CCSU: Central to You was developed alongside the CCSU Center for Excellence in Social Emotional Learning and in partnership with the many committed and community minded faculty members at the university. Birthed during the pandemic as a way to offer resources and broaden reach, it has offered weekly inspiration through brief interviews with experts on topics to support our community’s social and emotional wellness throughout.
Our CCSU MediaSpace page boasts the archived collection of past Central to You interviews which include our Building a Better Tomorrow theme.
CCSU Faculty & Staff
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Aimee Pozorski
Aimee Pozorski is Professor and Assistant Chair of English, Director of English Graduate Studies, and Co-director of the American Studies Minor at Central Connecticut State University. A writer and scholar, she has published creative works on growing up in Green Bay, Wisconsin and scholarly monographs on trauma and contemporary American literature. She uses close readings of trauma literature in her English classes to allow students to reflect on traumatic history in the United States and encourages students to write creatively about trauma in their own lives. She is currently co-executive editor of Philip Roth Studies.
Blue Muse Interview with Clarissa Torres
https://bluemusemag.com/2019/04/25/blue-muse-interview-with-aimee-pozorski-clarissa-torres/
CLASS Newsletter interview with Ruth Bruno
https://webcapp.ccsu.edu/?enews=110
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Alicia Stewart
Dr. Alicia Stewart is an assistant professor in the Special Education and Interventions Department at Central Connecticut State University. She teachers graduate methods courses focused on the implementation of evidence-based reading instruction and meaningful assessment for students with disabilities (e.g., data-based individualization). Prior to joining CCSU, she earned her Ph.D. at the University of Texas at Austin, focusing on learning disabilities and behavioral disorders. Her research interests involve effective reading instruction for students with behaviors that interfere with learning, specifically students with high levels of inattentive behaviors. In addition, she is interested in effective teacher preparation and professional development that covers evidence-based reading instruction within the content areas.
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Andrea June
Dr. Andrea June is a tenured, Associate Professor in the Department of Psychological Science at Central Connecticut State University. She earned her PhD in Clinical Psychology with an emphasis in Geropsychology from the University of Colorado at Colorado Springs and completed her internship and postdoctoral training for licensure at the VA Boston Healthcare System before joining the CCSU faculty in 2013. She teaches courses at the undergraduate and graduate level in psychology, with a focus on aging and mental health courses. She has an active leadership role in the gerontology programs and Age-Friendly University initiative at CCSU. She presents and publishes in the areas of death and dying, aging and mental health, gerontology education, age-inclusivity, and intergenerational connection. She is a professional member of the Academy for Gerontology in Higher Education, the American Psychological Association, the Gerontological Society of American and the Society for Clinical Geropsychology.
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Carolyn Fallahi
Dr. Carolyn R. Fallahi is a Professor and Chair in the Department of Psychological Science at Central Connecticut State University. A graduate of the University of Missouri-Columbia, she joined the Department in 2002. One of her areas of research includes vicarious exposure to trauma from viewing violent media. This means that you are at risk for a “stress reaction” when you or your children view upsetting and violent media. Dr. Fallahi will provide some guidelines for “healthy” viewing!
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Carrie Andreoletti
Carrie Andreoletti, PhD, Professor of Psychological Science and Gerontology Program Coordinator at Central Connecticut State University, received her PhD in Social and Developmental Psychology from Brandeis University. She joined the CCSU faculty in 2004 and teaches courses in lifespan development, positive psychology, and gerontology. Her current research examines the benefits of intergenerational exchange for reducing ageism and promoting generativity and well-being. Dr. Andreoletti spearheaded efforts to have CCSU be the first university in Connecticut to join the Age-Friendly University Global Network with the goal of increasing age inclusiveness and aging literacy on the CCSU campus to enhance the lives of older adults in our community. Dr. Andreoletti was recently named a fellow of the Academy for Gerontology in Higher Education, the education section of the Gerontological Society of America.
Title of Presentation - Positive Psychology for Challenging Times
Positive psychology, sometimes referred to as the science of happiness, is a relatively new area within the field of psychology. Dr. Andreoletti will explain what positive psychology is (and isn’t) and share strategies for increasing well-being that are supported by positive psychology research. Positive psychology offers many different tools for helping us to deal with difficult emotions and increase feelings of well-being. We will discuss topics such as avoiding the hedonic treadmill, gratitude, savoring, mindfulness, the importance of social connection, and having a sense of purpose. After tuning in, you should be able to answer these questions:
- What is positive psychology (hint: it’s not positive thinking)?
