Ph. D.        Educational Psychology (Gifted and Talented).             The University of Connecticut, Storrs, CT. 
M. P. E.     Adaptive Physical Education & Corrective Exercise.     Springfield College, Springfield, MA.
B. S.          Health, Physical Education and Recreation.                   Springfield College, Springfield, MA.  

CERTIFICATES & LICENSURE
CT Teaching Certifications (043 • 044) in Physical Education & Health Education (K-12)
Ringling Brothers Barnum & Bailey Circus Clown College Venice, Florida
Flying Actor Studio, Ashland, Oregon:  Movement theater training
Connecticut Master Teaching Artist Higher Order Thinking (HOT) Schools Training
Shelter Institute, Woolrich, Maine: Residential Housing Design/Build 

PROFESSIONAL EXPERIENCE 
2010 — Teaching education courses in Creative Expressions at Eastern Connecticut State University Artist in the classroom with Hartford, CT public schools via Hartford Performs that focuses on integrating the arts with the common core curriculum as they align with the National Core Art Standards and the Connecticut  Common Core Standards (exemplar here). This work has been ongoing for over 20    years throughout southern New England in the form of enrichment programming as facilitated by various art agencies (CreativeGround, Young Audiences, New England  Foundation for the Arts, the LaRocca Agency, Traveling Artists & Performers  Company, and a personal LLC entity.  

My work with teacher / parent education involves consulting and professional development in asset mapping and course development, conference presentations (University of Connecticut’s Confratute) and teaching in the Education Department at Eastern Connecticut State University. I continue to be a capable writer with several articles, book chapters, instructional  manuals, proposals, and classroom materials to my credit. 

My more traditional teaching experience lies within both the public and private sectors. I have been responsible for the ground up development, instruction, and administration of a residential Physical Education and Therapeutic Recreation program at the Klingberg Family Centers  (New Britain, CT) with responsibilities to staff development, budget, solicitation of appropriate community resources and facility development. In prior years I worked with the Capital Region Education Council (CREC) in developing and implementing adapted physical education and recreation therapy across three programs for special populations with behavioral, learning, and cognitive exceptionalities. Summers found me involved with creating and leading high level enrichment courses for K-9 students at Summer Place (University of Hartford).  The most surreal teaching experience was early on in my career whereby I proposed, developed and taught a graduate level theater course in Mime  at Central Connecticut State University. I was the youngest person in the course. The content quickly morphed into a kinesthetic pedagogy for differentiated instruction within elementary education. Great teachers, . . . so-so mimes.
                    
TEACHING PHILOSOPHY

​   Teaching is an intensely interactive process between teacher, student, curricular concepts, and the physical environment.  The acknowledgement and
   embrace of the full breadth of each of these variables can create the fabric of a dynamic and effective learning experience. Constructivist educational
   pedagogy, environmental sustainability, and general progressive tenets are some of the stronger influences upon my interpretation of these variables’
   dimensions.  By way of example, student dimensions include prior knowledge and experience, ability, interest, motivation, meaning, learning style
   preferences, and choice.  The consideration of these dimensions in terms of the curriculum make for a student-centered approach that is respectful of  
   not just differences but actively utilizes intrinsic qualities to assist in shaping the aforementioned ‘fabric’ of learning.

PROGRAMMING
    Diversity Bus. Conceived and collaborated with assistant principal of a Connecticut middle school to send a performance art bus project around the        
    country that addressed issues of diversity in middle schools.

    Saturday Semester. Enrichment program for young curious minds 9-12 on Saturdays.

    Professor Biggus Speaks. Commissioned by Oblong Books of Millerton, NY to develop and conduct a 12—week series of parent education workshops for  
    parents and young children.

    Northwest Youth Creative Arts Program. Sharon Playhouse Foundation solicits proposal for development and implementation of youth arts program:
    Sharon, CT.  Meryl Streep, Sam Waterston, and Jerry Zaks show up first day for open walk in enrollment  — staff quietly freaks out —, but still all about
    the kids.

    Tin Man Program. Commissioned by Hartford Chapter of American Heart Association to conceive, script, and perform a health education program for
    K-5 audiences in Connecticut Schools. Wicked witch of the west, Margaret Hamilton, kicks off the project by giving the “Tin Man” a new heart.

    Program Developer and instructor.  Madison CT Public Schools Summer Program
​
    Day Camp Director. Dayton YMCA Camp Sinclair: Dayton, OH.

