Kaitlyn Anderson, of the Center for Career Readiness and Life Skills, and Sally Chamberland, of the Office of Academic Program Assessment, have received a 2026 Blackboard Catalyst Award in the Assessment and Institutional Effectiveness category.

Presented annually by Blackboard, the Catalyst Awards recognize institutions and individuals around the world that are using technology to drive meaningful change in teaching, learning, accessibility, engagement, and institutional success. Anderson and Chamberland were recognized for their outstanding contributions to education and for helping strengthen UConn’s assessment practices through the use of Blackboard’s Institutional Effectiveness solutions.

The work grew from a practical challenge: how to assess career readiness at scale without asking students and faculty to navigate another platform. In summer 2025, the Center for Career Readiness and Life Skills partnered with the Office of Academic Program Assessment to build assessment tools created by the National Association of Colleges and Employers (NACE) directly into Blackboard. Faculty and staff have access to embed a student self-assessment and a faculty rubric that allow career readiness to be measured from both perspectives. Students complete the self-assessment before and after courses that intentionally incorporate career preparation, giving faculty a clearer picture of how students’ confidence and skills develop over the semester.

The approach quickly expanded beyond a small pilot. In fall 2025, nine instructors used the Blackboard assessment in 10 undergraduate and graduate courses, reaching 839 students. The broader Career Readiness Fellows initiative has now brought career-readiness instruction into dozens of courses across a wide range of disciplines and course levels. Early findings are promising with post-course results showing more students rating themselves at the higher levels of career-readiness competencies.

“It is through innovative initiative such as this one that the Center for Career Readiness brings faculty and staff together, under the broad umbrella of Career Everywhere, to strengthen connections and better support the needs of our students as they prepare for their lives beyond UConn”, commented Jim Lowe, associate vice president for operations and workforce strategy. By keeping the assessment inside a system faculty and students already use, Anderson and Chamberland have made the process easier to complete, more useful to instructors, and capable of growing across the University.

Anderson and Chamberland’s work demonstrates that meaningful institutional change often begins behind the scenes with carefully framed questions, reliable information, and colleagues willing to examine what the evidence says and act on it.

“Our students are building skills in the classroom that will serve them throughout their careers. Equally important is their ability to recognize and talk about those skills,” says Provost Pamir Alpay. “Kaitlyn and Sally have found a smart way to support both, and I’m thrilled to see their efforts be recognized with this honor.”

Blackboard has presented the Catalyst Awards since 2005, honoring innovation and excellence across its global community of educators and learners. Winners are selected by a cross-functional team of Blackboard experts and represent what the company describes as the creativity, dedication, and vision shaping the future of education worldwide.

The 2026 recipients were recognized during an awards ceremony at Building Blackboard Together 2026, held July 13-15. UConn was among a select group of institutions recognized internationally.

“I think that whether you’re on campus, and whatever other extracurricular activity you’re involved in – if it’s athletics or something else,” Candle says, “you would understand that what you really love doing, coupled with the process of getting in and obtaining a degree that is really going to help you lay the foundation and give you the platform for what you want to be in your career someday, is critically important.

“And you would have the understanding that you can’t have one without the other.”

It’s a mentality that Candle is carrying with him to UConn in his first season as head coach of UConn football at Connecticut’s flagship R1 public research university, where student-athlete success is an integral piece of its Division 1 athletic programs.

Candle brings with him 10 seasons as head coach at Toledo, 81 career victories, two Mid-American Conference championship titles, seven bowl game appearances – and an open mind after relocating to Connecticut with his family in June.

Beyond a career of on-field success, Candle’s culture of academic excellence on his rosters is nothing short of impressive. At Toledo, the football program surpassed a 3.0 GPA in nine seasons under his leadership and ranked among conference leaders in academic progress assessments.

Success, Candle notes, is as much about mindset as it is about wins and losses – which he says aren’t his primary focus as he takes the helm of UConn’s program.

“High achievement starts from how you wake up, what your process and what your routine is each and every day,” he says. “It’s not, ‘Man I got an A on that test.’ It’s not, ‘We won that game.’ Because the next day is going to challenge you, there’s going to be the next task, just like in life.

“So, I think there’s a balancing act of, hey, I really have to be dialed into the details of what my particular sport or extracurricular activity is going to ask of me. But I also understand that there’s a real reason why we’re here. Because these cleats are going to come off someday and, ultimately, at the end of the day, this is an opportunity for you to pave a way to your future.”

On a recent August morning, while his team did yoga on the indoor practice field at the Burton Family Football Complex in Storrs, Candle joined UConn’s Provost and Executive Vice President for Academic Affairs Pamir Alpay for a conversation about student-athlete success, recruitment, and expectations for the coming football season.

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Alpay: You’re new to Connecticut, right? How easy or difficult has it been for your family relocating here and joining the UConn community from Ohio?

Candle: I think change, first of all, can be an intimidating thing, especially when you’re in a place for a long time. But what has been such a pleasant surprise, and made for a smooth transition, is just the people. Everywhere you turn, whether it’s in our community where we live, whether it’s on campus, whether it’s other people in the athletic department, there’s strong support for this institution and a drive to be successful. And for anyone who is new to that, they want to help and engage, and it’s been awesome for my family to feel that.

Alpay: That’s excellent. That’s great to know. You’re originally from Ohio, and came here from Toledo, where you had tremendous success. What was your interest in joining UConn? What did you see here that made you think, “Hey, I want to be a part of that”?

Candle: In college athletics, there’s so many variables going on right now. I think the main thing is to find alignment, from administration to coaching staff to then, ultimately, student-athletes. We have a unique opportunity to represent the institution on a lot of platforms that many don’t get to. We have the opportunity to take a place that’s had some recent success and then try to make it even better.

But I think what I found through the process is really – and I said this when I first got here – that this is a place that has a lot of highly intelligent people who are really passionate.

Alpay: I remember your first interview.

Candle: And I think if that’s the starting point? Man, you can really do some special things if that’s the case.

So, in a world where the winds of change of college athletics can go a lot of different ways, you have the ability to steady the ship when there’s great alignment and there are people who are passionate about their place on it.

Alpay: The changes within college athletics in terms of recruitment, your engagement with the transfer portal – how does that change from how thing were five or six years ago?

Candle: It’s very different, but I also do believe that you have to understand who you are and what you’re trying to bring into your program. For us, we’re still going to recruit really high-character people who value what a free college education can do for somebody in today’s day and age.

And then, ultimately, we want guys on our team who are really passionate about the sport of football, and love to go to work, and really love what I always say are the 353 days out of the year when there’s not a game. We have to find people who are really, really good at that, because this is a long process to play only 12 guaranteed opportunities a year.

So many sports play 30, 40, 50 contests in their season. We play 12.

You really have to buy into that process, and I think that process is really reflective of what your future is when you start a career as a young graduate and, ultimately, what you want your life to be someday.

So, that’s what we’re looking for in the recruiting process, and whether it’s the transfer portal or whether it’s bringing high school kids onto our campus, we really try to stick to that. We try to find like-minded people, like the people in our building and the people that we go to work with each and every day.

Because I think, in football, adversity is going to show up, and it’s going to show up often. The trick is that you don’t know when it’s coming. So, you want guys who really believe that this is the opportunity to grow, in those moments. Those tough situations aren’t an indictment of their character, who they are, what they’ve been, that they’ve been going through. And they have the ability to rebound.

So, we’re looking for high-character individuals who are serious about their academics and who really love football. That’s a starting point for us.

Alpay: I’m glad that’s the thought process you have in mind. I don’t want to put you on the spot, but what should we expect for the first season? How do you see it playing out? And I’m not talking about wins and losses, more about what you want to see on the field as you’re putting this football team together.

Candle: I think that the outside perspective would be that goals should be reflective of wins and losses. But I think that’s a fixed mindset. And we can’t talk about the process, we can’t think about a growth mindset internally here if we start to approach things inside out, if you would.

So, can we wake up every day and put our energy in the right place? Can we really keep the main thing the main thing and, at the end of the day, really have a burning desire for improvement?

If we can master that process, and do a really good job with that, the days will stack, the weeks will start to fall into place, you’ll have really good months, and then all of the sudden, you’ll start to have a really good season. And those 12 opportunities that you get to go out there and compete in front of your fanbase will be a byproduct of a really good process. I think that’s what we’re after.

We want to keep that growth mindset and not fall into the “we want to win.” We don’t want to fall into that trap of an ultimatum, where if you don’t do these three things then you’re viewed as a failure. That’s never been my thought process. Because in college athletics, there’s so many things that can go wrong, many of which are out of your control.

So, we have to pay attention to, and put energy into, the responses to the moments, rather than it’s either really good or really low, when it comes to what happened. That’s been our thought process since we got here in January. You have the off season, you have spring practice, you have summer workouts, and now you have fall camp, and that leads into the season. I think our guys have done a good job understanding that the days do count.

Alpay: Excellent. So, you’re working with student-athletes, and you’re a role model to them on the field and off the field. How do you view academic success and success on the field? How do they correlate to each other in your mind as you’re shaping the futures of our student-athletes?

