UConn Today (A new website developed by Neag School faculty, along with students and alums, provides resources for new Black and Latinx required history class)
U.S. Secretary of Education to Visit East Noble
The News Sun (U.S. Secretary of Education and Neag School alumnus Miguel Cardona visits school)
Campbell Receives NSF, Google Grants to Improve Science Education
UConn Today (Todd Campbell featured)
Study Uncovers Parents’ Choices for Remote or In-Person Learning
Hartford Courant (Doctoral candidate Robert Cotto Jr. quoted)
Neag School Accolades: Summer 2021
Throughout the academic year, the Neag School is proud to share the latest achievements of its faculty, staff, students, and alumni.
Explore their most recent promotions, awards, retirements, publications, and more:
- Dean's Office
- Department of Curriculum and Instruction and Teacher Education
- Department of Educational Leadership
- Department of Educational Psychology
- Faculty/Staff
- Students
- Alumni
- In Memoriam
Dean’s Office
This fall, the Neag School welcomes new faculty and announces several new appointments for existing members of the community. Read more about the School's new hires and appointees, including Morgaen Donaldson, who has been named the next UConn Philip E. Austin Endowed Chair.
Dean Jason G. Irizarry is kicking off his first full academic year leading UConn's Neag School. Irizarry, who grew up in New York City and served as a teacher before pursuing a path to leadership in higher education, was appointed dean for a five-year term in May 2021. Check out a recent Q&A and video featuring Dean Irizarry.
This fall, the Neag School launches a new interactive website featuring highlights from the School's 2020-21 Annual Report.
The Neag School welcomes its inaugural cohort of National Holmes Scholars this fall. The Holmes Scholars program is a nationwide network of higher education institutions seeking to support students from historically underrepresented communities enrolled in graduate programs across the field of education.
Two innovative art projects funded by the Neag School's Rogers Educational Innovation Fund, including a photojournalism art exhibit in Norwalk, Connecticut, and a mural project at a middle school in Hartford, Connecticut, brought together middle school students this past spring.
The Neag School of Education sponsored UConn Health's "State of Health Equity Among Boys of Men of Color Summit." The virtual event was held in June.
The Neag School co-sponsored Jumpstart Virtual Conference on Racial Justice, Teaching, Leading, and Curriculum, organized by Vanderbilt University's Peabody College. The event was held in July.
UConn hosted its first-ever global alumni virtual celebration UConn Together in June. Justis Lopez '14 (ED), '15 MA served as co-host for the kick-off celebration; Jennifer McGarry served as a panelist for "#ThisIsAmerica: Social Disparities Facing Marginalized Communities;" Fany Dejesus Hannon '08 MA, director of UConn's Puerto Rican/Latin American Cultural Center (PRLACC), hosted "Cafe con Leche with PRLACC;" and Franklin Tuitt moderated a panel titled "#ThisIsAmerica: Exploring the History of Racism at UConn," which included Rodney Bass '77 (ED) as a panelist.
Letters About Literature, a statewide literature contest for students in grades 4 through 12 and co-sponsored by the Neag School of Education, UConn's English Department, and the Connecticut Writing Project, was featured in UConn Today. The contest is co-chaired by alumnus Jason Courtmanche '91 (CLAS), '06 Ph.D., an assistant professor-in-residence of English, and Doug Kaufman.
Department of Curriculum and Instruction (EDCI) and Teacher Education
The E-Corps (Environmental Corps) faculty team was recognized with the UConn Provost's Community Engagement Award. E-Corps is a UConn faculty partnership that reaches across the University Schools and Colleges, including the Neag School, and various departments and research centers to enhance, expand, institutionalize, and study a new model for community engagement.
Department of Educational Leadership (EDLR)
The Center for Education Policy Analysis, Research, and Evaluation (CEPARE) convened more than 50 school and district administrators from across the state of Connecticut this summer to coach them on fostering social, emotional, and behavioral well-being and safe school environments. Held virtually, this Social, Emotional, and Behavioral (SEB) Leader Academy featured experts from UConn's Collaboratory on School and Child Health (CSCH). Two Neag School alumni - East Hartford Superintendent Nathan Quesnel '01 (ED), '02 MA and Vernon Superintendent Joseph Macary '94 (ED), '08 ELP, '16 Ed.D. - designed the Academy in collaboration with CSCH Director and school mental health expert Sandra Chafeoulas and CEPARE director Morgaen Donaldson.
Department of Educational Psychology (EPSY)
The Postsecondary Disability Training Institute 2021 was held virtually in June, with more than 1,400 registrants. This year, the Collaborative on Postsecondary and Disability co-sponsored the event with the Transforming Accessibility Initiative at Virginia Commonwealth University.
Allison Lombardi has received two grants, supporting studies on college and career readiness for students with disabilities, from the Institute of Educational Sciences within the U.S. Department of Education. Together, the two awards total more than $1.2 million. For the first grant, Lombardi will collaborate with colleagues Graham Rifenbark and Eric Loken on this project and Karrie Shogren and Tyler Hicks from the Kansas University Center for Developmental Disabilities. For the second grant, Lombardi will serve as the site PI and collaborate with Rifenbark and Tracy Sinclair.
Joseph Madaus and Rachael Gabriel, along with other UConn faculty members, received a National Science Foundation Innovations in Graduate Education Program grant. The grant encourages the participation of neurodiverse students in STEM graduate programs to benefit the creativity of the professional workforce.
The Renzulli Center for Creativity, Gifted Education, and Talent Development connected Young Scholars Senior Summit (YSSS) participants this summer with UConn experts who immersed them in university-level research investigations. This year, led by Lisa Muller and Joseph Renzulli, YSSS brought 38 Young Scholars together at two dozen mentorship sites across 21 fields of study. Each student participant spent 20 hours per week assisting with aspects of various research and creative projects. Read about the YSSS Academic Showcase held last month, a culmination of the three-week program.