INTERNATIONAL TEACHING & TOURING
•   Safat, Kuwait,Fawzia Sultan International School
•.  Seminar in Gifted & Talented University of New Brunswick, Canada. Graduate course on the School-Wide Enrichment Model.
•   Morelia, Mexico.  Assisted international mime artist, James Donlon, in performances and workshops.
•   University of Guanajuato, Mexico (Cervantes Festival) 1981—International Mime Festival.  Guanajuato, Mexico. Assisted and performed with James  
     Donlon in 2 month tour of performances and workshops across 8 cities as part of a collaborative effort between the University of Guanajuato and  
     Cervantes Arts Festival.
•   Assisted James Donlon in a 1 month tour of Switzerland.

INVITED REGIONAL, NATIONAL, AND PRESENTATIONS / CONSULTING
Topics include:
    Old games: Catalysts for studying culture, history, and geography.
    Integrating the arts into the curriculum for a differentiated classroom
    GeoDome Construction, Math, and Metaphor
    Schoolwide Enrichment Model
    Magic: An epistemological approach to critical thinking.
    It’s all in how you say It.  Keynote arts performance
    Kinesthetic expression of artistic forms in classroom pedagogy
    Frederick’s ala carte psychomotor cafe.
    Problem solving through movement
    Asset Mapping Human Capital in Schools and Community Organizations 
    Student Talent Development and Project-Based Learning
    Circus Science
    Circus arts and the physical education curriculum.
    Adventure programming and the therapeutic treatment of adolescent youth.  
    Connecting movement activity to the classroom.
    Mime and theater techniques in physical education.      

AWARDS, RECOGNITION, & CREDITS
    Adjunct Faculty of the Year 2021; Eastern Connecticut State University    
    Featured in Cottage Life Magazine (Spring, 2018 p.p. 56-65)        
    Young Audiences of Connecticut Artist of the Year                2000    
    Connecticut Commission on the Arts Master Teaching Artist         1992—2006
    Hartford Courant Diversity Award c/o McGee School: Berlin, CT.        2000
    Featured in Weekly Reader, (March 31, no.22). Catch the bus!             2000                     

DISCOGRAPHY & MOVIE CREDITS
    Back to The Future (The Ride)                            
    Southwest Region Orchestra                        
    NCAA Division 1 record (worst defeat in soccer 24-0)                1971

PUBLICATIONS and PRODUCTS
    Bagwell, M. & Femc-Bagwell, M. (2016). Collaborating With Families to Support Gifted Children. In Eckart, Rebecca, (Ed.) Designing Services and
    Programs for High-Ability Learners: A Guide Book for Gifted Education (2nd ed.) Newbury Park, CA. Corwin Press.

    Bagwell, M. & Femc-Bagwell, M. (2010):  The ASPIRE Survey Workbook. The ASPIRE Survey, a web-based asset-mapping tool used in schools, non-
    profits and community organizations (https://aspiresurvey.com). Recognized as a Promising Partnership Practice in the 2012 annual collection from
    the members of the National Network of Partnership Schools at Johns  Hopkins University.  Adopted as a best practice for use in the School-wide
    Enrichment Model.

    Bagwell, M. & Femc-Bagwell, M. (in development).  The Grandparent Guide to Childhood.

     Bagwell, M. (2005). Differences in Connecticut mastery test scores and student perceptions of school quality between public and charter schools.
     Unpublished doctoral dissertation. University of Connecticut: Storrs, CT.

    Bagwell. M.  (1998).  Physical educators as talent scouts of math aptitude: The relationship between teacher rated math aptitude and timed spatial task  
    performance in children. Unpublished. dissertation requirement.

    Bagwell, M. (1996). Parents, research, and the school curriculum. The National Research Center on the Gifted and Talented Newsletter, Winter, 1997. 
    Storrs, CT:  National Research Center on the Talented and Gifted.

    Bagwell, M. (1980). Giving form to a moving idea: Try mime. Journal of Health, Physical Education, Recreation, and Dance. Reston, VA:  American
    Association for Health, Physical Education, Recreation, and Dance.

    Bagwell, M. (1978).  Hands. New York: Schocken Books. Rights sold, remains unpublished.