Candle: Great question. I’m a firm believer that how you do one thing is how you do everything. I think most student-athletes aren’t going sit here and tell you that they love school right off the start. They understand the importance of an education. They understand the importance of commitment to the process that allows them to have a meaningful degree. They understand that once their general elective classes get out of the way, then they can streamline into what they really want to be in their career, and their energy probably picks up, and their academics would reflect that.

I think that whether you’re on campus, and whatever other extracurricular activity you’re involved in – if it’s athletics or something else – you would understand that what you really love doing, coupled with the process of getting in and obtaining a degree that is really going to help you lay the foundation and give you the platform for what you want to be in your career someday, is critically important.

And you would have the understanding that you can’t have one without the other.

High achievement starts from how you wake up, what your process and what your routine is each and every day. It’s not, “Man I got an A on that test.” It’s not, “We won that game.” Because the next day is going to challenge you, there’s going to be the next task, just like in life.

So, I think there’s a balancing act of, hey, I really have to be dialed into the details of what my particular sport or extracurricular activity is going to ask of me. But I also understand that there’s a real reason why we’re here. Because these cleats are going to come off someday and, ultimately, at the end of the day, this is an opportunity for you to pave a way to your future.

Alpay: One last question, and this is a recruiting question, actually. What advice would you give to students who are thinking about playing football at UConn? What is it that makes this place unique? What advice do you have for students who want to be getting involved more with athletics at this University?

Candle: I think we’re in a unique time. College athletics have just caught fire, and it has such a massive impact on a college campus. It draws attention in a lot of ways, and I think that you can really understand and use that platform in a positive way to impact the entire campus community, no matter what sport you’re in.

Ultimately, we have a ton of responsibility to put a great product on the field in those 12 opportunities that we have. But I think it’s bigger than that. I think it’s: can you leave Connecticut a better place than you found it? Can you consistently live by it? Do you always give more than you take? And can you really, at the end of the day, be who you said you were going to be?

If you can follow those things, I think you’ll be really successful in our program. And I think you’ll be really successful on campus, because you’ll leave a legacy here that will be remembered for way more than just what you did on a Saturday afternoon at 2:00.

Alpay: I really appreciate the way you articulated that. Thank you, and welcome to UConn. Welcome to Connecticut. I know you’ll be super successful here.

Internationally renowned quantum physicist Dmitri Kharzeev has joined the UConn faculty as a professor of physics in the College of Liberal Arts and Sciences. He brings to Connecticut a distinguished career as a quantum researcher, educator, and fellow at the Brookhaven National Laboratory. He comes to UConn directly from Stony Brook University in New York, where he was a distinguished professor of physics.

Lindsay DiStefano, UConn’s interim vice president for research, innovation, and entrepreneurship, is excited to welcome Kharzeev to UConn.

“He will help us build a network that connects investigators across disciplines through compelling and groundbreaking research,” DiStefano says. “Already, we see UConn researchers excited about building quantum algorithms to rapidly identify the best treatments for diseases, creating innovative materials through quantum technologies, and developing innovative strategies using quantum computing that enhance our financial and insurance sectors. Through Dr. Kharzeev’s leadership and expertise, UConn researchers will develop transformative new applications of these technologies to help solve our toughest scientific and technical challenges.”

With UConn and the State of Connecticut’s burgeoning development as a quantum research and technology accelerator, Kharzeev says the time was right for his move. Additionally, he has connections with many UConn faculty members and looks forward to collaborative research in quantum and other disciplines.

“Quantum science is often described as following a familiar path from fundamental discovery to transformative technology. My view is a little different,” says Kharzeev. “What we are witnessing today is not simply a one-way transition from science to technology, but a synthesis of the two. Fundamental discoveries are giving rise to powerful new quantum technologies, while these technologies, in turn, are becoming new tools for exploring nature and making fundamental discoveries. It is this continuous interplay between discovery and innovation that makes the quantum revolution so exciting.”

Kharzeev comes to UConn at a pivotal time, with record-breaking federal and state funding supporting the growth of quantum research and infrastructure. He will help lead the UConn Quantum Alliance, an interdisciplinary group of dozens of faculty members all conducting research in quantum-related disciplines.

In the bigger picture, Kharzeev will be an important figure in the UConn-led QuantumCT Engine. The National Science Foundation (NSF)-funded program synergizes academia, government, and public and private industry to advance Connecticut as an accelerator for quantum innovation that can deliver broad societal and economic benefits.

In July, UConn was awarded a two-year, $15 million NSF Regional Innovation Engine, one of only 12 projects nationwide to be funded. The grant could potentially grow to $160 million over 10 years, with an additional $121 million of state investments already made or promised to build Connecticut’s quantum infrastructure.

“You’d be hard pressed to find a more qualified quantum physicist than Dmitri Kharzeev,” says UConn Provost Pamir Alpay, the principal investigator in the QuantumCT Engine. “His distinguished career as a fellow at Brookhaven National Laboratory and as a faculty member at Stony Brook University has earned him great respect within the international quantum community. I am confident he will significantly advance UConn’s research initiatives in quantum science and engineering, and he will play an important role in the QuantumCT Engine as we work with our partners to build the quantum future.”

Kharzeev led the Nuclear Theory Group at Brookhaven National Laboratory and served as director of the Center for Nuclear Theory at Stony Brook University, where he also headed Stony Brook’s efforts within the Co-design Center for Quantum Advantage (C2QA), a U.S. Department of Energy National Quantum Information Science Research Center.

Now at UConn, Kharzeev says he is excited by the strong quantum research infrastructure already in place—and even more by what is coming next. New facilities and capabilities are being developed both at UConn and across Connecticut, creating an increasingly powerful ecosystem for quantum research, education, and innovation.

Unique to Connecticut, he says, is a strong industrial base that is well positioned to benefit from advances in quantum science and technology, including computing, materials, financial technologies, pharmaceuticals, cybersecurity, national security and defense, energy, and communications. Kharzeev sees an important role for UConn in connecting fundamental research with the challenges facing these industries, creating a two-way exchange in which scientific advances enable new technologies while real-world problems inspire new directions for research.

“I think the potential here is outstanding,” Kharzeev says. “Quantum computers, quantum sensors, and other emerging quantum technologies are not simply applications of what we already know—they are new instruments of discovery and innovation. They allow us to tackle problems that were previously beyond our reach, from understanding fundamental laws of nature to solving some of the most difficult problems facing industry. In turn, pursuing these new frontiers in science and technology drives the development of even more powerful quantum tools.”

“The goal of the Quantum Alliance is to bring together researchers who develop quantum technologies, scientists who use them to explore fundamental questions, and industry partners who can turn new capabilities into real-world impact,” he continues. “I believe some of the most exciting advances will happen at these interfaces.”

Connecticut’s quantum future depends on educating its students and workforce with the skills they will need to be competitive and fulfill the demands of rapidly evolving industry. Kharzeev says that is an important challenge for UConn.

“UConn is one of the best public universities in the country, and educating the next generation is a crucial role for us to play in building Connecticut’s quantum future,” Kharzeev says. “The quantum workforce will require scientists and engineers who can work across traditional boundaries—connecting quantum science with computing, materials, chemistry, engineering, and other fields. UConn should become an important source of quantum talent for Connecticut and for the nation.”

Permafrost is ground that permanently remains below freezing for at least two consecutive years. Permafrost covers about 24% of the Northern Hemisphere including large areas of Alaska, Canada, and Siberia.

Global warming patterns are causing permafrost to melt. This melting releases previously stored greenhouse gases. It can also lead to significant infrastructural damage for communities built on permafrost that rely on its structural integrity. This latter impact was the focus of the recent study published in Earth’s Future.

This work was led by Elias Manos, a Ph.D. candidate in the Department of Natural Resources and the Environment (NRE) in the College of Agriculture, Health and Natural Resources (CAHNR), and Chandi Witharana, assistant professor of NRE, alongside collaborators at George Washington University and the Woodwell Climate Research Center.

A previous study looking at this problem only considered buildings’ two-dimensional structure. This led to significant underestimates of damage and rebuilding costs.

This is especially relevant for Siberian communities as the Soviet Union constructed many multi-story apartment buildings in the region to aid in natural resource extraction.

“We can only know the true extent of damages to the built environment if we have a complete representation of the assets that are at risk,” Manos says. “We improved the representation of exposure by mapping buildings in three dimensions.”

When taking a building’s three-dimensionality into consideration, the researchers estimate that permafrost melt will cost $261 billion by the middle of the 21st century. This is more than double the previous estimate ($110 billion).

This updated estimate is much higher because the materials cost to rebuild multi-story buildings are much higher than single-story buildings.

To calculate this estimate, the researchers used a combination of remote sensing data and artificial intelligence.

Using a large 10 terabyte data set of satellite images, the researchers trained a deep learning model to identify buildings. Next, they trained a different model to classify buildings by use type. This step gave the team a good idea of how high a building is based on if it is residential (like apartments) or non-residential (like a store). They ran these models using supercomputers supported by National Science Foundation and Google funding.