Lisa Sanetti received a $3.7 million grant from the Department of Education Institute of Educational Sciences to test the efficacy of a theory-driven system for improving intervention implementation in elementary schools. Sanetti is collaborating with Co-PIs Melissa Collier-Meek '08 (CLAS), '09 MA, '11 6th Year, '13 Ph.D. and Nedim Yel at the University of Massachusetts, Boston.
"Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs," published in December 2020, was named Paper of the Year for the Journal for the Education of the Gifted. The article was based on research conducted at the National Center for Research on Gifted Education by scholars including E. Jean Gubbins, Del Siegle, and D. Betsy McCoach, as well as Pamela Peters, a graduate student in educational psychology; alumna Ashley Carpenter '21 Ph.D.; Daniel Long, a research scientist; and postdoctoral students Susan Dulong Langley, Rashea Hamilton, and Jeb Puryear.
Faculty/Staff
Cara Bernard is the incoming President-Elect of the Connecticut State Chapter of the American Choral Directors Association.
Jacqueline Caemmerer co-published "Gender Difference in Children's Social Skills Growth Trajectories" for the May issue of Applied Developmental Science.
Todd Campbell and David Moss, along with alumna Laura Rodriguez '20 Ph.D., co-published with other colleagues "Intergenerational Community Conservation Projects, STEM Identity Authoring, and Positioning: The Cases of Two Intergenerational Teams" for the May issue of International Journal of Science Education. Campbell also co-wrote with UConn colleagues "The Environment Corps: Combining Classroom Instruction, Service-Learning, and Extension Outreach to Create a New Model of Community Engaged Scholarship at the University of Connecticut" for the July issue of Journal of Higher Education Outreach and Engagement. In addition, Campbell has received secured two grants totaling near $1.6 million to fund work on improve science education.
Sandra Chafouleas co-wrote an essay titled "Students Are Returning to School With Anxiety, Grief, and Gaps in Social Skills - Will There Be Enough School Mental Health Resources?" for The Conversation. Chafouleas also co-wrote "Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: Advancing Research Through Reflections Made on the Past Decade" for the July issue of School Psychology Review and "Project ENHANCE: Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention" for the August issue of Education and Treatment of Children.
Hannah Dostal and Rachael Gabriel co-wrote with two other colleagues "The Science Writing of Deaf Developing Bilinguals" for the August issue of the Journal of Adolescent and Adult Literacy. Dostal also co-wrote "Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students" for the July issue of International Deaf Education Collection and, with Neag School doctoral student Joan Weir and another colleague, "Transfer of Writing Skills Across Genres Among Deaf and Hard of Hearing Elementary Writers" for the 2021 issue of International Journal of Educational Research.
Rachael Gabriel's research was featured in the May 2021 edition of Marshall Memo.
Doug Glanville penned "Baseball is a Great Example of America, Offer Hope for Future of Our Nation" for Marque Sports Network.
Preston Green participated in the 2021 National Public Radio Education Reporters and Researchers Symposium, a virtual education event funded by the Spencer Foundation.Green was part of a group of cutting-edge researchers and education journalists from across the country who participated in a series of discussions on telling the stories about the pandemic and its impacts on education in 2021 and beyond.
Robin Grenier and alumna Kristi Kaeppel '21 Ph.D., along with another colleague, co-wrote an article titled "Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations" for the July issue of Management Learning.
Elizabeth Howard co-wrote "Kindergarteners' Perceptions of Belonging and Inclusion in a Two-Way Immersion Classroom" for the June issue of International Journal of Inclusive Education. She also co-wrote an article with Sabina Neugebauer, a former postdoctoral student, titled "Exploring Conceptions of Reading Risk and Program-Specific Literacy Outcomes for Spanish Speakers in Dual Language and English-Medium Programs" for the June issue of Journal of Immersion and Content-Based Language Education.
Jason Irizarry co-presented "Building a Just Educational System" for the University of Pittsburgh's 2021 Diversity Forum, a virtual event held in July. He was also a presenter for Rice University's Leadership Partners Summit 2021, held virtually in June.
Devin Kearns co-published "The Word Complexity of Primary-Level Texts: Differences Between First and Third Grade in Widely Used Curricula" for the July issue of Reading Research Quarterly; co-published a book chapter titled "Neuroscience and Special Education: An Attempt to Break Down Walls Between Complementary (but Divergent) Disciplines" for The Next Big Thing in Learning and Behavioral Disabilities (Emerald Publishing, 2021); and was a presenter for the Haskins Global Language and Literacy Institute for Educators "Language and Literature for Educators" conference, held virtually in June. Kearns is also co-director of B.R.A.I.N. Camp which was held at UConn Storrs this summer.
Gladis Kersaint and Rebecca Campbell-Montalvo co-authored with other colleagues "Social Capital From Professional Engineering Organizations and the Persistence of Women and Underrepresented Minority Undergraduates" for the May issue of Frontiers in Sociology.
Tamika La Salle presented at a virtual Equity Summit in August with Connecticut's State Education Resource Center. She also co-published "Not Separate But Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings" for the June issue of Beyond Behavior.
Jennifer McGarry moderated a virtual panel entitled "Collective Action: Amplifying the Political Power of Athletes and Sport" for the Muhammad Ali Center for Athletes and Social Change Forum in June.
Glenn Mitoma, director of the Dodd Human Rights Impact, was featured in UConn Today.
Bianca Montrosse-Moorhead co-wrote with Anthony Gambino, a doctoral student in educational psychology, alumni Laura Yahn '19 MA, and Mindy Fan '18 (ED), '19 MA, along with another colleague, an article titled "Evaluator Education Curriculum: Which Competencies Ought to Be Prioritized in Master's and Doctoral Programs?" for the June issue of American Journal of Evaluation.
Kenny Nienhusser and alumna Chelsea Connery '13 (CLAS), '14 MA co-published "Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens" for the May issue of Educational Evaluation and Policy Analysis. Nienhusser also co-wrote with Milagros Castillo-Montoya, former faculty member Shaun Dougherty, and others "If You Fund Them, Will They Come? Implications From a Ph.D. Fellowship Program on Racial/Ethnic Student Diversity" for the September issue of AERA Open.
