- \n
- Graduate\/Professional Student Award:<\/strong>
\nPortia Washington, MS, and Ph.D. candidate in Language and Cognition in Psychological Sciences, College of Liberal Arts and Sciences (CLAS)<\/li>\n<\/ul>\n- \n
- Student Team Award:\u00a0<\/strong>UConn Journalism Team<\/li>\n<\/ul>\n
Staff\u00a0Category<\/p>\n
- \n
- Staff Award:<\/strong>\u00a0Kenneth Barone,\u202fAssociate Director of UConn\u2019s Institute for Municipal and Regional Policy,\u00a0UConn\u00a0Hartford<\/li>\n<\/ul>\n
Community Partner Category<\/p>\n
- \n
- Community Partner Award:\u00a0<\/strong>Waterbury Public Schools<\/li>\n<\/ul>\n
Institutional Transformation\u00a0Category<\/p>\n
- \n
- Institutional Transformation Award<\/strong>:\u00a0UConn Waterbury<\/li>\n<\/ul>\n
Faculty\u00a0Category<\/p>\n
Faculty –\u00a0Teaching<\/strong><\/p>\n
- \n
- Distinguished Faculty \u2013 Teaching<\/strong>: Amit Savkar, Ph.D., Professor in Residence in the Department of Mathematics and Director of the Quantitative Learning Center (Q-Center)\u00a0<\/em><\/li>\n<\/ul>\n
- \n
- Emerging Faculty \u2013 Teaching<\/strong>:\u00a0\u00a0Na Zhang, Ph.D., Associate Professor in Human Development and Family Sciences, College of Liberal Arts and Sciences, UConn Stamford<\/li>\n<\/ul>\n
Faculty –\u00a0Research<\/strong><\/p>\n
- \n
- Distinguished\u00a0Faculty\u00a0Research\u00a0Award:\u00a0<\/em><\/strong>Mohamad\u00a0Alkadry,<\/strong> Ph.D., Professor, School of Public Policy, College of Liberal Arts and Sciences\u00a0<\/em><\/li>\n<\/ul>\n
- \n
- Emerging Faculty Research\u00a0Award:\u00a0<\/strong>Sukhmani Singh, Ph.D., Assistant Professor, School of Social Work<\/li>\n<\/ul>\n
Faculty –\u00a0Community Impact<\/strong><\/p>\n
- \n
- Community Impact Award<\/strong>: Mayra Rodr\u00edguez Gonz\u00e1lez, Ph.D., Assistant Cooperative Extension Educator, Department of Extension \u2013 Hartford County Extension Center\u202fat the College of Agriculture, Health and Natural Resources<\/li>\n<\/ul>\n
Faculty –\u00a0Team<\/strong><\/p>\n
- \n
- Faculty Team Award (Research):<\/strong>\u00a0Total Teacher Health (TTH), UConn Health<\/li>\n<\/ul>\n
- \n
- Faculty Team Award (Community Impact):<\/strong>\u00a0Whole School, Whole Community, Whole Child Partnership Team<\/li>\n<\/ul>\n
<\/p>\n
Student\u00a0Awards<\/strong><\/p>\n
Undergraduate\u00a0Award<\/strong><\/p>\n
Andy\u00a0Zhang<\/strong>\u00a0\u201926\u00a0(CLAS & CAHNR),\u00a0exemplifies the highest standards of community-engaged scholarship through sustained leadership, innovative problem-solving, measurable community impact, and deep personal and academic growth. Over the past\u00a0three\u00a0years, Andy has not only contributed meaningfully to the University of Connecticut\u2019s sustainability initiatives but has fundamentally strengthened the infrastructure through which students, faculty, and community members engage with environmental work.<\/p>\n
![\"A](\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\")
Andy Zhang ’26 (CAHNR) poses for a photo in Young Building on Wednesday, Feb. 25, 2026. (Sydney Herdle\/UConn Photo)<\/figcaption><\/figure>\n Andy\u2019s leadership has been both sustained and progressively expansive. Beginning as a Sustainability Intern with the UConn Office of Sustainability, he quickly assumed increasing responsibility across multiple high-impact initiatives. He led the coordination of UConn\u2019s annual Class Tree planting and Arbor Day programming, managing complex\u00a0logistics, cross-sector\u00a0partnerships, and public engagement efforts. Simultaneously, he has taken on leadership roles in student governance and founded the\u00a0UConn Chapter of\u00a0Plant Futures organization, where he leads a growing team focused on advancing sustainable food systems. His leadership trajectory\u00a0demonstrates\u00a0not only longevity but also a clear pattern of increasing scope, responsibility, and influence across campus and community initiatives.<\/p>\n
Andy\u2019s work is distinguished by a strong commitment to innovation and entrepreneurial thinking. Most notably, he founded the\u00a0ECollaboration\u00a0Sustainability Network (ESN), a first-of-its-kind initiative designed to break down silos within UConn\u2019s sustainability community. By\u00a0leveraging\u00a0a digital platform, Andy created an accessible and inclusive space that connects students, faculty, and staff across disciplines, enabling real-time collaboration, resource sharing, and engagement. He has also introduced new programming such as the \u201cSustainability Social,\u201d fostering interdisciplinary dialogue and collaboration. Additionally, his data-driven work analyzing campus dining systems to reduce single-use waste reflects a creative integration of research, policy, and practice to address real-world sustainability challenges.<\/p>\n
Andy\u2019s initiatives have produced clear, measurable outcomes that\u00a0demonstrate\u00a0meaningful community impact. The\u00a0ECollaboration\u00a0Sustainability Network has grown to include over\u00a0300 active members spanning diverse academic and professional backgrounds, significantly increasing participation in sustainability initiatives across campus. His Sustainability Social events have brought together over 50 participants per session, catalyzing new partnerships and collaborative projects. His contributions to UConn\u2019s Green Metric report and Tree Campus USA application support institutional benchmarking and recognition, amplifying the university\u2019s impact on a global scale. Additionally, his advocacy for reusable dining programs directly addresses waste reduction, with the potential to\u00a0eliminate\u00a0hundreds of thousands of single-use items annually.<\/p>\n
Andy\u2019s engagement in community-based work has driven exceptional intellectual, professional, and personal growth. As a dual major in Economics and Environmental Science with a perfect academic record, he integrates rigorous academic training with applied sustainability practice. Through his leadership experiences, Andy has developed advanced skills in project management, stakeholder engagement, policy analysis, and data-driven decision-making. His increasing confidence and initiative,\u00a0evidenced\u00a0by founding new organizations, leading large-scale projects, and presenting diverse audiences,\u00a0reflecting\u00a0a deep and ongoing commitment to growth as both a scholar and practitioner.<\/p>\n
Collaboration is central to Andy\u2019s work. Across all his initiatives, he has engaged a wide range of stakeholders, including students, faculty, administrators, community organizations, and government partners. His leadership in the ESN fosters continuous collaboration among over\u00a0300 participants, while his work on institutional sustainability reporting requires coordination with multiple university departments. His\u00a0partnerships with dining services, and engagement with\u00a0external organizations\u00a0demonstrate\u00a0his ability to build and sustain meaningful, cross-sector relationships that strengthen community outcomes.<\/p>\n
<\/p>\n
Graduate\/Professional Student\u00a0Award<\/strong><\/p>\n