“It’s a lot of resources pulling together to do this kind of work,” Witharana says.
“Without the ecosystem or supercomputers and without getting access to these commercial data, it’s not possible.”

Once they had this information, the researchers brought in another dataset called ArcticDEM to estimate the total floorspace of the buildings.

“With this data set, we were able to know what the elevation is at the top of the building,” Manos says. “So, basically, by subtracting the elevation at the base of the building, and the elevation at the top of the building, we can get the building height.”

Finally, they added in information from building codes in the U.S., Canada, and Russia to estimate the average height of each floor in a residential building to then calculate total floor space. The researchers were not able to calculate this for non-residential buildings because there is too much variation between spaces.

The next step was to couple these calculations with projected damages due to permafrost degradation. For this they used a model of permafrost degradation developed by one of the co-authors on the paper, Dmitry Streletskiy at George Washington University.

This paper did not include information on demographic trends which would tell researchers which buildings are likely to remain in use. This is a direction for future research.

Estimating the cost of damages related to permafrost degradation is critical for local Arctic governments that need to develop adaptation plans for their communities, as well as for developing national priorities.

“There are a lot of communities that don’t have the technical or administrative capacity to make these plans,” Manos says. “This requires a lot of data and a lot of computational power to come up with these estimates of damages. This kind of study can help communities and local governments get an idea of what future weather-related events might do to their valuable assets in their communities.”

The researchers have made these findings available to Arctic communities through the Permafrost Discovery Gateway, an international multi-institution effort.

While this study focused on residential buildings, the method the researchers developed could be applied to industrial contexts as well.

“The Arctic has a lot of geopolitical interest and economic importance,” Witharana says. “A lot of industries are operating there, even though the population is low. These kinds of data sets and the methods we derived could help translate this knowledge into industrial and other use types.”

This work relates to CAHNR’s Strategic Vision area focused on Advancing Adaptation and Resilience in a Changing Climate.

Follow UConn CAHNR on social media

Induction into the Academy is one of nursing’s most prestigious honors, recognizing individuals for substantial, sustained, and significant contributions to health and health care.

“The induction of Eileen and Carrie into the American Academy of Nursing is a tremendous recognition of their contributions to nursing and the impact of their work,” says Victoria Vaughan Dickson, PhD, RN, FAHA, FHFSA, FAAN, Dean of the UConn Elisabeth DeLuca School of Nursing.

“Their commitment to advancing nursing science, strengthening education, and improving health outcomes exemplifies the leadership and excellence we value at UConn. We are incredibly proud to see them join this distinguished community of nursing leaders.”

The 2026 Fellows were selected from a competitive pool of candidates and represent 39 states, the District of Columbia, and 17 countries. With this year’s class, the Academy’s Fellowship will grow to more than 3,600 nursing leaders.

Eileen Condon, Ph.D., APRN, FNP-BC

Condon is an assistant professor at the UConn Elisabeth DeLuca School of Nursing whose research focuses on improving the health of socioeconomically marginalized families with young children, particularly families affected by chronic stress and childhood adversity.

Inspired by her background as a family nurse practitioner working with underserved communities, Condon’s program of research seeks to identify new targets for interventions that promote child and family health and reduce health inequities. Her work incorporates biological, behavioral, and genetic approaches to examine how adversity and protective factors can influence health across generations.

Condon has led innovative research demonstrating the long-term benefits of the Minding the Baby home visiting intervention for parent and child health, including some of the first evidence that early home visiting can produce lasting improvements in children’s biological health. Her ongoing research examines modifiable mechanisms underlying the intergenerational transmission of stress, including sleep and circadian rhythms, parenting, and mental health, to inform future family-focused interventions.

Condon’s research has been supported by a K99/R00 Pathway to Independence Award from the National Institute of Nursing Research, part of the National Institutes of Health. Her previous research has also received support from the National Institute of Nursing Research, American Nurses Foundation, NAPNAP Foundation, and other foundations.

Condon earned her Bachelor of Science in Nursing from Villanova University in 2008 and her Master of Science from the Yale School of Nursing in 2012. She earned her Ph.D. in Nursing from Yale University in 2018 and completed a postdoctoral fellowship at the Yale School of Nursing in 2021.

 “I am deeply honored to be selected as a Fellow of the American Academy of Nursing. My clinical practice and research have shaped my understanding of both the challenges families face and the strengths they bring to overcoming them. I look forward to working with Academy Fellows to advance research and policies that help families thrive across generations.”

Carrie Eaton, Ph.D., RNC-OB, C-EFM, CHSE, FAWHONN

Eaton is an associate clinical professor at the UConn Elisabeth DeLuca School of Nursing and brings 25 years of clinical experience in labor and delivery nursing, including practice at Saint Francis Hospital in Hartford, CT. Her expertise spans obstetric nursing, maternal health, evidence translation, nursing education, and simulation. In 2021, Eaton received the UConn School of Nursing’s John McNulty Award for Excellence in the Scholarship of Clinical Application. The recognition was especially meaningful to Eaton because McNulty was both a mentor and friend whose influence helped shape the professor she is today.

Eaton’s scholarship is dedicated to improving maternal health and safety throughout pregnancy, birth, and the postpartum period. Her work spans maternal mental health, perinatal anxiety, eating disorders during pregnancy and postpartum, obstetric emergencies, and posttraumatic growth, with a particular emphasis on qualitative and implementation-focused research and translating the experiences of women and healthcare professionals into improvements in clinical care and patient education.

A major focus of Eaton’s national work has been her longstanding collaboration with the Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN). Through two studies funded by Merck for Mothers, Eaton led nursing research teams examining the implementation and dissemination of AWHONN’s POST-BIRTH Warning Signs (PBWS), a national maternal-safety initiative designed to improve recognition of potentially life-threatening complications after birth. Eaton also collaborated with AWHONN on its Respectful Maternity Care initiative, contributing to the dissemination and publication of research findings that informed subsequent revisions to the program. Eaton has further extended this work into nursing education and simulation, translating evidence from national maternal-safety initiatives into innovative educational approaches that prepare future nurses to recognize and respond to maternal health concerns.

“I am incredibly honored to be inducted as a Fellow of the American Academy of Nursing. My identity as a nurse has been shaped by the women and families I cared for, the colleagues I have worked alongside, and the students who remind me why this work matters. As a clinical faculty member, my scholarship has truly been a labor of love, driven by my passion for nursing and teaching and a commitment to translating evidence into meaningful change in maternal care and education.”

The American Academy of Nursing serves the public by advancing health policy and practice through the generation, synthesis, and dissemination of nursing knowledge. Fellows are selected for their extraordinary contributions to improving health locally and globally and represent accomplished leaders across nursing policy, research, administration, practice, and academia.

For Condon and Eaton, induction places them among a distinguished group of UConn Nursing faculty and alumni who have earned the FAAN credential and whose work is helping advance nursing and improve health.

The UConn Elisabeth DeLuca School of Nursing congratulates them both on this significant achievement.

Professor Vishal Baloria presented the findings in June to hundreds of IRS employees and researchers at the 16th Annual IRS/TPC Joint Research Conference on Tax Administration in Washington, DC. He produced the research with Professor Todd Kravet and Jennifer Luchs-Nunez ’22 Ph.D., now a professor at Colorado State University.

“This is a timely topic with IRS staffing cuts taking place, and it was well-received by the audience,’’ Kravet says. “We’re all taxpayers and can appreciate how important it is to collect what is owed. A smaller tax collection, or reduced enforcement results in the nation borrowing more money or increasing individual tax burdens on those who do pay.’’

Some States Experienced up to 3.2% Decrease in Filings

The IRS went from 46,000 to 40,000 full-time positions from 2008 to 2014. The primary focus of the UConn research was an 11% IRS workforce reduction that followed a hiring freeze in 2010. The UConn researchers culled their information from publicly available data.

The researchers compared tax-filing data from states, like Connecticut, that have a mandatory state-income tax versus states that do not. Their belief is that taxpayers from those states that mandate an income-tax are more impacted by IRS staff reductions, because taxpayers with a double-filing burden require more resources. They also may have a greater incentive for non-compliance and a greater burden by having to file two returns. The study found that those states saw an incremental 3.2% decrease in filings.

Of note, the decline was concentrated mostly among higher- and middle- income earners. Lower-income filers showed little change, presumably because they still had access to free tax-assistance services in the community run by non-IRS employees.

Inaccurate Tax Filings in Non-Wage Income Could Total More than $33 Billion  

Baloria says he believes there are two main culprits behind the drop in filings.

“First, the IRS enforces tax law, so if agents are laid off, the average person sees the probability of being audited as less,’’ he says. “It’s like if you don’t see a state trooper along I-84, maybe you’ll take the chance and go 70 miles per hour. Our research suggests that IRS staff play a vital role in maintaining tax compliance.’’

Secondly, the decreased access to the government agency that offers help with questions, whether by phone or at a taxpayer assistance center, may lead to some people just giving up on filing.