Sally M. Reis co-authored "Creative Productive Eminence in Talented Women: Beliefs, Motivation, and Drive to Create" for the July issue of Gifted and Talented International.
Joseph Renzulli published a chapter titled "A Theory of Blended Knowledge and a Technology-Based Approach for the Development of Creative Productive Giftedness"] in Creative and Collaborative Learning Through Immersion (Spring Nature Switzerland AG, 2021). In addition, the book Schoolwide Enrichment Model, co-authored by Renzulli, Reis,and another author, has been translated into Spanish (Universidad Internacional de La Rioja-UNIR, 2021). In addition, Renzulli and Reis were among thee co-authors of Scales for Rating the Behavioral Characteristics of Superior Students: Renzulli Scales (Routledge, 2021).
John Settlage co-authored a paper titled "Equitizing Engineering Education by Valuing Children's Assets: Including Empathy and an Ethic of Care when Considering Trade-offs after Design Failures" for the Vol. 11 issue of Journal of Pre-College Engineering Education Research.
Tracy Sinclair received the American Association on Intellectual and Development Disabilities Student and Early Career Professional Interest Network's Education Scholarship in June.
Stephen Slota was a co-presenter with other UConn faculty at the virtual Board Game Design Conference: A Degree in Game Design, held in May.
Megan Staples was featured in a May episode titled "Student Argumentation Work Sample Sorting Task and Teachers' Evaluations of Arguments" for the Mathematics Teacher Education (MTE) Podcast, sponsored by the National Council of Teachers of Mathematics.
Saran Stewart co-authored a paper titled "When Home is the Mouth of a Shark: Navigating the Academy as the Self in Black and Brown Skin" for the August issue of Qualitative Inquiry. Stewart was also appointed director of UConn's Global House Learning Community.
Suzanne Wilson published a book review, "Realizing STEM's Potential and Promise, A Review of Integrated Approaches to STEM Education: An International Perspective," for the July issue of Journal of STEM Education Research. Wilson also co-authored with Dorothea Anagnostopoulos "Methodological Guidance Paper: The Craft of Conducting a Qualitative Review" for the May issue of Review of Educational Research.
Michael Young co-authored "Let's Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities," "Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)," and "Mapping the Landscape of First-Year Engineering Students' Conceptualizations of Ethical Decision Making" for the American Society for Engineering Education's 2021 Annual Conference, held virtually in July.
Students
Three Neag School students were featured in UConn's College Tour video series: Nicole Wiggins (11:13-14:11), a senior in special education; Adam Lynch (18:23-20:45), a master's student in math education; and Brianna Chance (21:08-24:11), a junior music education student.
Robert Cotto, doctoral candidate at the Neag School, co-authored “Choice With(out) Equity? Family Decisions of Child Return to Urban Schools in Pandemic,” with former faculty member Sarah Woulfin, in the Journal of Family Diversity in Education’s September issue. Cotto is also quoted about the article in The Hartford Courant.
Nikko Garmendiz, a second-year student in the Higher Education and Student Affairs program, co-authored "Beyond Disenchantment: Toward a Sociology of Wonder" for the August issue of Sociological Inquiry.
Tamashi Hettiarachchi was named a 2021 Outstanding Senior Woman Academic Achievement awardee by the UConn Women's Center in May.
Susan Meabh Kelly, a doctoral student in curriculum and instruction, is a co-author of "Connecting Science Instruction to Neighborhood Life Through Collaborative Design with Community" for Institute for Science and Math Education's STEM Teaching Tools practice brief No. 73.
Madison Levine and Rachel Lauzier were co-presenters for an NGS Navigators May podcast episode titled "Student Teaching NGSS in a Pandemic."
Ashley Robinson, a doctoral student in educational leadership, published "Color-Evasive Free Speech Ideology: A Conceptional Analysis of Free Speech as Racial Oppression in U.S. Higher Education" for the August issue of Critical Studies in Education.
Jon Simmons '11 (ED), '12 MA, a doctoral student in curriculum and instruction, published a conference proceedings article titled "Intercultural Development in Preservice Teacher Study Abroad" for the Global Conference on Education and Research, held virtually in June.
Jeffrey Wihbey '95 (CLAS), '06 6th Year, '16 ELP, a doctoral student in educational leadership, was appointed superintendent of schools for Regional School District 17 in Haddam and Killingworth, Connecticut. He most recently served as superintendent of schools for the Connecticut Technical Education and Career System.
Emily Winter, a doctoral student in educational psychology, and alumna Alyssa Bunyea '21 MA co-presented with others on the National Association of School Psychologists Exposure Project at Connecticut College virtually in June.
Alumni
Andrew Almazan '18 MA was recognized by the World Council for Gifted and Talented Children with the Emerging Leader in Gifted Education Award. The award is given to an individual in the first 10 years of their career in gifted education who has impacted teaching, research, and or advocacy on gifted education in their country and shown outstanding promise for leadership. Almazan works at Centro de Atencion al Talento, Mexico.
Gabrielle Julia Bachoo '19 (ED), (CLAS), '20 MA, a second-year, fifth-grade teacher at Governor William Pitkin School in East Hartford, Connecticut, was recognized by the National Council of Teachers of English as a 2021 Early Career Educator of Color.
Vivien Beil '19 (CLAS), '20 MA, a professional soccer player for Napolie Femminile of the Italian Series B team, self-published Student-Athlete Journey: An Evidence-Based Guide to be Successful as a Student, Athlete and Person.
Adam Behling '12 (CLAS), '13 MA, a seventh-grade math teacher at John F. Kennedy Middle School in Enfield, Connecticut, was chosen as Enfield's Teacher of the Year.
Joseph Briody '86 (BUS), '95 MA, '96 Ph.D. was named assistant Vice President/executive director of Student Activities at UConn.
