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Robert D. Colbert
Associate Professor

Dr. Colbert’s research expertise and interests are focused on the redesign of school counselor education programs, and the redefinition of school counselor role in culture-centered education reform. Dr. Colbert conducted collaborative research in these areas which has led to the articulation of a research, training and practice model which provides direction for school counselor role in culture-centered education reform. Culture-centered education reform is defined as school change efforts which attempt to target all students, inclusively, to ensure the extension of educational opportunities and advantages which have traditionally been available only to middle- and upper-class white students. Currently, Dr. Colbert is conducting research on College and Career Readinees in an Urban High School which seeks to apply principles of the Culture-Centered Reform Model. Dr. Colbert has published numerous research articles within the field of professional school counseling concerning the American School Counselor Association National Model and its role in improving student academic achievement. Dr. Colbert has developed and presented dozens of research presentations to national, regional and state level professional conferences. Dr. Colbert has invested in the national professional communities to which he belongs through serving as Guest Co-Editor and reviewing manuscripts for journals. The Governing Council of the Association of Counselor Education and Supervision appointed Dr. Colbert to the editorial board of the Journal of Counselor Education and Supervision. Dr. has also reviewed manuscripts for the Journal of Advanced Academics, and served as Co-Guest Editor for the Journal of Advanced Academics for a special issue on Closing the Academic Achievement Gap (2007). Currently, Dr. Colbert serves on the University of Connecticut President's Advisory Committee on UCONN READS and the President's Athletic Advisory Council. Additionally, Dr. Colbert serves as the Director of Neag School of Education's Diversity Council.

•Ph.D. Counseling Psychology, University of Wisconsin, 1987

•M.S. Education, School Counseling, University of Kansas, 1983

•B.S. Elementary Education, University of Kansas, 1977

Contact Information: 

Gentry - 313

Phone: (860) 486-0201
Fax: (860) 486-0180


Mailing Address:
Neag School of Education
Department of Educational Psychology
249 Glenbrook Road, Unit 3064
Storrs, CT 06269-3064

Current Courses Taught:

EPSY 5304 Foundations & Content in the School Counseling Profession

EPSY 5316 Cross-Cultural Counseling

EPSY 5308 Counseling Theory and Practice

EPSY 5315 Counseling: Advanced Practice

Areas of Expertise:

Cultural Competency Development

School Counseling

College and Career Readiness

Collaborative School Change

Collective Teacher Efficacy

Educational Equity

Funded Research:

Principal Investigator. Effects of Implementing an Equity-Based College Readiness Curriculum in Two Urban Schools. Funding source: Balfour Foundation, $368,000

Principal Investigator. Transcendental Meditation: A Consciousness-Based Education Program to Improve Student Academic Achievement and Reduce Stress. Funding source: The David Lynch Foundation. Duration of funding: 8/23/07 – 8/22/08. Total Amount Funded: $25,000.00

Principal Investigator. The Structure and Function of Collective Teacher Efficacy and Teacher Opinion on Education Reform. Funding source: University of Connecticut, Large Faculty Grant. Duration of funding: 1/06-1/07. Total Amount Funded: $15,000.00

Selected Publications/Presentations:

Colbert, R., & Nidich, S. (In Press). Effect of the Transcendental Meditation Program on Graduation,College Acceptance and Dropout Rates for Students Attending an Urban Public High School, Education.

Elder, C., Nidich, S., Colbert, R., Hagelin, J. et al., (2011). Reduced psychological distress in racial and ethnic minority students practicing the Transcendental Meditation program. Journal of Instructional Psychology, 38(2), 109-116.

McCoach, D. B., Colbert, R. D. (2010). Factors underlying the collective teacher efficacy scale and their mediating role in the effect of socioeconomic status on academic achievement at the school level. Measurement and Evaluation in Counseling and Development, 43 (1), p. 31-47.

Reiner, S. M., Colbert, R. D., & Perusse, R., (2009). Teacher perceptions of the professional school counselor role: A national study. Professional School Counselor, 12 (5), p.324-332.

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