- What are some daily practices that can increase my well-being?
- Where can I learn more?
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Cherie King
The Myths of Vulnerability and Building Bravery
Program Description: Based on the research of Dr. Brene Brown, The Daring Way ™, this presentation will explore the myths of vulnerability, its role in our connections with others, and living bravely.
Dr. King is an Associate Professor and Chair of the Central Connecticut State University Counselor Educator and Family Therapy Department. She also coordinates the Professional Counseling Program which includes clinical mental health, clinical rehabilitation, and addictions recovery counseling specializations. She has been working as a counselor for over 30 years. Cherie is a Certified Daring Way ™ Facilitator (CDWF) based on the research of Dr. Brene Brown.
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Jason Sikorski
Dr. Jason Sikorski is an Associate Professor of Psychological Science at Central Connecticut State University. He received his Master’s degree in Clinical Psychology from East Tennessee State University and his Ph. D. in Clinical Psychology from Auburn University. Dr. Sikorski completed his clinical internship at the Medical University of Ohio, followed by a rigorous 2-year post-doctoral fellowship at Johns Hopkins Hospital. Dr. Sikorski teaches courses in research methods, psychopathology, abnormal psychology and human development. In the last ten years, Dr. Sikorski has co-authored over 100 conference presentations with undergraduate and graduate student co-authors. His research centers on understanding the global, contextual and individual impact of societal expectations associated with masculinity and hyper-masculinity on the lives of men. Dr. Sikorski has received numerous national and university-wide awards for his teaching and mentorship.
Reaching men by harnessing what we know about manhood: A theory informed approach to promoting self-care in men
In August of 2018, The American Psychological Association released an important document entitled APA Guidelines for Psychological Practice with Boys and Men (https://www.apa.org/about/policy/boys-men-practice-guidelines.pdf). The central premise of this important document is that working effectively with men requires us to adjust communication strategies pursued and coping strategies taught based on each man’s levels of adherence to socialized gender expectations surrounding manhood. The use of direct coaching and active learning principles to harness the change power of cognitive dissonance in men is discussed.
Useful links:
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Jessica Edwards
Dr. Jessica Edwards is an Assistant Professor in the Department of Literacy, Elementary, and Early Childhood Education at Central Connecticut State University. Prior to joining CCSU, this Kentucky native earned her Ph.D. at the University of North Texas, focusing on curriculum and instruction within the field of language and literacy. Dr. Edwards enjoys teaching literacy education courses to both preservice and in-service teachers. Her research interests are all housed within children’s literature, specifically how multicultural and international children’s literature can be used to encourage Critical Pedagogy and Social and Emotional Learning in the elementary classroom.
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Joan Nicoll-Senft
Dr. Joan Nicoll-Senft is a Professor and Program Coordinator within the Department of Special Education and Interventions at Central Connecticut State University. She is a former special education teacher and administrator with over 30 years of experience in the field. Her research agenda broadly addresses educational equity and access issues impacting learners in K-12 and higher education settings.
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Lynda Valerie
Lynda M Valerie PhD.
Professor
Director, Central Connecticut Writing Project
Literacy, Elementary and Early Childhood Education
Anna Grace Presentation: Together with colleague Steven Ostrowski, we discussed Permission to Play with Language, our counterintuitive approach to helping writers of all ages to expand and deepen their creative writing abilities.
About: Professor in the Department of Literacy, Elementary and Early Childhood Education and Director of the Central Connecticut Writing Project and Central Connecticut Student Writing Project, a summer program for young writers. Areas of professional interest include: utilization of appropriate assessments to inform effective interventions for reading and writing, developing teachers as writers and teachers of writing and application of family/community resources to impact literacy. She has seen first-hand that participation in thoughtful reading and writing activities can change and enhance students’ concept of themselves and their perceptions of the world.
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Natsuko Takemae
Dr. Natsuko Takemae is an Assistant Professor in the Department of Special Education and Interventions at Central Connecticut State University. She works with pre-service and in-service teachers as well as school professionals across K-12 settings. In the public schools, she worked with students from diverse backgrounds including students with disabilities, their peers without disabilities, and students who are English Language Learners and English as a Second Language speakers in a secondary general education classroom. In a community-based setting, she worked with an equine-assisted therapy program designed for adult learners with disabilities and teacher candidates enrolled in the leadership and service-learning course for a multi-year project. She also works with local, state, and international community agencies for strengthening school-community partnerships and building inclusive educational communities with UDL, collaboration, and technology applications. Her research interests include UDL, collaboration, and technology applications for inclusive and equitable education through culturally responsible and sustainable practices.