Portia Washington<\/strong>, MS, and Ph.D. candidate in Language and Cognition in Psychological Sciences in the College of Liberal Arts and Sciences, has demonstrated sustained leadership over multiple semesters through her role as Graduate Student Leader of the Community Engaged Research Team in the Cognitive Neuroscience of Communication program. Since Fall 2024, her responsibilities have grown from organizing workshops and meetings to shaping the program\u2019s strategic direction, mentoring trainees, and leading major scholarly and outreach initiatives.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n Portia\u2019s efforts have produced a measurable impact by increasing engagement across UConn\u2019s language sciences community, contributing to new outreach initiatives, academic programming, and broader awareness of community-engaged research.\u00a0Her work also strengthens relationships with community members, including individuals with aphasia and underrepresented student populations.<\/p>\n
Her work reflects significant intellectual and professional growth, integrating her academic research, lived experiences, and commitment to inclusive science. She has advanced as a researcher, mentor, and science communicator, translating community engagement into both scholarly outputs and professional skill development.<\/p>\n
Portia has fostered meaningful collaboration among faculty, students, institutional partners, and community stakeholders. She has led co-developed initiatives with campus partners and ensured that community voices inform research design, implementation, and dissemination.<\/p>\n
<\/p>\n
Student Team\u00a0Award<\/strong><\/p>\n
A team of 14 University of Connecticut students has earned the prestigious Student Team Award for Excellence in Community-Engaged Scholarship, recognized for a sweeping multimedia project that informed thousands of residents while redefining student journalism\u2019s role in public service.<\/p>\n
The award honors the team behind\u00a0\u201c<\/em>The Balance of Power<\/em><\/a>,\u201d<\/em>\u00a0an ambitious reporting initiative examining how shifts in federal authority have affected communities across Connecticut. Guided by Associate Professor Amanda J. Crawford, the students spent months researching, interviewing, and producing in-depth stories that connected national political developments to real lives on the ground.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n According to the selection committee, what set the team apart was sustained leadership that evolved over multiple semesters and over the course of the project. Students were selected for the class based on their performance in past journalism classes, leadership in student media, and\u00a0multimedia skills. For this project, they all\u202fbegan as researchers and gradually assumed greater responsibility,\u202fpitching stories, leading reporting teams, and\u202fultimately stepping\u202finto editorial, multimedia, and public-facing roles.<\/p>\n
By the project\u2019s conclusion, many had become leaders not just within the classroom, but in the broader media landscape, publishing in professional outlets and speaking publicly about their work.<\/p>\n
Rather than relying solely on traditional reporting, the team embraced innovative and creative storytelling techniques. Their project featured interactive guides to the U.S. Constitution, historical timelines of presidential actions, video series, databases, and multimedia maps, tools designed to make complex political issues accessible to everyday readers.<\/p>\n
This entrepreneurial approach extended the reach of their work, with content shared through nonprofit collaborations and republished by major news organizations across the state.\u00a0The project\u2019s impact was both immediate and far-reaching. Stories produced by the students appeared in outlets such as\u00a0The Hartford Courant<\/em>,\u00a0CT Examiner<\/em>, and\u00a0The Day<\/em>, bringing critical insights to thousands of readers.<\/p>\n
Their reporting filled a growing gap in local journalism, offering in-depth coverage of issues such as immigration policy, education, public health, and civil rights;\u00a0topics often underreported due to limited newsroom resources.<\/p>\n
The experience proved transformative for the students involved. Many secured internships or professional roles as a direct result of their work, while others discovered new career paths in public policy, multimedia storytelling, and investigative journalism.<\/p>\n
Beyond career advancement, the project fostered intellectual and personal growth, equipping students with the skills to analyze complex systems, engage diverse communities, and communicate effectively on issues of public importance.<\/p>\n
Central to the project\u2019s success was\u00a0a\u00a0deep collaboration. Students worked closely with faculty, interviewed government officials and community leaders, and engaged with residents across Connecticut,\u00a0from immigrants and educators to scientists and activists.<\/p>\n
This broad participation ensured the project reflected a wide range of perspectives, embodying the very essence of community-engaged scholarship.<\/p>\n
As journalism faces increasing challenges nationwide, the\u00a0Balance of Power<\/em>\u00a0team\u00a0demonstrated\u00a0how student-led initiatives can rise to meet the moment by combining rigorous research, innovative storytelling, and civic responsibility.<\/p>\n
In doing so, they\u00a0didn\u2019t\u00a0just win an award;\u00a0they delivered a powerful reminder of journalism\u2019s enduring role in strengthening democracy.<\/p>\n
Team Members<\/strong><\/p>\n
- \n
- Sara Bedigian\u00a0\u201926\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Breanna Bonner\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Samantha Brody\u00a0\u201928\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Bridget Bronsdon\u00a0\u201926\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Mikayla Bunnell\u00a0\u201827\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Lily Goldblatt\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Charlotte Harvey\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Anna Heqimi\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Jenna Outcalt\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Karla\u00a0Perez \u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Elijah Polance\u00a0\u201827\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Connor Sharp\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Daniel Stark\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- \n
- Christi Thrower\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
\u00a0<\/strong><\/p>\n
Staff\u00a0Award<\/strong><\/p>\n
Kenneth Barone,<\/strong>\u202fAssociate Director of UConn\u2019s Institute for Municipal and Regional Policy, has been recognized with a prestigious Provost\u2019s Award for Excellence in Community-Engaged Scholarship in the Staff category.<\/p>\n