Patricia Buxton '97 6th Year is executive director of Lutz Children's Museum in Manchester, Connecticut. She most recently served as an assistant professor of education at the University of Bridgeport and a member of Vernon Public School's Board of Education.
Michael Crocco '17 ELP is principal for Southington (Connecticut) High School. He previously served as principal at Metropolitan Business Academy in New Haven, Connecticut.
Kess Elmore '21 (ED) was selected for the University of Oregon's women's soccer team for the Fall 2021 season. She played for four years at UConn, including being named to the 2019 American Athletic Conference Second Team.
Adrienne Foret '20 (SFA), '20 (ED), '21 MA is the new music educator for West District School in Farmington, Connecticut. She is a member of the Connecticut Army National Guard and performs in the 102nd Army Band.
Andrew Girard '19 MS was promoted to director of stadium operations for the Hartford Yard Goats team in Hartford, Connecticut.
Neag School alumni Karli Golembeski '20 (ED), '21 MA and Jessica Stargardter '16 (ED), '17 MA were two of six UConn finalists selected for the 2021 Fulbright Student Program award. In addition, Jon Simmons '11 (ED), '12 MA, a doctoral student in curriculum and instruction, was named an alternate for the Fulbright grant.
Brian Hendrickson '10 6th Year as been appointed as superintendent of Salem (Connecticut) Public Schools. He most recently served as the assistant superintendent for curriculum and instruction for Ellington (Connecticut) Public Schools.
Emily Iovino '15 (ED), '16 MA, '20 Ph.D., a postdoctoral research associate, co-wrote with Jacqueline Caemmerer and Sandra Chafouleas "Psychological Distress and Burden Among Family Caregivers of Children With and Without Developmental Disabilities Six Months into the COVID-19 Pandemic" for the May issue of Research in Developmental Disabilities. Iovino also co-wrote with Chafouleas, Lisa Sanetti, and Nicholas Gelbar an article titled "Pilot Evaluation of a Facebook Group Self-Care Intervention for Primary Caregivers with Developmental Disabilities" for the August issue of Journal of Child and Family Studies.
Jamison Judd '03 (CLAS), '07 MA, is assistant director of academic technology, strategy, and innovation at California State University, Long Beach. He served as staff in the Neag School Dean's Office for nearly 20 years, including most recently as director of technology.
Christina (Nikki) Kupec '03 (ED), '04 MA, an educator at Martin Elementary in Manchester, Connecticut, was selected Teacher of the Year for Manchester (Connecticut) Public Schools.
Gail Lanza '14 ELP, '20 Ed.D. has been appointed executive director and CEO of Ben Bronz Academy in West Hartford, Connecticut. She recently served as the superintendent and special services director for the Sterling Community School District in Eastern Connecticut.
Tricia Lee '20 6th Year has been named principal of The Friendship School in Waterford, Connecticut. She previously served as the assistant principal.
Kelly Lewis '16 (ED) is associate director of alumni relations for UConn's College of Liberal Arts and Sciences.
Charles Macaulay '17 MS, '21 Ph.D. and Ajhanai (AJ) Newton '21 Ph.D. co-presented with another colleague "Institutional Shocks: Foundational Conditions for Institutional Change in Sport" for the 2021 North American Society for Sport Management Virtual Conference in May.
Rachel Manzer, a doctoral candidate in curriculum and instruction, is a five-year volunteer of the UConn 4-H Program and was recently selected as the 2021 Northwest 4-H Volunteer of the Year Award. Manzer is the STEM coach for Winchester (Connecticut) Public Schools, where all three of her 4-H robotic teams qualified for the 2021 VEX World Championship and took home awards.
Ty C. McNamee '15 MA, a doctoral student at Columbia University, Teachers College, is a graduate research associate at the American Council on Education in Washington, D.C.
Jim Messina '20 6th Year has been appointed principal for New Southington Catholic in Southington, Connecticut. He spent the first portion of his teaching career as the founding teacher of Saint Martin de Porres Academy, a tuition-free Catholic school in New Haven.
Jennifer Michno '06 6th Year was appointed as principal of John F. Kennedy Elementary School in Windsor, Connecticut. Most recently, she served as a faculty member in the Neag School's Department of Educational Leadership.
Sabina Rak Neugebauer, a former postdoctoral student, and Elizabeth Howard co-published "Exploring Conceptions of Reading Risk and Program-Specific Literacy Outcomes for Spanish Speakers in Dual Language and English-Medium Programs" for the June issue of Journal of Immersion and Content-Based Language Education.
Ajhanai Newton '21 Ph.D. and former Neag School faculty member Joseph Cooper co-authored an article titled "Black Female College Athletes' Sense of Belonging at a Historically Black College and University (HBCU)" for the Winter 2021 issue of The Journal of Negro Education.
D'Lanie Pelletier '20 (ED), '21 MA penned an essay that appeared in the Spring 2021 newsletter of the Connecticut Council of Language Teachers.
Agnieszka Petlik '16 6th Year, a first-grade distance learning teacher, published a social-emotional learning/equity book titled Follow Me to Distance Learning (Fulton Books, 2021).
Jason Poppe '04 (ED), '07 MS is manager of Live Nation Entertainment's historic Warner Theatre in Washington, D.C. He previously worked with Georgetown University Athletics.
Felicia Poskus '10 MA was appointed the principal of Clover Street Elementary School in Windsor, Connecticut. Poskus previously served as an instructional and climate support specialist for Hartford (Connecticut) Public Schools.
Nathan Quesnel '01 (ED), '02 MS; Robert Villanova; and Mark Benigni, the superintendent for Meriden Public Schools, co-published “The Seven R's of Collaborative Leadership” for the September issue of School Administrator.
Robert "Bob" Quinn '98 (CLAS), '20 MS, was hired as a senior consultant for the Cleveland Browns professional football team. He previously served as the general manager for the Detroit Lions.
Christie Robinson '13 6th Year was chosen to lead Tracey Magnet School in Norwalk, Connecticut, during an administrative transition. She most recently served as the curriculum and instruction site director for Norwalk (Connecticut) Public Schools.
