In a newly published journal article, Neag School Professor and adult learning expert Robin Grenier examines, with colleagues including Neag School alumna Kristi Kaeppel ’20 Ph.D., the use of book clubs and literature as a tool for enhancing the professional learning of employees across various organizations — from the military to nonprofits to health care. Voluntary, fiction-based book clubs, the researchers say, offer employees a nonformal setting for learning while critically raising consciousness within an organization.

This past month, UConn alumni, staff, and students gathered virtually for the #ThisIsAmerica: Critical Race Theory in Schools panel. #ThisIsAmerica, organized by the UConn Foundation with co-sponsors from across the University, is a series that brings together the UConn community to discuss and unpack systematic racism, social justice, and human rights issues. In addition, it spotlights the individuals, organizations, and movements fighting for justice and equity, and against oppression and white supremacy.

Creativity has a host of academic, professional and personal benefits

In this policy brief, doctoral student Shannon Kelley presents a brief overview of early childhood literacy including its importance for future literacy achievement. She details six best practices for preschools of all types, discuss the importance of family literacy, and offers three high-leverage strategies parents and guardians can use with their children.

Michael Fenn ’19 (CLAS), ’21 MA, a native of East Lyme, Connecticut, grew up around many family members who served as teachers, including his father, grandmother, mother, and two of his sisters. After completing his undergraduate degree in general science at UConn in 2019, Forsyth went on to earn his master’s degree in curriculum and instruction through the 11-month Teacher Certification Program for College Graduates (TCPCG) at the Neag School of Education. He is now a middle school science teacher for Manchester (Connecticut) Public Schools.