At the center of Barone\u2019s work is the Connecticut Racial Profiling\u202fProhibition Project (CTRP3), a statewide initiative supported by the Institute for Municipal and Regional Policy (IMRP) housed at UConn\u2019s School of Public Policy. What began as a compliance-driven mandate to collect and analyze traffic stop data has, over time and under Barone\u2019s leadership, evolved into a nationally recognized model for community-engaged policy reform.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n Rather than positioning the work as an external evaluation, Barone has emphasized shared ownership of both the data and the solutions through the CTRP3 advisory board, a statutorily established body representing law enforcement, state agencies, legal professionals, and community members.\u202fThrough monthly advisory board meetings and ongoing collaboration, voices from across the spectrum, from police chiefs to civil rights advocates, work side by side to interpret findings and develop strategies.<\/p>\n
This approach has led to more than just dialogue. It has fostered consensus on complex issues and sustained participation from groups that historically struggled to find common ground. The result is a model of partnership defined not by oversight, but by mutual respect and shared decision-making.<\/p>\n
Barone\u2019s work is distinguished not only by collaboration but by results. Over a decade of engagement, disparities in traffic stops have declined by an average of 24 percent without an\u00a0increase in crime or traffic incidents, through interventions guided by CTRP3 contributing to those outcomes.<\/p>\n
The initiative now includes\u202fdata from more than 100 law enforcement agencies, covering millions of traffic stops and tens of millions of data points. Regular public reports and community forums ensure transparency, while\u202falso giving residents a platform to voice concerns and influence policy. A notable outcome is a recent cultural shift across the state: police departments are increasingly seeking out the program voluntarily, looking for guidance on improving their own practices. That level of trust signals a transformation in how institutions and communities work together.<\/p>\n
Barone\u2019s leadership has also been marked by innovation and strategic use of resources. The \u201cConnecticut Model\u201d integrates rigorous data analysis with community engagement, offering a more nuanced and effective approach than traditional single-metric evaluations.<\/p>\n
His work has drawn national attention. After testifying before Congress, federal grant programs expanded Connecticut\u2019s funding and helped extend similar initiatives to more than a dozen states. Today, Barone advises jurisdictions across the country, helping replicate a model that bridges data, policy, and community voices.<\/p>\n
Within UConn, Barone\u2019s influence extends into the classroom and beyond. As an adjunct instructor, he connects students to real-world policy challenges, mentoring them into careers in public service and community engagement. His outreach efforts across departments further reinforce the university\u2019s role as a partner in solving societal challenges.<\/p>\n
Colleagues and collaborators describe Barone as a steady, principled leader who brings patience and credibility to complex issues. His work has not only strengthened public trust in Connecticut and contributed to UConn\u2019s role as a national leader in community-engaged scholarship.<\/p>\n
<\/p>\n
Community\u00a0Partner\u00a0Award<\/strong><\/p>\n
Waterbury Public Schools<\/strong>\u00a0has been named the recipient of the University of Connecticut’s Provost’s Awards in Excellence in Community Engaged Scholarship in the Community Partner category, recognizing its outstanding collaboration with the University in advancing education, innovation, and community well-being.<\/p>\n
The award\u00a0celebrates community partners whose work demonstrates sustained impact, innovation, and meaningful reciprocity with the University. Waterbury\u00a0Public Schools\u00a0stood out for its decade-long partnership with UConn, a collaboration that has transformed opportunities for students, educators, and researchers alike.<\/p>\n
(Courtesy of Waterbury Public Schools)<\/figcaption><\/figure>\n At its core, the partnership is driven by a clear, shared purpose: to expand educational equity, foster innovation, and address the systemic challenges facing Waterbury’s students. Through initiatives such as the Connecticut K\u20133 Literacy Initiative and the Literacy and Behavior Supports\u00a0Research Network, WPS and UConn have worked together to improve early literacy outcomes and strengthen classroom instruction across the district. These efforts have provided educators with research-based tools and students with stronger academic foundations.<\/p>\n
Innovation has been a hallmark of collaboration. The launch of the Waterbury Robotics Institute has introduced middle and high school students to hands-on STEM learning, pairing them with UConn mentors and faculty to build technical and leadership skills. Meanwhile, the USDA-funded NextGen Fellows Program is bringing hydroponics farming into five WPS schools, blending sustainability with experiential learning and preparing students for emerging careers. These initiatives reflect a forward-thinking approach that connects education to real-world challenges and opportunities.<\/p>\n
The partnership also exemplifies a strong commitment to reciprocity. Waterbury Public School\u00a0students benefit from access to university resources, mentorship, and innovative programming, while UConn students and faculty gain invaluable opportunities to apply their research and teaching in real-world settings. This mutually beneficial relationship has fostered co-learning, shared decision-making, and long-term collaboration across disciplines.<\/p>\n
The impact on the Waterbury community has been both measurable and far-reaching. From improved literacy and social-emotional outcomes to expanded access to STEM education and sustainability initiatives, the partnership has strengthened local schools’ capacity and enriched students’ experiences. Community-wide events like\u00a0WISHfest<\/a>\u00a0have further engaged thousands of students and families, promoting innovation, health, and environmental awareness.<\/p>\n
At the same time, the collaboration has significantly enhanced UConn’s academic mission. Students gain hands-on learning experiences that bridge classroom theory and practice, while faculty advance research through direct community engagement. The continued expansion of UConn Waterbury’s research facilities is expected to deepen this partnership and extend its impact even further.<\/p>\n
University leaders noted that Waterbury Public Schools\u00a0has become a model of community\u2013university partnerships, demonstrating how shared vision, innovation, and sustained collaboration can drive meaningful change.<\/p>\n
As the recipient of this year’s Community Partner Award, Waterbury Public Schools exemplifies the power of partnership in creating lasting benefits for both community and campus.<\/p>\n
<\/p>\n
Institutional\u00a0Transformation\u00a0Award\u00a0<\/strong><\/p>\n
UConn Waterbury<\/strong>\u00a0has been named a recipient of the prestigious Institutional Transformation Award, recognizing a sweeping, campus-wide effort that has redefined how a public university engages with its community while advancing student success and societal impact.<\/p>\n