Paula Singer '76 (ED) was appointed interim president of Walden University, where she currently serves as the CEO. She has served in several executive leadership roles since joining Laureate, the parent organization of Walden University, including chief of learning and innovation, chief network officer, and president and CEO of Laureate Global Products and Services.
Dario Soto '04 (ED), '05 MA, '20 6th Year was appointed principal for Crystal Lake Elementary School in Ellington, Connecticut. He most recently served as an instructional specialist to ensure the successful STEM redesign of a Pk-8 school for Windsor Public Schools.
Matthew Talmadge '12 6th Year has been appointed principal of Westbrook Middle School in Westbrook, Connecticut. An experienced school leader with more than five years of experience as the associate principal at Valley Regional High School, he most recently joined Westbrook Middle as a music teacher.
Ruiqi Ying '21 (ED), '21 (CLAS) and Todd Campbell co-published "Appropriating the Next Generation Science Standards in Secondary Science and Engineering Education Contexts in China" for the July issue of Southeast Asian Journal of STEM Education.
N-Z
Joan D. Nelson ’81
William H. Nicholson ’75
Roger G. Penland ’67
Robert J. Picknally ’66
Sandra M. Powers ’70
Richard Norman Pratte ’67
Linda A. Putterman ’74
Judith C. Saenger ’70Olive A. Santavenere ’91
Mark Shibles (faculty and dean emeritus)
Sidney Skolnick (donor)
Doris Luther Smith ’52
Virginia L. Stewart ’51
Gladys A. Tucker ’68
Ross A. Worley ’83
Sheila M. Zittel ’80
* (past Neag School Commencement participant)
Peer-Reviewed Study Finds Safety Concerns, Child Care Issues Drove Hartford Parents’ Choice of Remote or In-Person Learning in Fall 2020
Hartford Courant (A study co-authored by Neag School doctoral candidate, Robert Cotto, and former faculty member Sarah Woulfin, is featured)
First Endowed Music Scholarship Awarded at West Liberty University
Wheeling News Register (Neag School alumna Judith Bartell Paesani is featured regarding an endowed scholarship)
Meet the Neag School 2021-22 Alumni Board and Board of Advocates
Meet the members of the Neag School’s current Alumni Board and Dean’s Board of Advocates, who all volunteer to work toward engaging and connecting with alumni and friends of the School throughout the year.
Connecting With Alumni
The Neag School Alumni Board has a history of influencing the School’s outreach in the alumni community and supporting current and future students. With a focus on alumni engagement, the Board supported a yearlong virtual programming schedule.
Madison (Corlett) Coutu ’16 (ED), ’17 MA
Hometown: Tolland, Connecticut
As a Neag School grad, what do you want people to know about the School? The Neag School of Education is the perfect place to figure out exactly who you want to be as an educator. The Neag faculty fosters a sense of community and provides mentorship before, during, and even after you leave. I believe that their balance between support and challenge guides students to find their true passions in the field. Not only did I feel well prepared to enter the field, but built connections and relationships that continue to support my work as an educator to this day.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? This coming year as a new Neag School Alumni Board member, I am excited to learn more about all the incredible work our board does. I am eager to connect and share ideas with other passionate educators.
Anna Cutaia ’07 (ELP), ’13 Ed.D.
Hometown: Mahopac, New York
As a Neag School grad, what do you want people to know about the School? The Neag School is a place of professional belonging. The support one gains while participating in studies lasts long beyond graduation day. Neag is a community practice that spans the life of a professional career.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? As an Alumni Board member, I hope that our work continues to strengthen the profession so we can continue to improve learning for all students.
Elizabeth DeVitto ’14 (ED), ’15 MA, Secretary
Hometown: Wolcott, Connecticut
As a Neag School grad, what do you want people to know about the School? The saying “Huskies forever” definitely holds true with the Neag School! I graduated from the Neag School over six years ago and still feel like a huge part of the School. They provide resources, events, and ways to stay involved as an alumni. The Neag School provided me with much more than an unbelievable education — it landed me a dream job, helped me create lifelong friendships, and allowed me to continue involvement in an institution that changed my life!
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? This year I hope to expand the Neag School’s Alumni Board through involvement of new members from different areas of the state, as well as more virtual opportunities for alumni across the U.S.
Sharon Fuller ’83 (ED), ’87 MA, ’94 6th Year
Hometown: Wakefield, Rhode Island
As a Neag School grad, what do you want people to know about the School? UConn is an exciting, welcoming, and diverse community — it’s a great place to live, learn, and grow into “the change you want to be in this world” (based on a quote from Mahatma Ghandi).
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? I hope to continue the commitment of UConn alumni to give back to UConn, our communities, and our professions. By beginning my tenure on the UConn Alumni Board and by participating on the Recruitment, Scholarship, and Philanthropy Committee, I hope to support aspiring and current UConn students.
E. Jean Gubbins ’79 6th Year, ’82 Ph.D., Faculty Representative
Hometown: South Glastonbury, Connecticut
As a Neag School grad, what do you want people to know about the School? The Neag School of Education provides multiple opportunities for continuous formal and informal professional learning for its current graduate students and alumni. Networking opportunities, workshops, online events, conferences, and publications ensure that all interested persons have access to practitioner-based and research-based evidence about the cognitive and affective needs of students, teachers, and administrators involved in designing dynamic learning environments.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? The Neag School of Education Alumni Board will continue to recognize the talents of future teachers and current professionals by providing opportunities to seek professional recognition and awards. We will also continue our commitment to offer online or live networking events to connect professionals at various stages of their careers.
