The University of Delaware's physical therapy program has been ranked #1 in the 2026 edition of Best Graduate Schools, U.S. News and World Report. The program has revolutionized the use of prosthetics, helped students become trainers for Super Bowl champions and boasts unique specialized training.
Darcy Reisman, chair of the program, can talk about the following:
Research: One study incorporated walking into daily behavior for stroke patients. Our PT researchers have also revolutionized the use of prosthetics to improve the lives of those who have lost limbs.
Professional outcomes: Two of our PT grads were on the Philadelphia Eagles’ training staff during their Super Bowl run. Another is working in Major League Soccer with a Tennessee-based team.
Specialized training: UDPT has an accredited Manual Fellowship Program that provides post-professional training for physical therapists in the specialized area of Manual Therapy.Research In total, U.S. news ranked 24 UD graduate programs among the best in the nation. Among those, 13 were in the top 50, including chemical engineering at #8.
They asked, he answered. In his new book, "How Can I Help?: Saving Nature with Your Yard," nationally known University of Delaware entomologist Doug Tallamy addresses the most common questions he receives from homeowners looking to do their part to impact the food web, boost biodiversity and replace invasive plants with native ones.
“Change is afoot!” Tallamy writes in the book, which was released today, April 8. “The cultural change from an adversarial relationship with nature to a collaborative one is starting to happen, and it gives me hope about the future of diversity and thus our own future.”
Tallamy, TA Baker Professor of Agriculture and Natural Resources, wrote “How Can I Help” to tackle questions he’s received over email and during talks he has given around the U.S.
“I get the same questions over and over again,” Tallamy said. “They fall into easily arranged categories: Questions about oaks, questions about ecology, questions about invasive plants. The book almost wrote itself in that sense.”
Some of those common questions include: • Why should I care about the food web?
• How should I choose the right native plants for my property?
• What is the greatest threat to oaks?
• How do we prioritize which invasive species to get rid of?
• Are bug zappers hurting insect populations?
• Is it better to have fewer plants of lots of species or more plants of fewer species?
• Is it good to feed the birds?
Tallamy is available for interviews to discuss "How Can I Help" or other relevant topics. To reach him directly, visit his profile and click on the "connect" button.
University of Delaware professor Leigh McLean has developed a new tool for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms.
McLean and co-author Nathan Jones of Boston University share the results of their use of the tool in a new article in Contemporary Educational Psychology. They found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers showed high levels of negative emotions. In these cases, teachers’ expressions of negative emotions were associated with reduced student enjoyment of learning and engagement. These findings add to a compelling body of research highlighting the importance of teachers’ and students’ emotional experiences within the context of teaching and learning.
“Anyone who has been in a classroom knows that it is an inherently emotional environment, but we still don’t fully understand exactly how emotions, and especially the teachers’ emotions, work to either support or detract from students’ learning,” said McLean, who studies teachers’ emotions and well-being in the College of Education and Human Development’s School of Education (SOE) and Center Research in Education and Social Policy. “This new tool, and these findings, help us understand these processes more precisely and point to how we might provide emotion-centered classroom supports.”
Measuring teacher and student emotions McLean and Jones collected survey data and video-recorded classroom observations from 65 fourth-grade teachers and 805 students in a Southwestern U.S. state. The surveys asked participants to report their emotions and emotion-related experiences — like feelings of enjoyment, worry or boredom — as well as their teaching and learning behaviors in mathematics and English language arts (ELA).
Using the new observational tool they developed — the Teacher Affect Coding System — McLean and Jones also assessed teachers’ vocal tones, body posturing, body movements and facial expressions during classroom instruction and categorized outward displays of emotion as positive, negative or neutral. For example, higher-pitched or lilting vocal tones were categorized as positive, while noticeably harsh or sad vocal tones were categorized as negative.
Overall, McLean and Jones found that teachers spent most of their instructional time displaying outward positive emotions. Interestingly though, they did not find any associations between these positive emotions and students’ content-related emotions or learning attitudes in ELA or math.
“This lack of association might be because outward positivity is the relative ‘norm’ for elementary school teachers, and our data seem to support that,” McLean said. “That’s not to say that teachers’ positivity isn’t important, though. Decades of research has shown us that when teachers are warm, responsive and supportive, and when they foster positive relationships with their students, students do better in almost every way. It could be that positivity works best when done in tandem with other important teacher behaviors or routines, or it could be that it is more relevant for different student outcomes.”
However, they did find that a small subset of teachers — about 10% — displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes.
“We think that these teachers are struggling with their real-time emotion regulation skills,” McLean said. “Any teacher, even a very positive one, will tell you that managing a classroom of students is challenging, and staying positive through the frustrating times takes a lot of emotional regulation. Emotion regulation is a particularly important skill for teachers because children inherently look to the social cues of adults in their immediate environment to gauge their level of safety and comfort. When a teacher is dysregulated, their students pick up on this in ways that can detract from learning.”
Recommendations for supporting teacher well-being Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!”
However, it is also important to be aware that repeated outward displays of negative emotion can impact students. McLean and Jones also suggest that these programs provide specific training to teachers on skills such as mindfulness and emotion regulation to help teachers manage negative emotions while they’re teaching.
“Logically, these findings and recommendations make complete sense,” said Steve Amendum, professor and director of CEHD’s SOE, which offers a K-8 teacher education program. “After working with many, many teachers, I often see teachers' enthusiasm or dislike for a particular activity or content area transfer to their students.”
McLean and Jones, however, emphasize that supporting teacher well-being can’t just be up to the teachers. Assistant principals, principals and other educational leaders should prioritize teacher wellness across the school and district. If teachers’ negative emotions in the classroom result in part from challenging working conditions or insufficient resources, educational leaders and policymakers should consider system-wide changes and supports to foster teacher well-being.
To learn more about CEHD research in social and emotional development, visit its research page. To arrange an interview with McLean, connect with her directly by clicking on the contact button found on her ExpertFile profile page.