At the heart of the recognition is UConn Waterbury\u2019s deliberate and strategic alignment with the University\u2019s mission, translating UConn\u2019s commitment to public engagement into a powerful, place-based model that serves both students and the broader Waterbury region. Since 2022, the campus has built an integrated approach that embeds community engagement into teaching, research, and student life, positioning itself as both an academic institution and a civic partner.<\/p>\n
What sets UConn Waterbury apart is not a single initiative, but a coordinated transformation driven by leadership across faculty, staff, students, and community partners. Under the guidance of campus leadership, the team has developed a repeatable model, anchored in programs like\u00a0Ideas + Impact<\/em><\/a>, that turns community-identified needs into hands-on student learning experiences, research opportunities, and sustainable partnerships. This structure ensures that engagement is not episodic, but institutionalized and scalable.<\/p>\n
After working remotely from San Francisco for a month while receiving daily radiation treatment \u2014 during her first month as permanent Campus Dean in January 2023 \u2014 Fumiko Hoeft returned to UConn Waterbury to a surprise welcome from faculty and staff wearing custom ‘Fumiko Strong’ UConn Waterbury sweatshirts. The moment beautifully reflects the caring, community-centered spirit of the campus.<\/figcaption><\/figure>\n The motivation behind this transformation is deeply rooted in equity and societal impact. Serving a largely commuter, first-generation, and financially diverse student population, UConn Waterbury recognized that access to experiential learning and career pathways is critical to both student mobility and regional prosperity. At the same time, the campus responded to pressing community challenges, from workforce development and STEM education to housing and public health, positioning itself as a hub for collaborative problem-solving.<\/p>\n
Internally, the campus has significantly strengthened its capacity to support community-engaged scholarship. Investments in student success infrastructure, including the Academic Achievement Center, expanded health and wellness services, and integrated advising, have removed barriers that often prevent students from participating in high-impact learning. New facilities, such as the downtown\u00a0Neil O\u2019Leary Building<\/a>, have further expanded the university\u2019s ability to host community programs, applied research, and workforce-aligned education.<\/p>\n
Equally transformative has been the\u00a0campus\u2019s\u00a0expansion of external engagement. UConn Waterbury has built a robust network of partnerships with schools, nonprofits, government agencies, and local businesses, significantly broadening its reach\u2014particularly among underserved populations. Signature initiatives like\u00a0WISHfest<\/a>, the\u00a0Waterbury Robotics Institute<\/a>,\u00a0Walkbury<\/a>, and the\u00a0Housing Clinic for Thriving Communities<\/a>\u00a0exemplify this impact, connecting thousands of community members with university resources while providing students with meaningful, real-world experience.<\/p>\n
These efforts have been sustained through a remarkable ability to attract and steward external investment, with more than $30 million secured in grants and\u00a0philanthropy<\/a>\u00a0since 2022. This funding has enabled the campus to scale its initiatives while ensuring long-term viability, demonstrating a model of innovation grounded in both ambition and sustainability.<\/p>\n
The result is a campus that has evolved into a true anchor institution, one that not only educates students but also actively strengthens the community it serves. By aligning strategic vision, leadership, and implementation with a clear commitment to societal impact, UConn Waterbury has created a replicable model for community-engaged scholarship at scale.<\/p>\n
For these reasons, the selection committee recognized UConn Waterbury as a leader in institutional transformation, an example of how higher education can drive meaningful change both within and beyond campus walls.<\/p>\n
UConn Waterbury Team Members<\/strong><\/p>\n
While the individuals listed below are the people who are most outfacing, all faculty, staff, and students are the drivers of this whole campus effort.<\/p>\n
- \n
- Melisa Arga\u00f1araz Gomez, Ph.D., (Faculty, Geography, Sustainability, Community and Urban Studies)
\n\u2022 Nicole Ariyavatkul (Director of Student Success, Equity, and Inclusion)
\n\u2022 Steve Bustamante (Library Access Services Coordinator)
\n\u2022 Jasmine Cardona (Program Director, Upward Bound\/ConnCAP)
\n\u2022\u00a0Lisa\u00a0Carrozza, MSW,\u00a0(Assistant Director, Center for Career Readiness and Life Skills)
\n\u2022 Cora D\u2019Alessandro, MA,\u00a0(Faculty, Human Development and Family Sciences)
\n\u2022 Laura Donorfio, Ph.D., FGSA, FAGHE, (Faculty, Human Development and Family Sciences)
\n\u2022 Renee Garcia-Prajer, MS,\u00a0(Associate Director of Partnership Integration)
\n\u2022 Fumiko Hoeft, MD, Ph.D., (UConn Waterbury Dean & Chief Administrative Officer)
\n\u2022 Tamara Kaliszewski, MSHS, PA,(Director, AHS Major, UConn Waterbury)
\n\u2022 Monica Lattimer (Associate Director, Operations)
\n\u2022 Tristan White (Academic Advisor, Center for Access Postsecondary Success)
\n\u2022 Faculty and Staff (as cohort)
\n\u2022 Students (as a cohort)<\/li>\n<\/ul>\n<\/p>\n
Individual\u00a0Faculty\u00a0Awards<\/strong><\/p>\n
Teaching\u00a0Category<\/strong><\/p>\n
Distinguished Faculty Teaching\u00a0Award<\/em><\/strong>\u00a0<\/em><\/p>\n
Professor Amit Savkar <\/strong>Ph.D., Professor in Residence in the Department of Mathematics and Director of the Quantitative Learning Center (Q-Center), exemplifies the highest standards of community-engaged teaching through a sustained, deeply intentional integration of pedagogy, partnership, and impact. Over nearly two decades at the University of Connecticut, he has built an instructional ecosystem that not only transforms student learning but also strengthens institutional and community capacity. His work aligns strongly with the core criteria of community-engaged scholarships.<\/p>\n
At the heart of Professor Savkar\u2019s work is an innovative and rigorous pedagogical approach that integrates community engagement directly into course design and delivery. Grounded in the philosophy of meeting students where they are, his teaching builds meaningful bridges between academic content and real-world application. He has led the redesign of large-enrollment foundational courses such as Pre-Calculus and Calculus I\u00a0using\u00a0equity-minded, data-driven strategies that incorporate diagnostic assessment, adaptive learning, and scaffolded instruction. These courses, which serve thousands of students each year, become not just requirements but transformative entry points into STEM. Through co-curricular initiatives like \u201cC-Cubed\u201d (Coffee, Cookies, and Calculus), he creates informal, collaborative environments that deepen both conceptual understanding and a sense of belonging.<\/p>\n