“Most people who aren’t accountants don’t understand the complexity of filing taxes,’’ he says.

The impact of non-compliance is substantial. The U.S. Government could lose billions of dollars a year from people who don’t pay or who underreport their total income. Although wage statements are difficult to alter, the researchers believe that non-wage income, such as stock sales, reselling concert tickets, or revenue from a side business, are much easier to manipulate.

IRS staffing reductions are linked to a 7.8% decrease in reported non-wage income, which could lead to a $33.8 billion annual tax revenue loss at the national level.

“Our results from the 2010 staffing cuts imply that, on average, for an individual taxpayer we see underreporting of more than $1,000 in nonwage income, meaning $267 per filer in lost income for our government,’’ Kravet says.

The research is particularly robust, the professors say, because they were able to cross-reference another IRS staff reduction in 1995 and found similar results. They also found comparable outcomes when IRS enforcement and assistance decreased during the COVID-19 lockdown. As a falsification test, they found no change around a different federal government agency staffing cut at the SEC in 2007 that should not affect tax compliance.

“Although this research is of national importance, it is particularly relevant in Connecticut because we are a state that is impacted because our state income taxes are designed to piggyback with the national income tax system,’’ Kravet says.

Findings Triggered a Second Study for the Team

The three researchers have also produced a second research study finding evidence about the importance of geographic proximity to state tax agencies. That work is pending publication in the National Tax Journal.

As a result of that work, Baloria was asked to serve on a policy panel at the National Tax Associating Spring Symposium this past May at Georgetown University. Baloria was also asked by Governors Safeguarding Democracy, an alliance of state governors, to present the findings this August to state representatives interested in this emerging issue.

But this summer, both returned to the continent together, for one mission—to complete a five-day clinical internship and lead oral health workshops in Liberia.

The idea to go back to her home country came to Kollie after doing a few oral health workshops as a first-year dental student, seeing firsthand the importance of teaching oral health education in the community.

“After 17 years, I finally went home to Liberia this summer,” says Kollie. “The reason it took me so long was because I always knew that when I returned, I wanted to give back. Serving underserved communities has always been a passion of mine. Two years ago, I hosted an oral health workshop in the U.S., and after seeing how many people it impacted, I knew had to bring that same preventative care.”

She was joined by Nshanji, who had plans to go back to Cameroon this summer to do medical and dental outreach with her mother, a Doctor of Nursing Practice, under her nonprofit organization, Kindred Health Mission. However, those plans were put on hold due to the ongoing conflict known as the Anglophone Crisis, which has made travel to the English-speaking region where Nshanji’s family is from increasingly unsafe.

When Nshanji heard about Kollie’s trip to Liberia, she was moved by her mission and wanted to still have the opportunity to reconnect with Africa. So, she decided to join her.

After meeting with the Liberia Medical and Dental Council, Kollie and Nshanji were placed at a mission clinic called ELWA Trinity Dental Care, supervised by Dr. Jerene B. Sackie, an early-career Liberian dentist trained in the European country Georgia, to help gain clinical exposure.

Liberia operates with an extreme scarcity of specialized dental resources, with only five licensed dentists serving the entire country of about 5.7 million. The system relies heavily on mid-level providers such as dental therapists, hygienists, and assistants.

Shadowing Sackie at the clinic was an eye-opening experience for Kollie and Nshanji. The pair observed and assisted with procedures including extractions, anesthesia, and jaw wiring. They also confronted widespread misconceptions surrounding oral health, witnessed firsthand how limited preventative care can lead to advanced and sometimes extreme dental conditions.

The students gained an even deeper understanding of the community they were preparing to serve.

“Dr. Sackie told us that we’re going to see extreme cases,” Nshanji recalls. “Some patients believed a toothache is caused by witchcraft and not the natural decaying process of the teeth. So instead of going to the dentist, they’re maybe going to church and praying against it. Some patients will get natural herbs, called country medicine, and pack the herbs into their teeth. One patient packed the country medicine herbs into a tooth that was hurting her, causing her enamel to feel like crystal material. When it came time to extract it, it kept cracking, breaking, and became a very complicated procedure, very fast.”

Kollie and Nshanji also experienced significant equipment limitations, such as worn or broken burs, malfunctioning handpieces, and missing instruments—making even simple procedures more complicated.

“This could be so much easier and so much better,” Nshanji says, referring to the lack of adequate equipment in the clinic. “There was a patient, they had to take out her wisdom tooth. They didn’t have anything to prop her mouth open. She had to hold her mouth for an hour.”

For the oral education component of the trip, the pair hosted an oral health workshop at a church across two locations and two days. The first day brought in over 250 people, and the second had more than 100. Nshanji worked with children ages 3-12, while Kollie focused on ages 13 and older. On the second day, they combined children, youth, and adults into two interactive sessions and took turns leading.

The response was incredibly meaningful.

“Many participants shared how much they learned about their oral health, and we were able to address and debunk several common misconceptions we had encountered during our time in the clinic,” says Kollie.

At the end of each workshop, Kollie and Nshanji distributed oral health kits containing toothbrushes, toothpaste, and floss, with supplies generously donated by the UConn School of Dental Medicine and Colgate.

“This reminded me that service is not just about giving what you have; it’s about listening, learning, and meeting people where they are,” says Kollie. “Going home after 17 years and being able to serve my community through dentistry was truly a full-circle experience, and one I will carry with me throughout my career. I am sharing this to motivate all of us to use the skills and gifts that God has given us to also make an impact on others’ lives.”

The experience validated Kollie’s decision to pursue general dentistry, emphasizing that general dentists can deliver critical care in low-resource environments. Both students plan to continue global health outreach, focusing on underserved populations, orphanages, and regions with limited healthcare access.

“I see myself moving throughout Africa and other underprivileged areas to provide care,” says Kollie. “It is my dream to also go to underrepresented communities in general, and whether it’s in the U.S., whether it’s in Africa, whether it’s in Europe, I hope to do it globally because the places you don’t expect need you the most. And I believe education is the biggest and most important way to do that.”

Alicia Bowman ’01 (ED), ’02 MA, ’08 6th Year — Member, Student and Alumni Networking Committee

Hometown: Cheshire, Connecticut

As a Neag School grad, what do you want people to know about the School? I want to bring my background in coaching and leadership development to the Neag School Alumni Board to help create deeper, more actionable support networks for our grads. My goal this year is to help bridge the transition from student to practitioner — fostering meaningful mentorship opportunities and making sure every Neag alum feels backed by a community that continues to champion them at every stage of their career.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? The Neag School doesn’t just prepare you for your first role—it shapes your entire professional trajectory and builds a community you carry with you for life. Having experienced Neag first as a student, and now returning as a UCAPP adjunct professor and leadership coach, I have had the privilege of seeing the school’s mission come full circle. The Neag School is a true powerhouse for practical excellence, where faculty and programs actively cultivate empathetic, high-impact educators who are ready to transform schools and communities from day one.

Danielle DeRosa ’09 (CLAS), ’16 MS, ’23 Ed.D. — Faculty Representative and Chair, Student and Alumni Networking Committee

Hometown: East Haven, Connecticut

As a Neag School grad, what do you want people to know about the School? The Neag School works with students who have various professional interests, from those wanting to work in sport, on college campuses, and in schools. Faculty and staff work closely with students to help them develop, as professionals and people, who will work toward equity and inclusion to make a unique impact.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I am excited to get to know the other Neag School Alumni Board members. Each board member brings such unique experience and insight and I am excited to work collaboratively to support current students and alumni. As a board member, I hope to contribute insight from my role as a faculty member in the Neag School to help shape some of the work that we do!

Sasha Douglas ’21 ELP, ’24 Ed.D. — Vice President

Hometown: West Hartford, CT

As a Neag School grad, what do you want people to know about the School? I moved to Connecticut as an educator whose career was already underway. I chose the Neag School as a place to deepen my learning and obtain advanced certification. I found Neag to be a welcoming community that helped me to create networks and connections across Connecticut. Even more importantly, I was personally and intellectually challenged as a Neag student. My doctoral study was particularly impactful to my personal and professional growth. I was supported along the way by an amazing advisor and community of peers.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I hope to continue supporting the Neag community in whatever way I’m able to. I’m always proud to have the opportunity to work with new Neag graduates or to make connections with the educators of tomorrow.

Sharon Fuller ’83 (ED), ’87 MA, ’94 6th Year – Secretary

Hometown: Wakefield, Rhode Island

As a Neag School grad, what do you want people to know about the School? UConn is an exciting, welcoming, and diverse community — it’s a great place to live, learn, and grow into “the change you want to be in this world” (based on a quote from Mahatma Ghandi).

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I hope to continue the commitment of UConn alumni to give back to UConn, our communities, and our professions.

Ryan Haynes ’20 MA – Member, Recruitment, Scholarship, and Philanthropy Committee

Hometown: Santa Cruz, California

As a Neag School grad, what do you want people to know about the School? I want everyone to have the chance to get to know the amazing staff and faculty that are part of Neag. The amount of love, care, and support they provide is incredible, and I have enjoyed learning with so many of them.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I’m excited to see how the alumni board can support career networking and I hope to bring some more Husky pride out to the West Coast.