Carl Johnson ’03 (CLAS), ’04 MA, ’15 6th Year, President
Hometown: West Hartford, Connecticut
As a Neag School grad, what do you want people to know about the School? I would want people to know how well Neag has prepared me for every phase of my career. Whether it was being a first-year teacher coming out of the IB/M program or as a building administrator after completing the UCAPP program. I believe that both prepared me incredibly well to be successful as a teacher and administrator. Additionally, the connections I have made continue to impact my career in terms of professional growth.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? I hope to continue and support the growth of the Neag School Alumni Board. In my brief time on the Board, I have seen the strides that have been made to further connect and support alumni from the School of Education. I want to see that continue to develop and find new ways to achieve those goals.
Bryan Kirby ’18 (ED), ’19 MA
Hometown: Orange, Connecticut
As a Neag School grad, what do you want people to know about the School? I want people to know that the Neag School prepares you immensely well for your first year of teaching. Now that’s not to say that it won’t be tough, but the Neag School equips you with all the tools you need to succeed.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? My hope for the Neag School Alumni Board this year is that the awards ceremony gets the best reviews yet. We are working hard to create an interactive and professional ceremony that is unlike any other.
Kelly Lyman ’92 MA, ’93 6th Year, ’10 ELP
Hometown: Simsbury, Connecticut
As a Neag School grad, what do you want people to know about the School? I would like people to know that UConn prepares its students with practical knowledge and experience to allow its graduates to start strong. It also instills a love of learning and belief that we all must be lifelong learners. This allows its graduates to excel in the workplace.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? This year I hope to help the Alumni Board continue to find ways to support and recognize the outstanding work of its grads.
Emmanuel Omokaro ’11 (ED), ’12 MA
Hometown: Danbury, Connecticut
As a Neag School grad, what do you want people to know about the School? That the Neag School of Education also features the sport management program.
What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? As a Sport Management graduate, I would like to get a better understanding of the other Neag programs so I can be a better contributor to the committee. Get a full understanding of the School of Education and all the things it has to offer.
Advocating for Advancement
The Neag School Dean’s Board of Advocates supports, promotes, and advocates for the advancement of the Neag School. Its members assist in efforts to raise funds and build relationships through their networks while engaging in Neag School activities.
Crisanne Colgan ’72 (CLAS), ’81 6th Year, ’84 Ph.D.
Hometown: Wethersfield, Connecticut
What do you want people to know about the Neag School? I am proud that U.S. News & World Report has ranked the Neag School among the top 20 public graduate schools of education for the past six years. Given my three degrees from UConn, including the Sixth-Year Diploma and Ph.D. degree from the Neag School, I can attest to the robust preparation I received for a 40+ year career in K-12+ education. I personally experienced the Neag School’s strong commitment to tailoring programs to individual goals. I was able to design a doctoral program that provided coursework and best practices in curriculum, instruction, and administration – the trifecta for success as a school administrator. In addition to my personal experiences, I want people to be aware of the caliber of today’s students. In all interactions with students, I witness firsthand their impressive talents, contagious enthusiasm, and passionate commitment to making this world a better place. The Neag School has, and continues to be, a beacon for higher education.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? I would like to host an event for area alumni so they can learn about The Neag School’s remarkable success and its inspiring students. I look forward to supporting Dean Irizarry in actualizing his vision for the Neag School, and to collaborating with the other board members in this important effort.
Steven W. Edwards ’85 MA, ’90 Ph.D.
Hometown: Jamestown, New York
What do you want people to know about the Neag School? The Neag School of Education is a top 20 public graduate school of education nationally. It is a school that is clearly setting the standard for excellence and innovation in the field of education with world-renowned faculty and facilities. The School continually strives to improve both undergraduate and graduate programs through research and practice.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? As a new Board member, I look to learn from my fellow Board members, the dean, and Neag School faculty and staff on ways I can continue to effectively promote the School. In addition, I hope to add value in support of the mission and vision of the School through my personal and professional experiences and network.
Carmen Effron ’72 (ED), ’81 MBA
Hometown: Westport, Connecticut
What do you want people to know about the Neag School? The Neag School has a new dean who has both a Connecticut focus but also a national one. On a national basis, the School ranks very highly; among the top 20 for public graduate schools of education. Programs to support this are based on a strategy of access, excellence, and engagement.
- Access: High school program scholarships dollars needed. TCPCG programs needs scholarships.
- Excellence: Support for doctoral programs; more fellowships help professors get more grants.
- Engagement: Outreach to superintendents to educate them on what the school is doing.
- Find a way to provide in-state tuition for out-of-state students close to regional campuses.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? Get the right people on the Board to support the mission. Create outreach and donation opportunities that are fun and also supportive of the School; e.g., a golf outing in 2022.
Sandra Hastings ’89 MA, ’94 Ph.D.
Hometown: Bristol, Connecticut
What do you want people to know about the Neag School? As a nationally ranked school, the Neag School tackles the barriers that prevent equity in education. The Neag School’s researchers inform the practice of education throughout Connecticut and help school districts implement strategies to reduce the disparity that exists in school experiences. I’m proud to be an alumna of this university, which promotes the development of global student citizens, actively recruits minority students to be teachers, and addresses the social-emotional needs of students in the classroom.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? I’d like to continue to spread the good news about the Neag School while helping to expand alumni support for Neag School programs. I’m interested in developing new strategies to build alumni support for the Neag School – large and small gifts – to enhance research and scholarship opportunities for all students.
Terrell M. Hill
Hometown: Springfield, Massachusetts
What do you want people to know about the Neag School? I would like people to know that the Neag School is committed to evolving and adapting to the research-based practices and ideals that will best serve those seeking preparation for both teaching and leadership.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? I hope to be a voice and “marketer” for the board. I also hope to be a driver on the Board for all that is excellent and needed.
John Robert “Bob” Jones III ’73 (BUS)
Hometown: Bloomington, Indiana
What do you want people to know about the Neag School? I want the world to know what a first-class, highly ranked educational institution it is for our future teachers. Our country and the world have never needed great teachers more.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? Besides making a five-year financial commitment, we want to assist the dean and the Board of Advocates to get the word out about the quality of the Neag School and also help to improve the quality of students and faculty that we attract.