Professor Savkar\u2019s commitment to partnership and reciprocity is equally significant. Within UConn, he has cultivated sustained collaborations across units such as CETL, the Q Center, Student Success, and multiple academic departments, co-designing curricula and faculty development initiatives. Externally, he has partnered with organizations including the Connecticut Mathematics Advisory Council, the National Science Foundation, and the Bill & Melinda Gates Foundation. These relationships are mutually beneficial, positioning partners as co-educators and contributors to teaching innovation. His creation of STEMIFY further demonstrates this commitment, translating his pedagogical innovations into a platform which over last eight years has been used by over twenty institutions nationwide.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n The community impact of his work is both measurable and far-reaching. His innovations in placement assessment and course design have improved placement accuracy, course success rates, and retention in foundational mathematics courses. Through scalable tools, open educational resources, and shared assessment systems, his work builds capacity not only at UConn but across partner institutions. Within the university, he has also contributed to improvements in instructional infrastructure, including assessment systems and classroom technologies, benefiting thousands of students and faculty.<\/p>\n
Professor Savkar\u2019s impact on student learning is profound. His courses promote critical thinking, quantitative reasoning, and professional readiness through active, applied learning. He is especially committed to supporting first-generation and underrepresented students, ensuring that learning environments are inclusive and responsive. Through the Q Center, which serves on\u00a0an average\u00a0over 10,000 students annually, and through collaborations with cultural centers and learning communities, he expands access to high-quality academic support. His mentorship provides students with opportunities for leadership, research, and applied learning.<\/p>\n
Finally, his leadership has been sustained and transformative. Serving as Director of the Q Center, former Director of Online Programs, and Interim Associate Vice Provost at CETL, he has shaped institutional approaches to teaching and faculty development. He has led major initiatives focused on equity-minded teaching and built communities of practice that support instructors across disciplines. During the COVID-19 transition, his leadership ensured instructional continuity and supported colleagues across the university.<\/p>\n
Professor Savkar\u2019s career reflects a rare combination of innovation, collaboration, and impact. His work advances student success while strengthening communities and institutions, embodying the highest ideals of community-engaged teaching.<\/p>\n
<\/p>\n
Emerging Faculty Teaching\u00a0Award<\/em><\/strong>\u00a0<\/em><\/p>\n
Na Zhang<\/strong>, Ph.D., Faculty in Human Development and Family Sciences, College of Liberal Arts and Sciences (CLAS) at UConn Stamford, exemplifies outstanding community-engaged teaching through an intentional pedagogical approach, reciprocal community partnerships, measurable community impact, and sustained leadership.\u00a0\u00a0Professor Zhang integrates rigorous scholarship with meaningful engagement to promote family well-being and mental health.<\/p>\n
Professor Zhang\u2019s teaching is grounded in the principle that education should extend beyond the classroom to directly benefit individuals and communities. She integrates community engagement as part of her research design to evaluate the benefits of mindfulness for parenting and family resilience. Drawing on her NIH-funded research and Mindfulness-Based Stress Reduction (MBSR)\u202fteacher\u00a0training,\u00a0she creates opportunities for UConn students and community participants, including caregivers and health professionals, to engage in evidence-based practices and experiential learning. Her approach emphasizes contemplative reflection and the development of wisdom and compassion, to foster emotional well-being and resilience across diverse populations.<\/p>\n
Na Zhang on Nov. 12, 2025. (Peter Morenus\/UConn Photo)<\/figcaption><\/figure>\n Central to Professor Zhang\u2019s work is her commitment to authentic, sustained partnerships with community collaborators locally and nationally, including\u00a0Peace at Home Parenting Solutions<\/a>, Family Centers,\u00a0St. Joseph Parenting Center<\/a>, and the\u00a0Center for Child and Family Wellbeing at the University of Washington<\/a>. These partnerships are not one-time engagements, but ongoing relationships built on trust, responsiveness, and shared goals.<\/p>\n
Professor Zhang\u2019s teaching produces clear and measurable benefits for the communities she serves. Participants in her programs report reduced stress, improved emotional regulation, and stronger family relationships. Her MBSR courses and parenting workshops for communities offered practical tools to navigate parenting and life challenges. Notably, her programs have achieved high completion rates and generated powerful testimonials, with participants describing transformative improvements in their well-being and interactions with family members. Community partners have affirmed that her work not only educates but also creates lasting positive change.<\/p>\n
Through her community-engaged teaching, Professor Zhang fosters meaningful learning\u202fexperiences that promote awareness, compassion, and civic responsibility. Students and participants gain hands-on experience applying evidence-based approaches in real-world contexts. Her engagement with diverse audiences enhances cultural competency and encourages learners to approach complex social and family issues with insight and compassion. These experiences align with high-impact educational practices that prepare students for meaningful contributions to society.<\/p>\n
Professor Zhang demonstrates strong leadership in advancing community-engaged teaching through her involvement in initiatives such as the Mindfulness, Spirituality, and Planetary Health\u00a0Initiative. She contributes to program development, curriculum innovation, and student and collaborator mentorship through service. Her work has strengthened institutional connections with community partners and expanded the reach of community-based mindfulness education. Her sustained commitment to engagement and mentorship reflects her leadership in fostering impactful teaching practices.<\/p>\n
Professor Na Zhang is a transformative educator whose work bridges scholarship and community impact. Her innovative teaching, meaningful partnerships, and dedication to student and community well-being make her an exceptional candidate for this award.<\/p>\n
<\/p>\n
Research\u00a0Category<\/strong><\/p>\n
Distinguished\u00a0Faculty Research Award<\/em><\/strong><\/p>\n
Mohamad Alkadry,<\/strong> Ph.D., Professor in the School of Public Policy, College of Liberal Arts and Sciences, exemplifies community-engaged scholarship at its highest level, combining rigorous research, meaningful partnerships, and measurable public impact. His scholarship is centered on addressing structural inequities in public institutions, particularly disparities in workforce representation, compensation, and access to essential services. Grounded in real-world challenges identified through collaboration with government and community partners, especially across Connecticut, his work has examined issues such as pay inequity, digital access, and barriers facing justice-involved and other underserved populations.<\/p>\n