Scott Hurwitz ’06 (ED), ’07 MA, ’19 Ed.D., ’21 ELP – Chair, Alumni Awards and Traditions Committee

Hometown: Glastonbury, CT — Chair, Alumni Awards and Traditions Committee

As a Neag School grad, what do you want people to know about the School? The overwhelming success of the Huskies’ basketball programs have led the University of Connecticut to be known as the Basketball Capital of the World. From my perspective, the Neag School of Education has helped UConn distinguish itself as the Teaching Capital of the World as well. The world-class faculty, broad array of programs, and outstanding students attending undergraduate and graduate programs within the Neag School of Education are well-positioned to make lasting change in communities across our state, our nation, and the world. As a graduate, mentor administrator to UCAPP students, and adjunct instructor in the Department of Educational Leadership, I have seen the transformational impact of the Neag School of Education’s programs. Neag School graduates are ready to transform the spaces they enter: PK-12 schools, higher education institutions, sports management organizations, and beyond. They are committed to fostering inclusive, engaging, and inspiring environments.

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? Having the opportunity to collaborate with the outstanding professionals on the Neag School Alumni Board is an incredible honor. As an Alumni Board member, I am hoping to contribute my perspective as a public school leader, adjunct instructor, and graduate in an effort to ensure the Neag School’s programs continue to meet the needs of educators and students. The Alumni Board has the ability to engage past, current, and future Neag School students. In turn, we can leverage the vast network of changemakers associated with the Neag School of Education to improve educational outcomes and opportunities for all students. I am looking forward to collaborating with my colleagues to promote and actualize the mission of the Neag School, where graduates develop trusting relationships with students, families, colleagues, and local partners to co-construct collaborative classrooms and school communities in order to promote equity and excellence in their classrooms and beyond.

Bryan Kirby ’18 (ED), ’19 MA — President

Hometown: Orange, Connecticut

As a Neag School grad, what do you want people to know about the School? I want people to know that the Neag School prepares you immensely well for your first year of teaching. Now that’s not to say that it won’t be tough, but the Neag School equips you with all the tools you need to succeed.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? My hope for the Neag School Alumni Board this year is that the awards ceremony gets the best reviews yet. We are working hard to create an interactive and professional ceremony that is unlike any other.

Shay Lewis ’20 6th Year — Past President

Hometown: Windsor, Connecticut

As a Neag School grad, what do you want people to know about the School? The Neag School of Education is a top-notch and rigorous program that truly prepares you for success. The challenging coursework and strong support set you up to excel in your career. The cohort model is especially valuable, helping you build lasting friendships and connect with thought partners who support and challenge you in your professional growth.

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? I am eager to contribute to and support the continued growth and development of the Neag School Alumni Board by actively engaging with and enhancing the board’s initiatives.

Anne McKernan ’11 ELP – Member, Alumni Awards and Traditions Committee

Hometown: West Hartford

As a Neag School grad, what do you want people to know about the School? I am a proud UConn Neag School of Education alumna, and the School’s reputation for excellence is well-deserved. Its combination of outstanding educational experiences, supportive faculty, and a mission to improve both student outcomes and social systems produces some of the most highly trained and impactful educators in the nation. This is why I have a strong bias toward hiring Neag School graduates — they represent the very best in the field.

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? My primary contribution this year will be serving on the Alumni Awards and Traditions subcommittee. I will leverage this role to strategically highlight the professional achievements of our alumni, thereby telling the story of the Neag School’s broad impact. Through this work, I aim to inform a new audience about the exceptional talent the School produces and its long-standing mission to positively influence education and social systems.

Leigh Michaud ’09, ’12 – Member, Student and Alumni Networking Committee

Hometown: Bristol, CT

As a Neag School grad, what do you want people to know about the School? The Neag School is a dynamic place to learn, grow, and flourish, offering many opportunities to connect with passionate educators, leaders, and doers. It’s a community dedicated to the advancement of its students, programs, and professional network.

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? As a Neag School Alumni Board member, I hope to strengthen connections with fellow alumni and current students while staying actively engaged with the UConn community. I aim to support the Neag School’s mission through outreach, mentorship, and advocacy efforts offering my unique perspective to the team.

Stephanie Muehlethaler ’09 MA – Member, Alumni Awards and Traditions Committee

Hometown: I’m originally from Bern, Switzerland, but grew up mostly outside of Goderich, Ontario, Canada, on a dairy farm!

As a Neag School grad, what do you want people to know about the School? This School is filled with faculty and staff who are genuinely dedicated to your education and personal growth. I’ve never been part of an educational community where people are so invested in my development as both a student and an individual. I built friendships and relationships that began almost 20 years ago and I know will last a lifetime!

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? This year, I’m hoping to bring a more global perspective to the board — one that goes beyond just the American experience. I’d love to share insights from different parts of the world to help broaden our conversations and decisions. I think having a more international lens can really add value and help us think more inclusively about the work we do and the alumni we serve.

Alexis Salsedo-Surovov ’22 Ph.D. — Member, Recruitment, Scholarship, and Philanthropy Committee

Hometown: Shelton, Connecticut

As a Neag School grad, what do you want people to know about the School? The Neag School of Education prepared me to think differently about leadership, learning, and human development. My doctoral experience challenged me to bridge research and practice, and the lessons I learned continue to shape my work as a scholarly practitioner, fundraising executive, and educator. Neag School graduates leave with more than a degree — they leave with the ability to create meaningful change in their professions and communities.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I hope to help position the Alumni Board as a strategic partner in advancing the School’s mission by strengthening alumni engagement, mentoring emerging leaders, and fostering a deeper understanding of the role philanthropy plays in creating opportunities for future generations of Neag School students.

Haralambos (Bobby) Skarvelas ’06 (ED), ’07 MA, ’13 6th Year, ’21 Ed.D. – Member, Recruitment, Scholarship, and Philanthropy Committee

Hometown: Bristol, CT

As a Neag School grad, what do you want people to know about the School? The Neag School is a place for everyone; the programs within the School are truly exceptional, with a faculty and staff that is world-class.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? I hope to contribute in an impactful way for all alumni and current students of the Neag School of Education. The School has given so much to me, and I very much look forward to giving back!

Carter Welch ’99 (ED), ’11 Ed.D., ’12 ELP — Chair, Recruitment, Scholarship, and Philanthropy Committee

Hometown: I live in Guilford, CT with my wife Debbie (also a UConn grad) and our two children Caden (a college sophomore in the fall) and Maddie (entering grade 11).

As a Neag School grad, what do you want people to know about the School? The Neag School of Education offers a cutting-edge education marked by talented and expert professors who lead the education field in both research and practice. The educational experience at Neag is built upon collaboration, strong cohorts, action research, and truly wrestling with real problems of practice to strengthen education locally, at the state level, and nationally. The reputation of the School continues to strengthen as we attract new and talented faculty, diverse students, and strengthen our network of alumni working in the field in Connecticut. I look forward to Neag continuing to climb to the top of the educational program rankings. I am a proud graduate of the School, and my knowledge and experience from the doctoral and Executive Leadership programs have strengthened my knowledge and skill set as both a public school leader and as an adjunct professor in educational leadership.

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? As an Alumni Board member, I hope to continue to grow our involvement and connection with alumni members and strengthen that collective pride we have in UConn and the Neag School. Further, I hope to expand fundraising efforts to increase scholarship opportunities to attract quality students/candidates and faculty to the Neag School programs. I hope to help build our connections with public schools throughout Connecticut to strengthen their partnerships with UConn and Neag and to further build opportunities for our students to learn and grow in these Connecticut systems. Lastly, I hope to expand and develop our community service opportunities as a group, perhaps thinking about state and local efforts that help us connect as a collective group in service, strengthen education systems, and make a difference in our communities. I think there are already powerful ideas and efforts out there; we need to keep getting involved with them as part of our collective purpose. I am proud to serve and look forward to growing our involvement in all aspects.

Jeff Wihbey ’95 (CLAS), ’06 6th Year, ’16 ELP — Member, Alumni Awards and Traditions Committee

Hometown: Glastonbury, Connecticut

As a Neag School grad, what do you want people to know about the School? The Neag School of Education is a premier school featuring the most outstanding faculty, students, and alumni. The faculty and staff are incredibly supportive, fostering an environment that encourages innovation and excellence. The School’s commitment to the recruitment and development of exemplary scholars in the field of education ensures that every student feels valued and empowered to make a difference. The hands-on experiences and rigorous academic programs prepare graduates to be leaders in education and beyond.

What do you hope to accomplish or contribute this coming year as a Neag School Alumni Board member? As a member of the Neag School Alumni Board, I want to work together to strengthen the connection between alumni and current students. I hope to create more networking opportunities, mentorship programs, professional development events, and opportunities to recognize our extraordinary faculty, alumni, and current students. Additionally, I want to advocate for initiatives that support educational equity and innovation, ensuring that the Neag School continues to be a leader in shaping the future of education.