Publication (selected):
Mongillo, M. B., Barriteau Phaire, C., Drew, S., Jacobson, L., Nicoll-Senft, J., Russel, F. A., & Takemae, N. (2021). Universal Design for Learning in online educator preparation. Systematic Reflections: A pedagogical Journal from the Center For Teaching And Innovation at CCSU 1, 44-77
Kurtts, S., Dobbins, N., & Takemae, N. (2021). Using assistive technology to meet diverse learner needs. In A. Dawkins (Ed.), Intellectual freedom issues in school libraries (pp. 160-163). ABC-CLIO.
Takemae, N., Dobbins, N., & Kurtts, S. (2018). Preparation and experiences for implementation: Teacher candidates’ perceptions and understanding of Universal Design for Learning. Issues in Teacher Education, (27)1, 73-93.
Presentation (selected):
Takemae, N., & Nicoll-Senft, J. (2021, April 13-14). When unknown becomes known: Progressions in UDL applications among teacher candidates. [Conference presentation]. The 2021 Universal Design for Learning Implementation and Research Network (UDL-IRN) International Summit.
Takemae, N., Mackey, M., & Foshay, J. (2021, April 13-14). Taking actions!: UDL reflective cycle through autobiographical memory study. [Conference presentation]. The 2021 Universal Design for Learning Implementation and Research Network (UDL-IRN) International Summit.
Takemae, N., Barriteau-Phaire, C., Drew, S., Mongillo, M., Nicoll-Senft, J., & Russell, F. (2021, February 4-5). UDL application through interdisciplinary collaboration across educator preparation programs in higher education. [Conference presentation]. The 2021 Universal Design for Learning in Higher Education (UDLHE) DigiCon.
Takemae, N. (2020, June 30). Universal Design for Learning in Japanese education: Considering multiple means in classroom activities. [University guest lecture session]. Hokkaido University of Education, Hokkaido, Japan.
Contact Information:
Natsuko Takemae, Ph.D.
Email: takemae.n@ccsu.edu
Office Phone: 860-832-2196
Department Website: https://www.ccsu.edu/sped
@NatsukoTakemae
Passions:
Universal Design for Learning (UDL)
Collaboration
Technology applications across educational settings
Inclusive and equitable education
Culturally responsible and sustainable practices
Animal-assisted therapy
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Peg Donohue
Dr. Peg Donohue is an Associate Professor and School Counseling Program Coordinator at Central Connecticut State University. She teaches both clinical and school counseling courses to master’s level students. Before joining the CCSU faculty in 2014, Dr. Donohue spent 16 years working as a school counselor in both Connecticut and California. She has also taught elementary, middle and high school in comprehensive and alternative settings. Dr. Donohue earned her BA from Georgetown University, her EdM from the Harvard Graduate School of Education and her doctorate in Counselor Education from the University of Connecticut. Her primary research interests include: school counselor’s perception of implementation of positive behavior interventions and supports, creative supervision for preservice school counselors, universal screening for mental health concerns in schools, and social emotional learning. Dr. Donohue has presented at numerous regional and national conferences. She has served on the boards of the Connecticut School Counseling Association and the Connecticut Association for Counselor Educators and Supervisors.
Her research includes the School Counselors for MTSS research team and focuses on the role of the school counselor within multi-tiered systems of support (e.g., PBIS, RTI) as well as trauma informed schools. She is a co-author of Making MTSS Work (ASCA, 2020), co-editor of The School Counselor's Guide to Multi-Tiered Systems of Support (Routledge, 2019). She is also studying the impact of school counselor ratios on student outcomes. She has published in numerous peer-reviewed journals and regularly presents at state, regional and national conferences and consults with school districts and school counseling teams.