Professor Alkadry employs innovative, participatory research designs that integrate stakeholder perspectives at every stage. By combining quantitative analysis with qualitative approaches such as focus groups and collaborative interpretation, he ensures that his findings are both empirically robust and practically relevant. This approach has produced actionable solutions, including research that informed several policy areas in the State of Connecticut from work on cannabis equity to digital equity to equity in the State workforce.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n A hallmark of Professor Alkadry\u2019s work is his commitment to authentic, reciprocal partnerships. He has worked closely with state agencies, legislative bodies, and nonprofit organizations, co-producing knowledge that directly responds to community needs. These collaborations are built on trust, shared decision-making, and a strong commitment to public service.<\/p>\n
The impact of his scholarship is both clear and significant. His research on workforce equity has led to major policy reforms, including the creation of Connecticut\u2019s Office of Equity and Opportunity and the appointment of the state\u2019s first chief equity officer. His ongoing projects on nonprofit capacity and social equity continue to shape how the state delivers services and promotes inclusive growth.<\/p>\n
In addition to his community impact, Professor Alkadry is a highly regarded scholar whose publications have advanced understanding in public administration and social equity. His work bridges theory and practice and has earned national recognition, including his election as a fellow of the National Academy of Public Administration.<\/p>\n
As founding director of UConn\u2019s School of Public Policy, Professor Alkadry has demonstrated sustained leadership by strengthening connections between the university and the broader community. He has launched initiatives such as the Public Service Executive Leadership Collaborative, which has trained more than 1,000 professionals. He has mentored students and practitioners who continue to serve in leadership roles.\u202fAs president of the global Network of Schools of Public Policy, Affairs and Administration, he played a major role in enhancing public policy and public administration education across the network’s global network of over 320 public affairs Schools, Colleges and Programs.<\/p>\n
Through a career defined by purpose-driven research, collaborative engagement, and lasting public impact, Professor Mohamad Alkadry has shown how scholarship can meaningfully improve communities, making him exceptionally deserving of this recognition.<\/p>\n
<\/p>\n
Emerging\u00a0Faculty Research Award<\/em><\/strong><\/p>\n
Sukhmani Singh, Ph.D.,<\/strong> Assistant Professor at the University of Connecticut\u2019s School of Social Work, has been recognized with an early-career award for her groundbreaking community-engaged research tackling inequities in the criminal legal system.<\/p>\n
Singh\u2019s work centers on a pressing societal challenge: investigating how the structural intersections of public systems, such as the legal, educational, and child welfare systems, impact marginalized communities, particularly youth of color. Additionally, since coming to UConn, she has grown lines of inquiry into how formerly incarcerated people experience public systems, how they are rendered invisible in voting, and how they can be re-engaged in our democracy. Through her engagement in community, she has also grown participatory scholarship with formerly incarcerated people who experienced long-term incarceration for offenses committed when they were youth. She frames her knowledge-generation process as rooted in fundamentally asking questions about how systems impact the everyday lives of minoritized people, rather than in individual failings. In this way, her research brings new urgency and clarity to longstanding social problems.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n What sets Singh apart is her staunch commitment to generating knowledge through critical participatory research.\u00a0 She blends quantitative and qualitative data to leverage the strength of mixed-methods, working directly with impacted individuals to co-create knowledge and advance structural solutions to societal inequities. This rigorous, community-centered praxis not only advances academic understanding but also ensures that findings are grounded in real-world experience, consistently advancing systems change.<\/p>\n
Her partnerships with state agencies and community organizations, including Full Citizens Coalition, The Juvenile Justice Policy Oversight Committee, the Connecticut Sentencing Commission, Judicial Branch Court Support Services Division, and advocacy groups, are built on shared decision-making and mutual benefit. These collaborations allow research findings to move beyond theory and into action, shaping policies and programs that better serve communities.<\/p>\n
The impact of Singh\u2019s work is already being felt across Connecticut. Her research has informed policy discussions, and she is actively seeking to advance knowledge around outcomes related to education, employment, and reentry for system-impacted individuals.<\/p>\n
In addition to her community impact, Singh has made significant contributions to her academic field through peer-reviewed publications and leadership in participatory research. She is also an active mentor and policy leader, helping guide students, colleagues, and public officials in advancing more equitable systems.<\/p>\n
Together, these accomplishments reflect the core values of community-engaged scholarship, demonstrating how research, conducted in partnership with communities, can drive meaningful and lasting change.<\/p>\n
<\/p>\n
\u00a0<\/strong><\/p>\n
Community Impact Category<\/strong><\/p>\n
Mayra Rodr\u00edguez Gonz\u00e1lez,\u00a0<\/strong>Ph.D., Assistant Cooperative Extension Educator, Department of Extension \u2013 Hartford County Extension Center\u202fat the College of Agriculture, Health and Natural Resources, has been selected for the Community Impact Award rooted in a body of work that exemplifies the highest standards of community-engaged scholarship\u2014rigorous, inclusive, and deeply responsive to the needs of the communities she serves.<\/p>\n
At the core of her contributions is a clear and compelling problem statement: the inequitable distribution of environmental resources and the disproportionate burden of climate and environmental challenges on marginalized communities. Through systematic needs assessments and community-centered sensemaking, Rodr\u00edguez Gonz\u00e1lez has worked alongside residents, particularly in nature-deprived urban areas with high concentrations of Hispanic populations, to identify barriers to urban forestry, environmental justice, and climate resilience. Her approach ensures that community voices are not simply consulted but actively shape the direction of programs and solutions.<\/p>\n