PRODUCTS
    Bagwell, M.  (2020).      World Update poster. Storrs, CT: Kavonia, LLC.
    Bagwell, M.  (2014).       Csikszentmihalyi (“CheckMyEye”) Poster, Storrs, CT: Kavonia, LLC.
    Bagwell, M. & Femc-Bagwell, M.  (2014) The A.S.P.I.R.E. Survey, Storrs, CT: Kavonia, LLC. 
    Bagwell, M.  (2008).    “You Walked On What?” design. Storrs, CT: Kavonia, LLC.
    Bagwell, M.  (at press).  Periodic Table of Sport Projectiles™.  Storrs, CT: Kavonia, LLC.
    Bagwell, M.  (2003).        Periodic Map of The Non-Consonantal United States™. Storrs, CT: Kavonia.
    Bagwell, M.  (2002).        Periodic Table of Creativity & Intelligence™. Mansfield, CT: Storrs, CT: Kavonia.
    Bagwell, M.  (1998).         BodyOminos Graphs®. Mansfield, CT: Storrs, CT: Kavonia.
    Bagwell, M.  (1994).         Hot Air Balloon Template & Instructions. Storrs, CT: Kavonia.
    Bagwell, M.  (1992).         Kavonia Cards®.  Chicago:  Recycled Paper Products.
    Bagwell, M.  (1991).         BodyOgraphy™.  Atlanta: Sportime Inc.
    Bagwell, M.  (1991).         BodyBands®.  Atlanta: Sportime Inc.
    Bagwell, M.  (1988).         BodyOminoes®.  Atlanta: Sportime Inc.   Archived in the Strong Museum of Play;  Sid Sackson  Collection: Box 24: Folder 71.

INSTALLATIONS
    1999—2001. C.A.R.E.-A-Van Bus Project.  A national middle school project addressing issues of diversity McGee School: Berlin, CT.    
    Conceived, designed, and constructed 5 sustainable homes initially used as personal residences:
    Sharon, CT house              Contemporary    
    Canaan, CT house              Colonial          
    Canaan, CT house 2           Cottage        
    PEI, Canada house             Barn    
     Storrs, Office                       Playful work space
    Storrs, CT GHIA House    Off-grid - LEED Compliant
    Storrs, CT Shoe Studio    Art workspace
    In development:  The Electronic Gymnasium™. The low-tech retrofitting of play spaces for optimal learning in the core curriculum. 
                                         Zen Golf™ miniature golf with multiple choice paths that assess creative aptitudes, learning styles, and expressions.  

AFFILIATIONS
    Hartford Performs                        
    Creative Ground                            
    New England Foundation for the Arts (NEFA)    
    The National Research Center on the Gifted and Talented
    Connecticut Association for the Gifted
    National Association for Gifted Children: Arts & Creativity Divisions
    American Alliance for Health, Physical Education, Recreation, & Dance
    Pi Lamba Theta Honor Society
    University of Connecticut Confratute            

INTERESTS
    Working across academic content areas and multiple disciplines by way of collaborative effort and product development.

    Examining and expanding the relationship among societal conceptions of aging, adult learning and childhood in terms of motor skill development and
    cross-generational transference of skill, knowledge, oral history, and traditions. 

    Examining relationships of architectural and landscape design to learning.  Redesigning building architecture, gymnasiums, theater spaces, landscape
    areas so that they emerge as by-products of cognitive learning methodologies. The transformation of playground philosophy and design during the
    past 20 years will eventually be incorporated into mainstream architecture on several fronts and is starting to emerge from sustainable building
    practices, interactive museum design, and the technology sector.  Education should be a participant in this process as well.

    Sustainable house design and construction
    Issues of the public commons as they pertain to health, funding, and proprietary knowledge.

REFERENCES
    Sally M. Reis, Ph.D.  
    Mentor/ Colleague/ Doctoral Committee
    Letitia Neag Morgan Chair in Educational Psychology
    Board of Trustees Distinguished Professor
    University Teaching Fellow, University of Connecticut
    sally.reis@uconn.edu
    Phone: 860-336-xxxx

    Joseph Renzulli. Ed.D. 
    Colleague/ Doctoral Committee
    Renzulli Center for Creativity, Gifted Education, and Talent Development
    University of Connecticut Board of Trustees Distinguished Professor
    The Lynn and Ray Neag Endowed Chair for Talent Development, University Connecticut 
    Winner of the 2009 Harold W. McGraw, Jr. Prize in Education
    Voted # 3 among World's Top 30 Education Professional for 2021
    joseph.renzulli@uconn.edu
    Phone: 860-942-xxxx

    James Donlon
    Flying Actor Studio
    1326 Woodland Street
    Ashland, OR. 97520
    (805) 729-4294