized and personalized as possible. Also provide as many concrete examples as possible of how your experiences match the job requirements.

If you earn an interview, step five is to “prepare your responses to frequently asked questions.” The typical interviewee is given roughly 30-60 minutes to make the best possible impression. Among the things a dean will likely look for, Dr. Schwab says, is whether the person a good communicator, a good fit for the school, and likely to accept an offer, if made. It is important to keep this final question in mind and to assure the dean you are interested. The dean is not allowed to ask direct questions about an applicant’s personal life, so it is up to you to decide what details to include in your responses. Personal reasons for taking the job, such as the fact that it is near family, or you enjoy the campus setting, are important to note.

Schwab also mentions two things that could potentially derail the interview. The first is failing to show a realistic understanding of the position. For example, you probably should not talk extensively about your love of research at a heavily teaching-based university. “It is better to be happy and productive at a college or university where your skills are appreciated than to be doing work you don’t enjoy just to be able to say you are a professor at a top-ranked university,” he says.

The second potential mistake is how you respond to “what questions do you have for me?” The safest questions are those that deal with strategic priorities, Schwab says. Avoid asking about contractual issues until the negotiation phase.

The final step is to remember, “you are not finished when the interview is over.” Write and send a thank you note while details of an interview are fresh in your mind. Personalize the note, sharing aspects of the experience that really stuck with you.

Schwab brings the chapter full circle by returning to the initial quote and showing how he “does what he loves.” While the average deans spends just three or four years at an institution, he has spent 12 happy years at the Neag School of Education—because he did the needed research to find the “perfect job.”

“One lesson not in the book is that your career should match your interests at different times in your life,” says Schwab. “For me, it has come full circle from public school teacher, to professor, to department head, to dean and now back to being a professor. At each stage, I have been fortunate enough to do what I love.”

Neag School Welcomes New Faculty and Staff Members

Posted on November 26, 2012February 17, 2023 by

The Neag School of Education extends a warm welcome, and offers big congratulations, to recently hired faculty and staff members, including:

Tutita Casa
Spending much of her time focused on ways to help elementary students better engage in in-depth mathematical thinking and more effectively communicate about math, Tutita Casa, PhD, is a former fifth- and third-grade teacher who several times has won the National Association for Gifted Children Curriculum Studies Award and is also the 2009 winner of the Gifted Child Quarterly Paper of the Year Award. An assistant professor, she holds a doctorate in curriculum and instruction and sixth-year in educational administration from UConn; a master’s in elementary education from Syracuse University; and a bachelor’s in mathematics from the University Florida. Extensively published, she is a member of the National Council of Teachers of Mathematics, American Educational Research Association and North American chapter of the International Group for the Psychology of Mathematics Education, among other organizations.

Elaine Choung-Hee Lee

An assistant professor in the Department of Kinesiology who is as interested in scientific research as education, Elaine Choung-Hee Lee, PhD, previously worked as an adjunct both at UConn and at the University of North Texas, where she also served as a member of the Master’s Thesis Committee. Additional teaching experience includes working as a mentor for Mount Desert Island Biological Laboratory summer fellowship research students at the Massachusetts Institute of Technology, Bowdoin College and the University of Southern Maine. Extensively published and a member of the American Physiological Society, among other organizations, she earned both her undergraduate and graduate degrees from UConn, including a bachelor’s in nutritional biochemistry and both a master’s and doctorate in educational physiology. She is also a graduate of the UConn Medical School’s Immunobiology, Organic and Inorganic Chemistry post-baccalaureate program and was a postdoctoral fellow in Osmotic Stress Signaling, Proteostasis and Translation Inhibition at the Mount Desert Island Biological Laboratory, as well as in Immunobiology, Lymphocyte Activation and Trafficking at Yale University.

Richard Gonzales

A former elementary school teacher and principal in urban areas of Austin, Texas, and Denver, Co., Richard Gonzales, PhD, most recently served as a member of the Texas Senate Higher Education Committee and, among other positions, as a research assistant for the University of Texas Council for Educational Administration and a teaching assistant for the University of Texas’ Foundations of Educational Administration and School Law for Principals programs. Extensively published and serving as an assistant professor for the UConn Administrator Preparation Program at the Neag School of Education, his degrees include a bachelor’s in applied learning and development and a master’s and doctorate in educational administration, all from the University of Texas at Austin.

Jae-Eun Joo

Associate professor in residence and director of Neag Online Programs, Jae-Eun Joo, PhD, comes to UConn from the Harvard Graduate School of Education, where she served as a research analyst for Wide-scale Interactive Development for Educators World. Previous positions include serving as a consultant for the Education for Peace and Social Justice Program at the Massachusetts Institute of Technology, and a program associate for the Human Rights Education Associate’s Distance Learning Program. Widely published, her research interests focus on designing constructivist curriculums, integrating instructional technologies and affecting systemic educational improvements through large-scale professional development of educators. Her degrees include a bachelor’s in educational technology and teaching certificate in moral education and computer science education from Ewha Woman’s University in Korea, as well as master’s and doctorate in technology education from the Harvard Graduate School of Education, where she also earned a certificate of advanced study in educational research methods from the Department of Human Development and Psychology.