Scott Wilson ’06 (ED), ’07 MA — Member, Student and Alumni Networking Committee

Hometown: Montville, Connecticut. I currently reside with my wife, Rebecca, and sons Jackson and Joseph in Easton, Maryland.

As a Neag School grad, what do you want people to know about the School? The Neag School of Education thoroughly tests and prepares future educators to thrive in school communities. Its innovative, research-based instructional practices, strong relationships with dedicated faculty and advisors, and diverse internship opportunities provided me with the knowledge and experience I needed to grow as a teacher and school leader. Throughout my career, I have had the privilege of serving students at the elementary, middle, and high school levels. The knowledge and skills I gained at UConn as a student have been instrumental in preparing me for my current role as a high school principal. I couldn’t be more thankful and proud to be a UConn Neag School alum. 

What do you hope to accomplish or contribute this year as a Neag School Alumni Board member? In my first year as a Neag School Alumni Board member, I look forward to learning more about the Alumni Board, building meaningful connections with fellow board members, and, most importantly, engaging with current UConn students to help. I hope to draw on my experience in education to help students recognize their own potential and offer guidance and encouragement as aspiring educators navigate their professional journeys.

Lin spent his undergraduate time here at UConn, earning a Bachelor of Science in Pharmacy Studies in 2025. Now, he is continuing his Pharm.D. through the honors program, while also pursuing a Ph.D. in Medicinal Chemistry from the SoPPS.  

Jordan earned a Bachelor of Science in Pharmacy Studies from Western New England University in 2023. He is currently pursuing a Pharm.D., and a Ph.D. in the Mathias Lab in the Department of Nutritional Science. Alongside his academics, he recently received the Margaret Ware Scholarship and placed second in the Oral Presentation at the 2026 College of Agriculture, Health and Natural Resources Graduate Student Research Forum.  

While Lin and Jordan are on two different tracks when it comes to their Ph.D., they both are completing the same 6-year pharmacy program, which allows them to become licensed pharmacists by the end of it.  

Both also have similar career goals for when they earn their degrees. They hope to enter the industry side of pharmacy, which focuses on developing drugs, rather than dispensing drugs through the clinical pharmacy route. 

When first starting out in the program, Jordan originally thought clinical pharmacy would be the path he wanted to pursue, with hopes of working in a hospital. However, after gaining experience in a retail and hospital pharmacy, he quickly realized the clinical pharmacy track was not for him.  

“So, then I figured, what’s the third track I could pursue in pharmacy school, and that was industry,” Jordan said. “For that, I figured I would get into a research lab. Once I started doing immunology research, I just fell in love with it.”  

For Jordan, the ultimate goal in pursuing both degrees is to eliminate the gap between the preclinical side of science and the clinical side of treating patients. In order to do so, it would mean getting more drugs that work in mice into human trials, and ultimately into patients’ hands. This is just a glimpse into the kind of research Jordan is completing for his Ph.D.  

“There are so many drugs that are so promising in mice, but the percentage of those drugs that make it into patients’ hands is minimal,” Jordan said. “And if we can increase that, I think that would benefit a lot of patients that suffer from a lot of diseases that go untreated.” 

Lin’s experience differed, as he entered his first year of undergrad as a biology major. After joining a chemistry research lab in his sophomore year, he took an interest in pharmaceutical research and quickly applied to the Pharm.D. program. The industry-related classes he has since taken have only strengthened his interest in the field.  

“The classes that were industry related in my first two semesters definitely solidified me in being like, ‘I really love these classes, and I want to go into industry,’” Lin said.  

For both Lin and Jordan, it was their love of research that led them to pursue a Ph.D. at the same time as a Pharm.D.  

“I thought that was a really interesting thing to do, combining what I love with research as well as pharmacy,” Jordan said. 

Lin agrees, “I decided I did really want to do a Ph.D., because I liked research a lot.”  

While there is currently no official dual degree program at UConn, the SoPPS has been aiming to make it happen and continues to be very supportive of Lin and Jordan’s journey.  

“I have a lot of support from a lot of professors and faculty,” Jordan said. “It seems like they’re all rooting for both Jackson and I to be the guinea pigs and show that this is a viable tract, and the outcome you get after graduating with both the Pharm.D. and Ph.D. is more valuable than either alone.” 

However, being only the third and fourth students to ever seek both degrees at once comes with doubt about whether this is an attainable goal.  

“It feels good to pioneer something, but also feels intimidating, like, if no one else has done this, is it doable?” Lin said.  

While the workload is rigorous and the schedule demanding, both students say the outcome will be worth the journey and encourage aspiring pharmacists considering this path to take the leap.  

“I think that anyone who is pursuing a Pharm.D. could also be a great Ph.D. student and vice versa,” Jordan said. “It takes a certain kind of person to complete two rigorous programs.”  

The idea of using cells from your own tumor to develop a personalized vaccine that guides your immune system to fight your cancer goes back several decades. Today, we are on the verge of using messenger RNA to bring this concept to a new level, one that could change how we treat melanoma and other cancers. Dr. Margaret Callahan(opens in new tab), chief of UConn Health’s Division of Hematology and Oncology and medical director of the clinical trials office, joins Dr. Anthony Alessi(opens in new tab) to explain how immunotherapy works and why it holds so much promise.

These therapies, they don’t work directly on the cancers. They work on your immune system, and let your immune system do the job. — Dr. Margaret Callahan

Listen now:

Find the transcript on Podbean.(opens in new tab)

Submit questions for “Healthy Rounds” to healthyrounds@uchc.edu.

Support comes from UConn Health Orthopedics and Sports Medicine and Coverys(opens in new tab).

Because it is derived from a tropical plant, the United States currently relies on imports to meet 100% of its demand for this critical platform chemical across the food, cosmetics, industrial lubricants, and plasticizer sectors creating significant supply chain vulnerabilities. 

Mingyu Qiao, assistant professor of innovation and entrepreneurship in the Department of Nutritional Sciences (CAHNR), has received a $1.875 million grant from the Department of Energy’s Alternative Fuels and Feedstocks Office to turn seaweed into a replacement for palm oil and other medium-chain fatty acids (MCFAs) like coconut oil.  

Seaweed farming has already established a foothold in Connecticut and New England as a sustainable and easy-to-grow crop. 

Not only doesn’t seaweed consume fertilizers, water, or pesticides, as other crops do, but it also acts as a natural filter to clean the water in which it grows. Seaweed can be produced rapidly and on a large scale without competing for space with land-based crops. 

“With seaweed, you can just put it in the ocean, and it’ll grow itself,” Qiao says. “You don’t need to apply any pesticides or fertilizers because the ocean has all the nutrients it needs.”  

Qiao is using sugar kelp, a popular edible seaweed that is native to and already produced in Connecticut’s waters, for his research. 

Qiao is using a biological process known as arrested anaerobic digestion to transform seaweed into MCFAs. Anaerobic digestion is a natural process through which bacteria break down organic matter in the absence of oxygen.  

Normally this process produces methane, a potent greenhouse gas. However, the natural salinity of seaweed inhibits methane-producing microorganisms, redirecting the process toward volatile fatty acid production. These acids can then be separated and upgraded into medium-chain fatty acids (MCFAs), creating a more sustainable pathway. 

This project is a collaboration with the Idaho National Laboratory, the recipient of $200,000 of the grant. The Laboratory will develop a method for preserving seaweed biomass long enough for it to be processed. Normally, seaweed rots within a few days of being out of the water. By adding lactic acid bacteria – the same bacteria found in yogurt – the researchers can stabilize and store the seaweed for months.  

“That is the biggest problem for seaweed compared with something like corn or soybeans,” Qiao says. “This will solve that problem.”  

Because the MCFAs Qiao’s team will produce are derived from seaweed, they can be used in all industries, like food and personal care, that require additives to be all-natural.  

“For anything that comes into contact with the body, consumers increasingly prefer natural or bio-based materials because petroleum-derived products may contain trace impurities, some of which could pose toxicological or carcinogenic risks,” Qiao says.  

This work will help support the U.S.’s supply chain resilience of critical chemicals and materials.  

“For critical materials, [it’s important to be able to] produce them domestically,” Qiao says. “Even if it’s a little bit more expensive, those companies are willing to pay for that because it’s more secure. You can fully control that.” 

This project is a collaboration between researchers in the College of Agriculture, Health and Natural Resources and the College of Engineering with co-PIs Baikun Li, professor in the Department of Civil & Environmental Engineering; Jeffrey McCutcheon and Xiao-Dong Zhou, professors, and Burcu Beykal, assistant professor, in the Department of Chemical & Biomolecular Engineering; and Bradley Wahlen, research scientist at Idaho National Laboratory. All UConn faculty are part of the Center for Clean Energy Engineering (C2E2). 

A University-wide remembrance ceremony will be held at noon in the Student Union Theatre. The event is being coordinated by University Safety and is open to all members of the University community and the general public.

The remembrance ceremony will feature members of UConn’s Police and Fire departments, as well as students from the Army and Air Force ROTC programs.