Karen S. Jones
Hometown: Moline, Illinois
What do you want people to know about the Neag School? The Neag School is known for the quality of educators it produces, and for the innovative methods it employs to ensure a breath of experiences for its students.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? I hope to contribute as a sounding board for the dean, with a breadth of experience in IB/M and nonprofit governance.
Julie Wood ’71 (ED), ’72 MA — Chair
Hometown: Tenafly, New Jersey
What do you want people to know about the Neag School? To be able to follow your dreams and receive all the support and encouragement you need to make them a reality is for me (as a two-time alumna) the No. 1 reason to study at the Neag School of Education. Through research, curriculum design, leadership, school psychology, and so much more, the Neag School serves as an intellectual incubator for everyone who wants to change the world through education, both in the U.S. and internationally.
What do you hope to accomplish or contribute this year as a Neag School Board of Advocates member? In concert with Dean Irizarry, I will do everything possible as a Board member to promote an all-hands-on-deck ethos as the University emerges from the pandemic. We have a tremendous amount of healing to do as a community. But we also have an unprecedented opportunity to help the Neag School build back even stronger than before. Some of the initiatives I’m most excited about include extra support for first-generation students (having been one myself), increased diversity among students and faculty, a rigorous research agenda with significant funding from various educational entities, and a special emphasis across disciplines for helping to narrow the achievement gap for children in underserved communities. Phew! That’s a lot. But I believe the Board of Advocates is up to the challenge!
10 Questions: State Recognizes Two Counselor Education Grads
In our 10 Questions series, the Neag School catches up with students, alumni, faculty, and others throughout the year to give you a glimpse into their Neag School experience and their current career, research, or community activities.
Neag School alumni Curtis R. Darragh IV ’15 MA and Kurt Daigle ’19 (CLAS), ’21 MA recently won the Connecticut School Counselor Association’s top awards for 2021 for their dedication to school counseling. Darragh, a school counselor for Danbury (Connecticut) Public Schools, was recognized as School Counselor of the Year, and Daigle, a newly hired school counselor for Farmington (Connecticut) Public Schools, was recognized as Intern of the Year.
They are both graduates of Neag School’s Counselor Education and Counseling Psychology program.
Q: What does it mean to you to have been named School Counselor/Counselor Intern of the Year?
Curtis R. Darragh: To represent the whole state came as a surprise. Since graduation, I’ve been a counselor for the past six years at Westside Middle School Academy in Danbury, Connecticut. When you love what you do, you’ll never work a day in your life. It’s been fun, and you get to learn so much. This year felt like more work, but I feel happy and successful. I feel inspired and enjoy the power of putting smiles on other people’s faces.
“When you love what you do, you’ll never work a day in your life.”
– Curtis R. Darragh IV ’15 MA
Kurt Daigle: It was such an incredible honor to be considered worthy of such an award. When looking for an internship site, I looked at Farmington High School, where I graduated in 2015. I knew I would get good experience there, as they were incredible mentors to me in high school and had a comprehensive program. They inspired me to be a school counselor. So, I picked up where I left off six years ago when I left high school. It’s been such an honor during this incredibly challenging year to return to the district that inspired me to go into education and continue my learning as a professional. It means so much.
Q: Why did you decide to become a school counselor?
CD: In high school, I did technical preparation courses to earn college credit. At the time, I wanted something in nursing or medicine. … In talking to my parents one night at dinner, they wanted to know what I’d do if that field didn’t work out. What was my backup plan? I didn’t have one.
I loved reading, and when the Harry Potter books came out when I was 15 years old, he expressed a lot of anger and emotions. I remembered wondering if Harry had someone to talk to at that age, someone he could trust. It was so relatable. I thought maybe about being a mental health counselor.
I loved the college search journey. As an undergrad at Eastern Connecticut State University, I decided to study psychology, concentrating on children. I worked with autistic kids in schools and enjoyed talking to them, including understanding the family dynamics. Each kid was a story. I decided to continue that with graduate school at UConn for school counseling. So, I took a different path than what I originally planned. That’s OK. You may have a plan, but have a backup, too.
KD: I knew since I left high school that I wanted to be a school counselor. I recognize the rarity in that, and I’m very fortunate that I figured out what I wanted at a young age. In sixth grade, I lost my mother to cancer. If it weren’t for my teachers and counselors, and administrators at that point in Farmington, I would not be the person I am today. I would not be on the path of becoming a life-transformative educator without their mentorship.
This is a lifelong career for me, and I can certainly see myself working in the field of education for the rest of my life. I fell in love with the role of a school counselor and had a great relationship with my school counselor … this type of work that’s challenging and busy, but very rewarding.
Q: Why are school counselor positions important during these turbulent times?
CD: Because we are here for the kids, we help them with social-emotional issues. There has been a massive rise in mental health [issues] this year. There is anxiety and depression and heightened fears about the coming school year. A lot of school counselors watched kids, seeing them connect, even in a hybrid model. We noticed that some kids were not making eye contact. The role is crucial to rebuilding those emotional connections with a human being. They need the feeling of being loved, which some don’t get at home. So, we are there for the emotional ties … It’s crucial that the kids can come to school and feel loved, cared for, and safe.
My role is not going to get any easier. We need more counselors to lower the student-to-counselor ratio. Many schools are up to 475:1, my partner and I are at 375:1. It should be around 250:1, according to the American School Counselor Association. That’s is why I provided testimony in support of SB 312 (An Act Concerning School Counselors) to the Connecticut School Counseling Association. But, unfortunately, it didn’t pass. We have an unmanageable caseload, and this causes high rates of burnout. We don’t want that, and we shouldn’t have to go through that.
My office is a revolving carousel, in and out. My day may start with a parent who has no internet and no food. Then, I may have to reach out to the Connecticut State Department of Children and Families. I try to figure out how I am going to be helpful. It’s always essential to put on that game face, using heroic listening skills.