Allison Lombardi

Allison Lombardi, PhD, is an assistant professor of special education dedicated to studying both the college and career readiness, and higher education experiences, of students with disabilities and other underrepresented groups. She is also a research associate in the Center on Postsecondary Education and Disability and a research scientist in the Center for Behavioral Education and Research. Before joining the UConn faculty, she was a postdoctoral research associate at the University of Oregon’s College of Education. She has a doctorate in special education from the University of Oregon, as well as two degrees from the University of California, Berkeley: a master’s degree in education language, literacy and culture and a bachelor’s degree in English literature.

Shamim Patwa

Shamim Patwa, PhD, an assistant professor in residence in the school psychology program, brings to UConn more than a decade of experience working with students, parents and school personnel in urban Connecticut school districts, where she provided behavioral and academic interventions. She was also an active member of a district-wide Scientific Research-Based Intervention Committee. Published several times, her research interests include interventions for intermittent explosive behavior and social skills. A member of both the National and Connecticut Association of School Psychologists, she holds a doctorate in educational psychology from UConn, a master’s in business administration from the University of Colorado and a bachelor’s in economics from Smith College.

Katherine VanDeveire

A clinical instructor at the Department of Kinesiology’s Nayden Clinic, Katherine VanDeveire, PhD, has extensive patient care experience, having worked for several years as both an outpatient and acute-care inpatient physical therapist at Hartford Hospital, the U.S. Coast Guard Academy and other rehabilitation centers in Connecticut and Chicago, where she focused on caring for those with orthopedic and neurological conditions. A presenter at the American College of Sports Medicine’s New England chapter fall conference, and published in the National Strength and Conditioning Association’s Journal of Strength and Conditioning Research, she earned all of her degrees from UConn: a bachelor’s in biology with a focus on physiology and neurobiology, and a doctorate of physical therapy.

Sarah Woulfin
Particularly interested in the relationships between educational policy, leadership and classroom practice, Sarah Woulfin, PhD, is a former urban public school teacher and reading coach dedicated to helping students develop strong reading and writing skills and creating educational equality. Her research illustrates her desire to raise the quality of instruction and close the achievement gap, investigating, as example, how instructional leaders affect teachers’ responses to school reform from a sociological perspective. An instructor in the Leadership for Educational Equity Doctoral Program and member of the Reading Research Quarterly editorial review board, Dr. Woulfin has a doctorate and master’s in education from the University of California-Berkeley, and a bachelor’s in biochemistry from Brown University. She has also served as an American Educational Research Association (AERA) reviewer and as program chair of AERA’s Organizational Theory Special Interest Group.

Robyn Barnett Wilgis Joins the Neag School as Director of Alumni Relations

Posted on November 26, 2012December 7, 2021 by

Robyn Barnett Wilgis recently joined the Neag School of Education Robyn Wilgis as the director of alumni relations. In her new role, she joins the Neag School’s Advancement Team, which includes Heather McDonald as director of development and Shawn Kornegay as director of marketing and communications. Wilgis is responsible for managing the Neag Alumni Society Board of Directors, along with planning and executing alumni programs and services that engage Neag alumni with each other and the Neag School.

“We are thrilled to have Robyn join the Neag School as our director of alumni relations,” said Dean Thomas C. DeFranco. “With her addition to the Neag School Advancement Team, she will elevate the engagement with our alumni. As an alumnus, she has great passion for the Neag School and has already hit the ground running.”

“This position blends my love for people, education and events beautifully,” said Wilgis. “I am excited to be working with a wonderful school and team that shares my passion for Neag alumni. I look forward to building our Neag community of alumni through networking and outreach events, volunteer opportunities, and recognizing our alumni.”

Wilgis brings a wide breadth of professional and volunteer experiences to her new role at the Neag School. Before becoming a certified school counselor and working in several elementary, middle and high school settings, she spent seven years as a mental health professional at Natchaug Hospital where, most recently, she was also an educational assistant.

A resident of Willimantic, she grew up in the local area and has been active with numerous organizations, including recently serving as co-president of the Parent Teacher Organization at Windham Center School and overseeing the Children’s Program at Storrs Community Church. Her degrees include a bachelor’s in sociology from Eastern Connecticut State University and a master’s in educational psychology from the Neag School.

She truly believes in the UConn motto, “Once a Husky, always a Husky.”

For more information about the Neag School Alumni Society, click here.