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Reinaldo Rojas
Dr. Reinaldo Rojas was born and raised in Puerto Rico, where he completed his bachelor’s degree in psychology in 1995, at the University of Puerto Rico at Mayaguez. He obtained his Master of Social Work in 2002 and his doctoral degree in 2015 from the University of Connecticut School of Social Work with a concentration in Community Organizing. His dissertation research was a case study of urban community development and the impact it has on the socioeconomic status of Latino residents. Dr. Rojas is currently an Assistant Professor with the Department of Social Work at Central Connecticut State University, where he has done research with Puerto Rican Families displaced by Maria and is currently collaborating with a Cultivating Healthy Communities grant in the East Side neighborhood of New Britain.
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Sally Drew
Sally V. Drew (PhD) is an Associate Professor of Special Education & Interventions at Central Connecticut State University. She bridges general and special education in the undergraduate and graduate courses she teaches on learning theory, writing methods, characteristics and supports for learners with exceptionalities, and research methods across teacher and leader preparation programs in CCSU’s School of Education and Professional Studies. In her research, she uses mixed methods to study the continuum of educator professional learning (particularly writing to learn, disciplinary literacy, Universal Design for Learning) across the career span in order to foster expert teachers who are effective and resilient, so that all learners—especially those with exceptionalities—experience and have access to inclusive, dynamic, engaging, rigorous, and meaningful learning environments that help them reach their highest potential as responsible and contributing citizens committed to the common good. Teacher resilience is an emerging area of inquiry; she has embedded work on teacher resilience into preservice teacher education for the past ten years. Dr. Drew earned her doctoral degree in Educational Psychology with a concentration in Special Education and Literacy from the University of Connecticut; she received a dual Bachelor’s degree in Communications and Women’s Studies and a Master’s Degree in Inclusive Elementary Education from Syracuse University. Dr. Drew has been a public educator for over twenty years. She has served as a literacy consultant for many districts in the region. Dr. Drew is a certified elementary teacher with additional teaching experience at the preschool, middle, and high school levels.
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Shelly Jones
Dr. Shelly M. Jones is a professor of mathematics education at Central Connecticut State University. She is a 28-year veteran educator having spent years in K-12 education, as a professional development provider, and as a board member of several educational organizations. She is the author of Women Who Count: Honoring African American Women Mathematicians. Her accomplishments are recognized on the Mathematically Gifted & Black website.
Title of Session: Life of Pi: Mathematics and Social Emotional Learning
Description: In this discussion Dr. Jones talks about humanizing math by helping teachers and parents consider all the ways math is used in and around the home. During the pandemic, we wanted parents to know that as educators we were not expecting them to be able to teach their children as we would do in the classroom. Instead we wanted parents to enrich the conversation about mathematics at home by helping their children to see math all around them. For example, Dr. Jones asked the audience if they have anything round in the kitchen. She then used a pizza pan to talk about the math concept of Pi. She invited parents and teachers alike to view additional teaching videos on her Facebook page, Learning Math with Dr. Jones. She ended the talk by sharing online resources for classroom teachers, parents and students.
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Steven Ostrowski
Steven Ostrowski is a poet, fiction writer, painter and teacher. His work appears widely in literary journals and magazines. He is the author of five published chapbooks--four of poems and one of stories. He and his son Ben are authors of a full-length collaboration called Penultimate Human Constellation, published in 2018 by Tolsun Books. His chapbook, After the Tate Modern, won the 2017 Atlantic Road Prize (Island Verse Editions). His story, 'Even on Good Nights,' was a finalist for American Short Fiction's Shorter Fiction award. He teaches at Central Connecticut State University.
Benjamin Ostrowski is a doctoral candidate at Carnegie Mellon University. He is the co-author of one chapbook ('Seen/unseen' from Cervena Barva Press) and one full-length book (Penultimate Human Constellation from Tolsun Books). He also has four poems published in The American Journal of Poetry.
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Tan Leng Goh
Tan Leng Goh (PhD) is an assistant professor in the department of Physical Education and Human Performance at Central Connecticut State University. She teaches courses within the Physical Education Teacher Education (PETE) program. Her research focuses on the effects of Comprehensive School Physical Activity Program (CSPAP) on children’s physical activity levels, on-task behavior, and teachers’ perspectives on implementing CSPAP, using both quantitative and qualitative methodology. In her recent publication titled, “Efficacy of School-based SEL Programs: Aligning with Health and Physical Education Standards”, she investigated current trends of SEL programming in Health and Physical Education in US schools. The title of her presentation at the CCSU: Central to You series was “Staying Fit and Healthy during Covid-19”.