The event will be live streamed to allow faculty, staff, and students at the regional campuses and UConn Heath to participate.

If you require accommodations to participate in this program, please contact Jenn Hedges (Student Union) at (860) 486-2013 or jennifer.hedges@uconn.edu

Other events that day include:

• The UConn Veterans and Military Programs will hold their annual 9/11 Memorial Stair Climb in the bleacher at the Geroge J. Sherman Family Sports Complex. Participants in the event climb approximately 2,200 steps to remember the 110 stories of the World Trade Center. Those interested in participating should meet at the track at 8 a.m. and the event begins at 8:30 a.m. For more information on that event, called 860-486-2442 or email veterans@uconn.edu.

• The Storrs Congregational Church will ring its carillon bells at 8:46 a.m, the time of the first attack on the North Tower. The ringing will be followed by the playing of “Let There Be Peace on Earth” and the tolling of the bells 25 times.

• The UConn Student Union will have four wreaths on display during the day to honor the four downed planes. The community is encouraged to take a moment of reflection and tie a provided ribbon to a wreath. On the Fairfield Way side of the Union, 3,000 American flags will be on display to represent each life lost that day.

• The UConn Student Recreation Center will be lit in red, white, and blue at night.

The report site is designed to be used by faculty, staff, students, and community members at UConn Storrs; all regional campuses; and UConn Health. Life-threatening emergencies and urgent building and grounds concerns, such as active flooding, gas leaks, or structural failures, should still be addressed by calling 911.

UConn is committed to fostering a culture of compliance, which includes encouraging a reporting culture. Providing an avenue for individuals to share concerns regarding potential violations of policies and the law allows the institution the opportunity to address potential wrongdoing and strengthen processes and systems.

“A centralized system available to everyone in the UConn community ensures that issues and concerns have a clear, accessible place to be reported,” says Associate Dean of Students John Armstrong. “It creates a consistent process for raising concerns, strengthens accountability, and helps ensure that no issue is overlooked simply because someone didn’t know where or how to report it.”

The site clearly explains the categories of issues that can be reported and walks the user through the process they can expect. Its useful filtering tool makes it easy to find the right reporting form for any situation.

It also features links to relevant University resources, such as the UConn Student Code, the on-campus housing contract, the outdoor activities policy, the religious accommodations policy, and the nonretaliation policy.

The report site also allows users to make general maintenance requests to the Facilities Operations area.

“We don’t want anyone scrambling to find out how to tell someone and get the support they need when something is wrong,” Armstrong says. “Now, all they have to remember is report.uconn.edu.”

This fall, the school welcomes a record-breaking 297 incoming students, with 275 students at UConn Storrs and 22 students at UConn Waterbury.

For the first time, students are beginning their nursing education through the new Waterbury-to-Storrs Nursing Pathway, which allows students to start their UConn experience at the Waterbury campus before transitioning to Storrs to complete their Bachelor of Science degree in Nursing. The pathway expands access to UConn’s nursing education while providing students with a direct four-year path to a nursing degree.

At Storrs, incoming nursing students gathered on August 29th, as part of Weekend of Welcome activities designed to help them connect with their classmates, faculty, staff, and the resources that will support them throughout their time at UConn.

Students heard from Dean Victoria Vaughan Dickson, PhD, RN, FAHA, FHFSA, FAAN, as well as members of the school’s student success team. The program provided an opportunity for students to learn more about the school community and what they can expect as they begin their nursing education.

“This is an exciting and transformative year for the Elisabeth DeLuca School of Nursing,” said Dean Dickson. “Welcoming a record-breaking 297 students across Storrs and Waterbury reflects both the growing demand for nursing education and our commitment to expanding access to a UConn nursing degree. We are proud to welcome the Class of 2030 and look forward to supporting these students as they begin their journey to becoming the next generation of nurses.”

Students also participated in activities that encouraged them to begin thinking about their goals for the next four years.

The Weekend of Welcome builds on relationships that began during summer orientation, when incoming students had opportunities to meet their academic advisors, learn about the nursing curriculum, and become familiar with UConn resources.

“The Weekend of Welcome event is such a meaningful opportunity to welcome our newest students into the nursing community,” said Chelsea McTigue, Director of Student Success. “Our team in the Center for Student Success is excited to support the Class of 2030 as they build connections, discover their strengths, and begin this important journey together.”

The arrival of the Class of 2030 comes during a transformative year for the Elisabeth DeLuca School of Nursing. The school continues to expand opportunities for nursing education across Connecticut while preparing to open DeLuca Hall, its new home at UConn Storrs.

For the Class of 2030, the years ahead will include not only their own growth as students and future nurses, but also a historic period of growth for the school itself.

The Black Inventors Hall of Fame presented Laurencin with the honor at its induction ceremony, held at the University of Chicago on July 16, recognizing him as a pioneering engineer-surgeon-scientist whose breakthroughs in regenerative engineering and biomaterials have created innovative approaches to healing and tissue regeneration affecting millions of people.

Laurencin is internationally recognized as the father of the field of regenerative engineering, which brings together advanced materials science, stem cell science, physics, developmental biology, and clinical translation to regenerate complex tissues and organ systems. In recognition of his global contributions, Laurencin was bestowed Knight Commander of the Order of St. Lucia, conferred under the auspices of King Charles III through the Governor General of St. Lucia.

Following the ceremony, Black Inventors Hall of Fame Executive Director James Howard stated that Laurencin’s acceptance speech delivered “an authoritative call to excellence, not as aspiration, but responsibility.” According to Howard, Laurencin emphasized the longstanding tradition of excellence within the Black community and the responsibility to carry that tradition forward with discipline and courage.

Laurencin has pioneered advances in polymeric nanofibers, polymer-ceramic materials, and bioinductive materials for tissue regeneration. His research has influenced the development of technologies for bone and soft-tissue repair, including bone-regeneration systems and biocomposite interference screws. Among his best-known inventions is the Laurencin-Cooper Ligament, a bioengineered matrix designed to support regeneration using the body’s natural processes. It is the first bioinductive implant and was highlighted by National Geographic Magazine in its “100 Discoveries that Have Changed the World” edition. His work has produced numerous patents and contributed to companies and medical technologies focused on tissue repair and regeneration.

The Intellectual Property Owners Education Foundation named Laurencin its 2023 International Inventor of the Year for his pioneering contributions to regenerative engineering and polymeric biomaterials for treating musculoskeletal conditions. President Barack Obama presented him with the National Medal of Technology and Innovation, the nation’s highest honor for technological achievement in ceremonies at the White House. He is the recipient of the highest honors of the American Chemical Society (the Priestley Medal), the Materials Research Society (the Von Hippel Award), and the National Academy of Engineering (the Simon Ramo Founder’s Award).

At the University of Connecticut, Laurencin serves as University Professor and Albert and Wilda Van Dusen Distinguished Endowed Professor of Orthopaedic Surgery at UConn School of Medicine. He also holds professorships in Chemical and Biomolecular Engineering, Materials Science and Engineering, and Biomedical Engineering. He  serves as the CEO of The Cato T. Laurencin Institute for Regenerative Engineering, an Institute created and named in his honor.

Laurencin is the first surgeon in history elected to all four major National Academy. He is an elected member of the National Academy of Sciences, the National Academy of Engineering, and the National Academy of Medicine, and an elected fellow of the National Academy of Inventors. He is also an elected fellow of the American Academy of Arts and Sciences and of the American Association for the Advancement of Science.

]]> https://today.uconn.edu/2026/08/new-postdocs-bring-expertise-in-social-policy-clinical-decision-making-to-the-school-of-social-work/ Mon, 31 Aug 2026 13:06:53 +0000 https://today.uconn.edu/?p=249224 This fall, the UConn School of Social Work welcomes two postdoctoral fellows.

Jon Ahuna joins the UConn School of Social Work’s Innovations Institute as the Sheila A. Pires Postdoctoral Research Fellow. He will serve in the role for two years.

Ahuna’s research interests include clinical decision-making and the critical examination of innovations in mental health service systems. His clinical interests center on interventions for youth who have experienced complex trauma.

Ahuna is the co-author of studies published in the Journal of Clinical Child & Adolescent Psychology, Psychotherapy Research, Administration and Policy in Mental Health and Mental Health Services Research, Journal of Cognitive Engineering and Decision Making, and Children and Youth Services Review.

Ahuna comes to UConn from the University of South Carolina, where he recently earned a Ph.D. and an MA in clinical-community psychology. His dissertation was titled “Opening the ‘Black Box’ on Decision Processes in Mental Health Supervision: Tactics, Strategies, and Influences.”

Ahuna completed his predoctoral internship at the National Center for School Mental Health through the University of Maryland. There, he developed a design-centered interview protocol to inform the implementation of a digital therapeutic app in a mobile substance use clinic.

Ahuna earned a BA in psychology from the University of Hawaiʻi at Mānoa, where he studied community mental health systems and cultural psychology.