(contributed photo)<\/figcaption><\/figure>\n Her approach to alignment is distinguished by its innovation and by the integration of scholarship with practice. By employing participatory research methods, geospatial analysis, and narrative-based tools such as the\u00a0SenseMaker\u00a0methodology, she transforms lived experiences into actionable data. This work bridges academic research with real-world application, demonstrating how extension, teaching, and research can operate in concert. Her leadership in introducing and advancing these methodologies within UConn Extension\u2014and in translating them into peer-reviewed scholarship, reflects a model of engaged scholarship that is both intellectually rigorous and practically impactful.<\/p>\n
The community outcomes and impact of her work are both measurable and sustained. In just a few years, Mayra Rodr\u00edguez Gonz\u00e1lez has advised hundreds of decision-makers, trained thousands of practitioners and educators, and supported climate resilience and urban forestry planning across multiple cities. Her initiatives have led to tangible improvements, including enhanced water quality, increased urban tree canopy, and strengthened local capacity for environmental stewardship. Programs such as Latino Conservation Week further demonstrate her ability to deliver meaningful outcomes, with\u00a0the majority of\u00a0participants reporting increased knowledge and engagement in environmental practices.<\/p>\n
Equally central to her work is a deep commitment to inclusiveness. Mayra Rodr\u00edguez Gonz\u00e1lez designs programs that are culturally responsive, multilingual, and accessible to diverse audiences. She intentionally centers historically underserved populations, particularly Latine communities, ensuring they have access to education, resources, and decision-making processes. Her leadership in equity-focused initiatives, mentorship programs, and advisory roles reflects a\u00a0sustained effort to expand opportunities and cultivate a more inclusive pipeline of future leaders in environmental and community development fields.<\/p>\n
Finally, her leadership and influence extend well beyond individual projects. As a principal investigator and collaborator on numerous funded initiatives, she has shaped programs that inform policy, enhance public health and environmental outcomes, and foster community resilience. Her influence is evident in her service on advisory councils, her role in building cross-sector partnerships, and the recognition she has received from community organizations and professional bodies alike. Importantly, her leadership is defined not only by scale but also by her ability to build trust, elevate community knowledge, and drive enduring systemic change.<\/p>\n
In sum, Mayra Rodr\u00edguez Gonz\u00e1lez embodies the spirit of the Community Impact Award. Her work demonstrates how early-career faculty can generate transformative changes by aligning scholarship with community priorities, centering equity, and fostering long-term partnerships that strengthen both communities and institutions.<\/p>\n
<\/p>\n
Faculty Team\u00a0Awards<\/strong><\/p>\n
Faculty Team\u00a0–\u00a0Research\u00a0Award<\/em><\/strong><\/p>\n
A multidisciplinary team of UConn researchers has been awarded the Provost\u2019s Award for Excellence in Community-Engaged Scholarship in the Faculty Team \u2013 Research category, recognized for a groundbreaking initiative that is reshaping how schools address educator stress, by putting teachers themselves at the center of the solution. The award honors the Total Teacher Health (TTH)<\/strong>\u00a0research team, whose work stood out across rigorous evaluation criteria, from defining a pressing societal problem to demonstrating measurable community impact and national scholarly influence.<\/p>\n
At the heart of the team\u2019s success is a clear and urgent problem: educator stress. Across the U.S., millions of teachers face high levels of burnout, anxiety, and depression, conditions that threaten not only their well-being but also the stability of schools and student success. Locally, the issue is even more stark. In Connecticut partner districts, more than three-quarters of school staff reported moderate to severe stress.<\/p>\n
(contributed photos)<\/figcaption><\/figure>\n Rather than treating stress as an individual burden, the TTH team reframed it as a systemic issue rooted in workplace conditions. This approach immediately distinguished their work in the eyes of the selection committee.<\/p>\n
What set the project apart further was its innovative research design. The team developed the Educator Well-being Program (EWP), a participatory intervention adapted from the Center for the Promotion of Health in the New England Workplace\u2019s Healthy Workplace Participatory Program but\u00a0redesigned\u00a0through direct input from educators.<\/p>\n
Teachers and school staff didn\u2019t just participate; they co-created. Through surveys, interviews, and ongoing feedback loops, they helped shape the tools, refine strategies, and guide implementation in real time. The study\u2019s rigorous stepped-wedge design allowed researchers to measure outcomes across multiple schools while continuously improving the program.<\/p>\n
This blend of scientific rigor and real-world adaptability exemplified the kind of engaged scholarship the award seeks to recognize.<\/p>\n
Central to the team\u2019s achievement was its deep collaboration with school districts in Vernon and Windsor. Educators, administrators, and unions worked alongside researchers in a relationship defined by shared decision-making and mutual respect.<\/p>\n
As one community partner noted in a support letter, the program succeeded because it was \u201cgrounded in the realities of school systems\u201d and \u201cdeeply respectful of educator expertise,\u201d creating solutions that were both practical and sustainable.<\/p>\n
This reciprocal model ensured that the research was not only relevant but also embraced by the community it aimed to serve.<\/p>\n
The results were tangible. Schools implementing the program saw significant reductions in anxiety, work-related stress, and work\u2013life conflict among educators. Meanwhile, comparison schools experienced rising intentions to leave the profession, a stark contrast that underscored the program\u2019s effectiveness.<\/p>\n
Beyond statistics, the initiative fostered cultural change within schools. Teachers reported feeling heard, valued, and empowered to address challenges collaboratively shifting workplace dynamics in lasting ways.<\/p>\n
The project also made a strong mark in academia, producing multiple peer-reviewed publications and dozens of conference presentations. Notably, students played leading roles in this work, often serving as first authors and presenters, an example of the team\u2019s commitment to mentorship and leadership development.<\/p>\n
Their efforts earned national recognition, including a prestigious award for excellence in intervention evaluation, further solidifying the project\u2019s impact beyond Connecticut.<\/p>\n
The TTH team\u2019s leadership extended into classrooms, districts, and the broader field of community-engaged research. By training educators to lead change within their own schools and\u00a0mentoring the next generation of scholars, the team created a ripple effect that will continue long after the project concludes.<\/p>\n