Link to her profile: https://www2.ccsu.edu/faculty/t.goh
Community Members
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Bruce D. Perry, M.D., Ph.D.
Dr. Perry is the Principal of the Neurosequential Network, Senior Fellow of The ChildTrauma Academy and a Professor (Adjunct) in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria Australia.
Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Dr. Perry's most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing, co-authored with Oprah Winfrey, was released in 2021.
Dr. Perry was on the faculty of the Departments of Pharmacology and Psychiatry at the University of Chicago School of Medicine from 1988 to 1991. From 1992 to 2001, Dr. Perry served as the Trammell Research Professor of Child Psychiatry at Baylor College of Medicine in Houston, Texas. During this time, Dr. Perry was also Chief of Psychiatry for Texas Children's Hospital and Vice-Chairman for Research within the Department of Psychiatry. From 2001 to 2003, Dr. Perry served as the Medical Director for Provincial Programs in Children's Mental Health for the Alberta Mental Health Board. He continues to consult with the government of Alberta on children’s issues and serves as a founding member of the Premier’s Council of Alberta’s Promise.
Dr. Perry has conducted both basic neuroscience and clinical research. His neuroscience research has examined the effects of prenatal drug exposure on brain development, the neurobiology of human neuropsychiatric disorders, the neurophysiology of traumatic life events and basic mechanisms related to the development of neurotransmitter receptors in the brain. His clinical research and practice has focused on high-risk children. This work has examined the cognitive, behavioral, emotional, social, and physiological effects of neglect and trauma in children, adolescents and adults. This work has been instrumental in describing how childhood experiences, including neglect and traumatic stress, change the biology of the brain – and, thereby, the health of the child.
His clinical research over the last twenty years has been focused on integrating emerging principles of developmental neuroscience into clinical practice. This work has resulted in the development of innovative clinical practices and programs working with maltreated and traumatized children, most prominently the Neurosequential Model©, a developmentally sensitive, neurobiology-informed approach to clinical work (NMT), education (NME) and caregiving (NMC). This approach to clinical problem solving has been integrated into programs at dozens of large public and non-profit organizations serving at-risk children and their families.
His experience as a clinician and a researcher with traumatized children has led many community and governmental agencies to consult Dr. Perry following high-profile incidents involving traumatized children and youth including the Branch Davidian siege in Waco (1993), the Oklahoma City bombing (1995), the Columbine school shootings (1999), the September 11th terrorist attacks (2001), Hurricane Katrina (2005), the FLDS polygamist sect (2008), the earthquake in Haiti (2010), the tsunami in Tohoku Japan (2011), the Sandy Hook Elementary school shootings (2012), and the Camp wildfire in California (2018) among many others.
Dr. Perry has published over 500 journal articles, book chapters and scientific proceedings and is the recipient of numerous professional awards and honors, including the T. Berry Brazelton Infant Mental Health Advocacy Award, the Award for Leadership in Public Child Welfare, the Alberta Centennial Medal and the 2014 Kohl Education Prize. He serves on the Board of Directors of multiple organizations including Prevent Child Abuse America and the Ana Grace Project.
He has presented about child maltreatment, children's mental health, neurodevelopment and youth violence in a variety of venues including policy-making bodies such as the White House Summit on Violence, the California Assembly and U.S. House Committee on Education. Dr. Perry has been featured in a wide range of media including 60 Minutes, National Public Radio, The Today Show, Good Morning America, Nightline, CNN, MSNBC, NBC, ABC and CBS News and the Oprah Winfrey Show. His work has been featured in documentaries produced by Dateline NBC, 20/20, the BBC, Nightline, CBC, PBS, as well as dozen international documentaries. Many print media have highlighted the clinical and research activities of Dr. Perry including a Pulitzer-prize winning series in the Chicago Tribune, The Sun Magazine, US News and World Report, Time, Newsweek, Forbes ASAP, Washington Post, the New York Times and Rolling Stone.
Dr. Perry, a native of Bismarck, North Dakota, was an undergraduate at Stanford University and Amherst College. He attended medical and graduate school at Northwestern University, receiving both M.D. and Ph.D. degrees. Dr. Perry completed a residency in general psychiatry at Yale University School of Medicine and a fellowship in Child and Adolescent Psychiatry at The University of Chicago.