KD: I see school counselors as tier one interventionists. We are the folks on the ground, and we know the students well and are there to identify students who need additional levels of care. We need to understand their story and context to help them plan for success in and after high school. It’s an enormous responsibility. We help the students see themselves in new ways and work with them to make their goals. That’s gratifying work that I’m looking forward to doing.
“We know the students well and are there to identify students who need additional levels of care. We need to understand their story and context to help them plan for success in and after high school. It’s an enormous responsibility.”
– Kurt Daigle ’19 (CLAS), ’21 MA
Q: How were you able to make it through this past year?
CD: Exercising was beneficial. I also used guided imagery, which I taught to the students. I took time for myself, including lots of hiking. I enjoyed some excellent shows on Netflix. I also ate healthier, which I [taught] myself, since I’m not a big cooker, including watching tutorials on YouTube … I also called my Filipino mother, who would help me out with anything.
KD: I can’t speak highly enough of some of the faculty at the Neag School, including Jim O’Neil, Sara Renzulli, Diandra Prescod, and others. These are wonderful folks and champions in their field, and I can’t say enough good things about them. They have challenged me to be a more resilient, open-minded, creative, culturally competent school counselor. So, I take a lot of my success from their classes and their instruction and mentorship.
Also, I can’t say enough good things about the cohort model. If it weren’t for the other folks in my program, I wouldn’t be the school counselor I am today. They gave me reassurance, guidance, support, and friendship. It’s great to know that I have friends out there in the professional field of school counseling in Connecticut that I hope to work with further and learn from in the years to come.
Q: What do you like best about being a school counselor?
CD: That’s my favorite question! I love middle school, and people think I’m crazy. For a kid that comes into the sixth grade, they are full of adventure and wonder. Then they become seventh-graders, and they experience hormonal rages. The kids don’t know why they’re crying, nor why they’re angry. So, I tell them to “listen to their body” and about the curiosity of attraction. I also tell them about the curiosity of academics …
As eighth-graders, they become more independent, and then they leave you. I’m a mess at eighth-grade graduation! I hear from parents who say, “My kids still talk about you.” I get a lot of thank-you cards and hugs and high-fives. I watch them grow over the three years, grow into trusted young adults, and then they leave for high school.
KD: I’m very grateful for my internship, which was a yearlong, on-the-job training. It has been eight years since I’ve known I wanted to be a school counselor. I’m so grateful to be entering my professional career. But that’s just the beginning. I’m excited to work in the district I grew up with. I did my student teaching there and have started my professional career here. I’m excited to get to know my students. I want to continue to teach at the university level. I feel very comfortable at the front of the classroom. A long-term goal of mine is to teach future school counselors.
Q: How did the Neag School prepare you for your role?
CD: I love the Neag School, including the teachers like Dr. O’Neil and Dr. Perusse. I learned a lot from them. The one class that stood out was Dr. Colbert’s multicultural class, where I learned more about how people are all different – and appreciate and understand [that]. As an Asian American gay male, there will be lots of kids that will connect with me as their educator. I can represent their school’s population and identity. I learned to maintain kindness and respect and love myself. We can educate others on compassion and respect.
“I can’t speak highly enough about the professors and the cohort model … I’m very grateful for my time at the Neag School.”
– Kurt Daigle ’19 (CLAS), 21 MA
KD: I can’t speak highly enough about the professors and the cohort model. We get together every week and talk about the challenges, and we bounce ideas off each other. We supported each other during a challenging year. It requires us all to be supportive, and I’m very grateful for my time at the Neag School.
Q: What were some of your favorite memories at UConn and/or the Neag School?
CD: I did the Neag School program with my best friend, Michelle. She’s now a counselor at Plainfield High School. We went to high school together, then Eastern’s psychology program, and then we both worked for two years. So, some of my best memories are shared through her. We were all in the same classes, in the same cohort. We met some fantastic people, and we have stayed connected.
KD: One highlight of my graduate school experience was proposing, designing, and teaching a brand-new first-year course with Leo Lachut, assistant director of First Year Programs at UConn. It was a course called “defining happiness,” and we taught domestic and international sections. This was a great experience to teach happiness and positive psychology during a global crisis, and I was glad to provide the opportunity.
At UConn, I had the opportunity to teach a few first-year classes and worked very closely with first-year programs and the Academic Achievement Center. They solidified my experience in Neag and allowed me to parallel a lot of what I was learning in class.
Q: What would you say about someone considering becoming a school counselor?
CD: Go into the field with warm ears that listen, and a growing heart that cares. This career is a special one, but it does require a lot of time and energy. You must go into it knowing it’s a challenge and that you are taking and soaking in every moment. You have the power to change a student’s life, don’t waste it!
KD: It’s an incredible career. It’s complex work and one that’s challenging, but one that I leave at the end of the day feeling very confident that you know it’s a rewarding profession. It’s meaningful, and we are changing the students’ lives, and it is a life-transformative career.
Q: Is there anything else you’d like to share?
CD: In my first year of school counseling, a student gave me a giant carnival cow with purple spots. I thanked the student but asked him what it was for. The student said, “My daddy taught me to be a purple cow – how to stand out, rather than fit in.” That has always stuck with me, to stand up for what you believe, even if you’re the only person that’s doing that. I’ve been in positions where it’s uncomfortable, but [comfort] is a beautiful place, and nothing will ever grow there. So, to be comfortable, you get uncomfortable. I love what I do, and I can say that I think I’m in the right field.
KD: One important thing to me is continuous learning and professional development and growth. We’ll never become stagnant. Students change every year, and each year, we get a new grade of students coming up to the high school who are individually unique. The world around them is quickly changing, so we need to adapt. Our school counseling practices meet the demands and needs of students in any given situation. It’s a fun and fast-moving career. There is never a dull day. The best school counselors are genuine, and if they can bring that to the school, they’ll be an asset.
Read past installments of the Neag Schoo’s 10 Questions series.
Back To School 2021: Supporting the Social and Emotional Needs of Students
WNPR (Sandra Chafouleas is interviewed about the social and emotional needs of students as they return to school)