In awarding the honor, the selection committee recognized more than a successful research project\u2014they highlighted a model for how universities and communities can work together to solve complex societal challenges.<\/p>\n
By centering those most affected, in this case, educators, the Total Teacher Health team demonstrated that meaningful, lasting change happens not in isolation, but in partnership.<\/p>\n
Their work offers a powerful blueprint for improving not only teacher well-being, but also the health of school systems and communities nationwide.<\/p>\n
Total Teacher Health Team Members<\/strong><\/p>\n
- \n
- Jennifer Cavallari (Professor, UConn School of Medicine, Department of Public Health Sciences) \u2013 Principal Investigator<\/li>\n<\/ul>\n
- \n
- Alicia Dugan (Associate Professor, UConn School of Medicine, Department of Medicine) – Co-Investigator<\/li>\n<\/ul>\n
- \n
- Lisa Sanetti (Professor, University of Connecticut, Neag School of Education, Department of Educational Psychology) – Co-Investigator<\/li>\n<\/ul>\n
- \n
- Vicki Magley (Professor, Psychological Sciences) – Co-Investigator<\/li>\n<\/ul>\n
- \n
- Eliza Appleton (Doctoral Candidate, University of Connecticut, Department of Educational Psychology) – Graduate Research Assistant<\/li>\n<\/ul>\n
- \n
- Felicia Blodgett-Duran (Doctoral Student, University of Connecticut, Department of Psychological Sciences)- Graduate Research Assistant<\/li>\n<\/ul>\n
- \n
- Matthew Brennan (Research Associate, UConn School of Medicine, Department of Occupational and Environmental Medicine)- Project Manager<\/li>\n<\/ul>\n
- \n
- Natalie Charamut (Doctoral Candidate, University of Connecticut, Department of Educational Psychology) – Graduate Research Assistant<\/li>\n<\/ul>\n
- \n
- Amanda Hiner (Doctoral Candidate, University of Connecticut, Department of Psychological Sciences) – Graduate Research Assistant<\/li>\n<\/ul>\n
- \n
- Megan Miskovsky (Doctoral Candidate, University of Connecticut, Department of Psychological Sciences)- Graduate Research Assistant<\/li>\n<\/ul>\n
- \n
- Isabella Simon-Pleines (Doctoral Student, University of Connecticut, Department of Educational Psychology)- Graduate Research Assistant<\/li>\n<\/ul>\n
<\/p>\n
Faculty Team –\u00a0Community Impact\u00a0Award<\/em><\/strong><\/p>\n
There is strong evidence that students thrive academically when schools attend to the whole child \u2013 including their social, emotional, behavioral, and physical needs. The aim of the Connecticut\u00a0Whole School, Whole Community, Whole Child Partnership Team is to support districts in implementing the CDC\u2019s\u00a0Whole School, Whole Community, Whole Child (WSCC) model<\/a>. Through sustained, reciprocal partnerships with Connecticut school districts, the UConn WSCC team learned that districts have a strong desire to adopt the whole child framework yet experience persistent barriers to implementation. By centering community input from the outset, the team ensured that their work addressed a pressing need experienced by educators, students, and families across the state.<\/p>\n
- Isabella Simon-Pleines (Doctoral Student, University of Connecticut, Department of Educational Psychology)- Graduate Research Assistant<\/li>\n<\/ul>\n
- Megan Miskovsky (Doctoral Candidate, University of Connecticut, Department of Psychological Sciences)- Graduate Research Assistant<\/li>\n<\/ul>\n
- Amanda Hiner (Doctoral Candidate, University of Connecticut, Department of Psychological Sciences) – Graduate Research Assistant<\/li>\n<\/ul>\n
- Natalie Charamut (Doctoral Candidate, University of Connecticut, Department of Educational Psychology) – Graduate Research Assistant<\/li>\n<\/ul>\n
- Matthew Brennan (Research Associate, UConn School of Medicine, Department of Occupational and Environmental Medicine)- Project Manager<\/li>\n<\/ul>\n
- Felicia Blodgett-Duran (Doctoral Student, University of Connecticut, Department of Psychological Sciences)- Graduate Research Assistant<\/li>\n<\/ul>\n
- Eliza Appleton (Doctoral Candidate, University of Connecticut, Department of Educational Psychology) – Graduate Research Assistant<\/li>\n<\/ul>\n
- Vicki Magley (Professor, Psychological Sciences) – Co-Investigator<\/li>\n<\/ul>\n
- Lisa Sanetti (Professor, University of Connecticut, Neag School of Education, Department of Educational Psychology) – Co-Investigator<\/li>\n<\/ul>\n
- Alicia Dugan (Associate Professor, UConn School of Medicine, Department of Medicine) – Co-Investigator<\/li>\n<\/ul>\n
- Jennifer Cavallari (Professor, UConn School of Medicine, Department of Public Health Sciences) \u2013 Principal Investigator<\/li>\n<\/ul>\n
- Melisa Arga\u00f1araz Gomez, Ph.D., (Faculty, Geography, Sustainability, Community and Urban Studies)
- Christi Thrower\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Daniel Stark\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Connor Sharp\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Elijah Polance\u00a0\u201827\u00a0(CLAS)<\/li>\n<\/ul>\n
- Karla\u00a0Perez \u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Jenna Outcalt\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Anna Heqimi\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Charlotte Harvey\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Lily Goldblatt\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Mikayla Bunnell\u00a0\u201827\u00a0(CLAS)<\/li>\n<\/ul>\n
- Bridget Bronsdon\u00a0\u201926\u00a0(CLAS)<\/li>\n<\/ul>\n
- Samantha Brody\u00a0\u201928\u00a0(CLAS)<\/li>\n<\/ul>\n
- Breanna Bonner\u00a0\u201826\u00a0(CLAS)<\/li>\n<\/ul>\n
- Sara Bedigian\u00a0\u201926\u00a0(CLAS)<\/li>\n<\/ul>\n
- Faculty Team Award (Community Impact):<\/strong>\u00a0Whole School, Whole Community, Whole Child Partnership Team<\/li>\n<\/ul>\n
- Faculty Team Award (Research):<\/strong>\u00a0Total Teacher Health (TTH), UConn Health<\/li>\n<\/ul>\n
- Community Impact Award<\/strong>: Mayra Rodr\u00edguez Gonz\u00e1lez, Ph.D., Assistant Cooperative Extension Educator, Department of Extension \u2013 Hartford County Extension Center\u202fat the College of Agriculture, Health and Natural Resources<\/li>\n<\/ul>\n
- Emerging Faculty Research\u00a0Award:\u00a0<\/strong>Sukhmani Singh, Ph.D., Assistant Professor, School of Social Work<\/li>\n<\/ul>\n
- Distinguished\u00a0Faculty\u00a0Research\u00a0Award:\u00a0<\/em><\/strong>Mohamad\u00a0Alkadry,<\/strong> Ph.D., Professor, School of Public Policy, College of Liberal Arts and Sciences\u00a0<\/em><\/li>\n<\/ul>\n
- Emerging Faculty \u2013 Teaching<\/strong>:\u00a0\u00a0Na Zhang, Ph.D., Associate Professor in Human Development and Family Sciences, College of Liberal Arts and Sciences, UConn Stamford<\/li>\n<\/ul>\n
- Distinguished Faculty \u2013 Teaching<\/strong>: Amit Savkar, Ph.D., Professor in Residence in the Department of Mathematics and Director of the Quantitative Learning Center (Q-Center)\u00a0<\/em><\/li>\n<\/ul>\n
- Institutional Transformation Award<\/strong>:\u00a0UConn Waterbury<\/li>\n<\/ul>\n
- Community Partner Award:\u00a0<\/strong>Waterbury Public Schools<\/li>\n<\/ul>\n
- Staff Award:<\/strong>\u00a0Kenneth Barone,\u202fAssociate Director of UConn\u2019s Institute for Municipal and Regional Policy,\u00a0UConn\u00a0Hartford<\/li>\n<\/ul>\n
- Student Team Award:\u00a0<\/strong>UConn Journalism Team<\/li>\n<\/ul>\n
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