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Kay Warren
Kay Warren cofounded Saddleback Church with her husband, Rick Warren, in Lake Forest, California in 1980. After the death of her son, Matthew, who lived with serious mental illness for most of his life, she founded Saddleback’s Hope for Mental Health Initiative as a way to support individuals and family members of loved ones with mental illness and suicidal ideation. The Initiative also trains others in the faith community how to launch or expand existing mental health ministries.
Kay is a board member of the National Action Alliance for Suicide Prevention and is active in mental health/suicide prevention efforts in Orange County, Ca. Kay is the author of Sacred Privilege: Your Life and Ministry as a Pastor's Wife, Choose Joy: Because Happiness Isn't Enough, Say Yes to God: A Call to Courageous Surrender, and coauthor of Foundations, a popular systematic theology course used by churches worldwide. Her children are Amy and Josh, and Matthew (who is in heaven), and she has five grandchildren.
Learn more at KayWarren.com and follow her on Facebook (KayWarrensPage) Twitter (@KayWarren1) and Instagram (@KayWarren75).
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Melissa Bengston
Melissa Bengtson, B.S. is the program coordinator for the Literacy and Education Center of the Down Syndrome Association of Connecticut. Melissa graduated with her Bachelor’s degree in Special Education from the University of Saint Joseph and holds a dual certification in both Special Education (K-12) and Elementary Education (1-6). Melissa has conducted research on the preparation of preservice teachers to teach reading to students with disabilities and has received specialized training in the development of literacy evaluations for students with intellectual disabilities. Ms. Bengtson actively publishes her work in academic journals to help educational professionals in the area of teaching reading to children with intellectual disabilities. Her dedication and passion for teaching reading has contributed to her role in creating a literacy program that helps empower children and adults with Down syndrome. Ms. Bengtson can be reached at https://mydsact.org/ds-act-literacy-and-education-center/
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Peggy Earnest
Peggy Moffitt Earnest, PhD, CCC-SLP is a pediatric speech language pathologist and owner of Columbia Motor Speech Therapy in Columbia, CT. Peggy has been in private practice for more than 18 years. She specializes diagnosis and treatment of motor speech disorders, including dysarthria and childhood apraxia of speech and is driven to provide exceptional services for children and their families. In addition to being an SLP, Peggy is the author of an eclectic mix of books and poems. Her latest project is a young adult fictional novel entitled “Nonverbal”, which features a 15 year old with Down syndrome. It is her hope that the novel will help spread awareness, not only of the challenges of people with special needs, but also of the lessons we can learn from them.
Email: peggyearnest@columbiamotorspeechtherapy.com
Business phone: 860-942-9662
Facebook: @peggyearnestcmst (Columbia Motor Speech Therapy)
@peggyearnestslp (Nonverbal Facebook page)
Blog: Speech Talk With Dr. Peggy
Instagram: Nonverbal_the_novel
Link to Nonverbal on Amazon: https://www.amazon.com/Nonverbal-Peggy-Moffitt-Earnest/dp/1694039005
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Shakira Perez
Shakira Perez is an 8th and 12th grade English teacher at Classical Magnet School. She takes great pride in being a teacher at Classical having graduated from the program in 1995. She feels like she has come full circle and is now able to give back what she has received. She serves as the senior advisor and an instructional leader. In addition, she is a member of the School Governance Committee focusing on curriculum and instruction. Shakira loves to attend the school’s sports games and can be seen rooting from the stands. In the spring, you can catch her coaching the girls’ varsity tennis team.
Shakira is a true believer in being a lifelong learner. In 2007, she became a fellow of the Central Connecticut Writing Project, where she remains heavily involved with the reading department at Central Connecticut State University. Through the CT Writing Project, she has had the opportunity to present at CCSU’s Literacy Essentials Conference, Idea Share and the Latinos in Action Youth Conference. In July 2017, Shakira, along with the director of the CT Writing Project, led a workshop on promoting reading and writing in and beyond the classroom at the European Literacy Conference in Madrid, Spain. In 2019, she was a recipient of the Funds for Teachers grant and traveled to Oxford, England and Copenhagen, Denmark to attend and present workshops on creating possibilities for writing on the secondary level at the International Roundtable Symposium and the European Literacy Conference, respectively.
Shakira enjoys traveling, reading and DIY projects. She was a writer for the Ana Grace Project Facebook page, where she shared the ups, downs and all-arounds of teaching and dabbles in some creative writing of her own. Shakira lives in Hartford with her two children, Josiah and Scarlett.