Tobias “Tobi” Kindler will join the UConn School of Social Work’s Nancy A. Humphreys Institute for Political Social Work as a Postdoc.Mobility Fellow funded by the Swiss National Science Foundation. He will serve in the role for two years, starting in October.

Kindler’s research interests include political social work, social policy, children’s rights, and the well-being of young people in residential care. As part of his postdoctoral research, he plans to examine the experiences of social workers serving as elected officials in U.S. state legislatures, including how they use their positions to advance policies aligned with social work values and principles.

Kindler is the co-editor of two books and the co-author of numerous journal articles published nationally and internationally. His work appears in Child & Family Social Work, Children and Youth Services Review, European Journal of Social Work, and the Journal of Policy Practice and Research, among other publications.

Kindler, who is fluent in English, German, and French, comes to UConn from St. Gallen, Switzerland, where he works as a social worker and researcher. He recently earned a Ph.D. in social work from the Hebrew University of Jerusalem. His dissertation, titled “Social Workers in the Policy Process: A Case Study of Swiss Social Workers’ Policy Engagement,” explored social workers’ policy engagement through an in-depth analysis of their involvement in a highly contested reform of social assistance in Switzerland.

He earned his BSW and MSW from the Eastern Switzerland University of Applied Sciences. During his graduate studies, he worked as a research associate, contributing to a range of qualitative and quantitative research projects. He also taught courses on social policy, policy practice, and research methodologies.

Dean’s Office

Matthew Hancock — Assistant Dean and Chief Operating Officer

The Neag School welcomed Matt Hancock as its new assistant dean and chief operating officer in late June. In this role, he is responsible for managing the administration of the Neag School and acting as the chief agent for all administrative matters, including overseeing the areas of fiscal administration, facilities, information technology, human resources, and Dean’s Office operations.

Hancock brings nearly two decades of experience in public higher education, spanning finance, human resources, academic administration, and institutional research. Throughout his career, he has partnered with academic and administrative leaders on academic operations, strategic planning, enrollment management, accreditation, and student success initiatives. His work has focused on leveraging data and analysis to inform decision-making, improve outcomes, and advance institutional priorities.

“Matt brings a strong record of leadership and collaboration in higher education, along with expertise in the operational areas that are critical to advancing our work at the Neag School,” Dean Jason G. Irizarry says. “His strategic, data-informed approach will be invaluable as we continue strengthening the School’s impact.”

He holds a Bachelor of Laws (LLB) from the University of Sheffield and a Master of Business Administration (MBA) from UConn.

Bianca Montrosse-Moorhead — Department Head, Educational Psychology

Bianca Montrosse-Moorhead, professor in the Department of Educational Psychology, has been named the new head of the department.

In this role, Montrosse-Moorhead will collaborate with faculty and programs; lead academic initiatives; supervise and develop personnel; oversee hiring and reviews; support student success; manage departmental operations; implement strategic processes; and represent the department within the University, aligning efforts with its mission and advocating for its interests across campuses.

“Dr. Montrosse-Moorhead brings a clear vision for the future of the department and a deep commitment to advancing its teaching, research, and service missions,” Irizarry says. “I am confident that she will be a strong advocate for the Department of Educational Psychology and an effective leader within the Neag School.”

A member of the Neag School faculty since 2013, Montrosse-Moorhead previously served as coordinator of the department’s research methods, measurement, and evaluation programs. Montrosse-Moorhead specializes in evaluation methodology, theory, practice, and capacity building. She is currently a co-PI on the QuantumCT Engine, leading its external evaluation. Since 2023, she has served as the co-editor-in-chief for New Directions for Evaluation, an official journal of the American Evaluation Association. Montrosse-Moorhead earned her Ph.D. in evaluation and applied research methods from Claremont Graduate University in California.

Department of Educational Psychology

Kathleen Williamson — Assistant Clinical Professor

Kathleen M. Williamson is an assistant clinical professor in the school psychology program. She earned her doctoral and master’s degrees in School Psychology from UConn and completed her postdoctoral training with UConn’s Collaboratory on School and Child Health. Williamson is a nationally certified school psychologist whose teaching and mentorship are informed by diverse experiences as a practicing school psychologist, researcher, and program leader.

Faculty Promotions

Effective this August, five Neag School faculty members have been promoted – two to the rank of professor: Michele Back in curriculum and instruction and Saran Stewart in educational leadership; and three to the rank of associate professor and tenure: Jacqueline Caemmerer, Zachary Collier, and Kathleen Lynch, all in educational psychology.

In addition, in January, Austina Lee stepped into the role of Director of School-University Partnerships in the Integrated Bachelor’s/Master’s Teacher Education program. Lee joined the Neag School in August 2024, when she began as an instructor for our music education program. In January 2025, she was hired as an assistant clinical professor of curriculum and instruction and began serving as a professional development center coordinator for five districts, teaching across multiple cohorts and concentrations. In her role as director, Lee serves as the primary liaison between the Office of Teacher Education/Neag School of Education and its district partners.

Staff

The Neag School also welcomed two new staff members this past spring and summer, and welcomes one joining the School this fall.

Jodi Carr — Director of Assessment, Accountability, and Accreditation

Jodi Carr joined the Neag School in January as its director of assessment, accountability, and accreditation. She came to UConn from Radford University, where she served as director of assessment. Prior to that, she was the program manager for academic affairs at Texas A&M University. She earned her Ph.D. from George Mason University.

Alexandra Ghiz — Publicity/Marketing Coordinator

Alexandra Ghiz joins the Neag School Office of Communications this fall as its publicity/marketing coordinator. Ghiz has several years of experience in education communications, most recently at The Rivers School in Massachusetts. Prior to earning her master’s in strategic marketing communications, she worked in operations at the Wentworth Institute of Technology.

Berkeley Nowosad — Finance Director

Berkeley Nowosad is the finance director within Business and Grant Services at the Neag School. A strategic finance and operations leader at UConn, she oversees multimillion-dollar budgets, grants, and shared services. She partners with senior leaders to strengthen internal controls, lead cross-functional teams, and advance equity-centered student success through data-informed decision-making in higher education and public service contexts statewide. Before joining the Neag School, Nowosad served as the business manager for Student Success at UConn. She holds a Master of Public Administration.

“As a social work student at the time, I was shocked and reminded that our words have a profound impact on the pride students will have in our profession,” Brown said. “I believe there’s a collective power and responsibility in not only saying who we are, but in demonstrating our profession’s values through our work and presence.”

Brown, executive director of the National Association of Social Workers Connecticut and Maine chapters, emphasized the importance of professional identity—and the growing need for social workers—during the UConn School of Social Work’s annual Convocation on Aug. 28.

As the event’s keynote speaker, Brown welcomed 123 new Bachelor of Social Work and Master of Social Work students who gathered in person at the Wadsworth Atheneum, along with another 160 students participating online, including members of the Stamford cohort. These students are among almost 7,400 new undergraduates joining UConn Nation this week(opens in new tab) coming from 158 of Connecticut’s 169 towns and cities, along with 48 states and 78 countries.

Brown noted that there were approximately 715,000 social workers in the nation in 2020, and that number is predicted to reach 800,000 by the end of the decade.

“That would be 800,000 healers, social justice warriors, critical thinkers, research professionals, change agents and game changers,” Brown said, describing just some of the many roles social workers play in society.

Brown encouraged students to take pride in their profession and recognize the breadth of opportunities available to them. The breadth and depth of the training and skills social workers receive, she said, can open doors to careers across a wide range of settings and sectors.

Social Workers Belong Everywhere

After School of Social Work faculty and staff introduced themselves, Dean Laura Curran welcomed the new students and emphasized that social work is an impactful, versatile, and dynamic profession.

“With this degree, you can do so many things: work with children, older adults, veterans, or refugees; become a therapist or a community organizer, serve in schools, hospitals, housing programs, or government; teach, research, or lead nonprofits … Social work is everywhere—and social workers belong everywhere.”

Paula Nieman, BSW program director and assistant professor-in-residence, focused on another essential aspect of social work: human relationships.

Relationships, she said, do more than make social workers’ work more competent and effective. They are fundamental to how social workers create meaningful change.

“Social work isn’t a solo pursuit,” Nieman said. “Whether we’re working with an individual client or family, helping folks come together to create more just and sustainable communities, or advocating for programs and policies grounded in equity, human rights and social justice, to be effective social workers, we need to work in collaboration, in community, in relationship with each other.”

Rachel Schwartz, MSW program director and associate professor-in-residence, reminded students that they each bring unique perspectives and life experiences to the program.

“We know that many of you may be managing multiple roles and responsibilities at home, and yet you’re adding on another role now, as a student,” Schwartz said. “Perhaps you’re changing careers, returning to school after some time, or maybe you’re continuing shortly after completing your undergraduate degree.”

Schwartz encouraged students to recognize the value of those experiences while remaining open to new ones. “I hope that as you dive into your coursework and practicum, you allow yourself to be open to new experiences, expanding your knowledge, and learning about all the ways social workers create change,” she said.

Be Proud to be a Social Worker

Following Convocation, students, faculty, and staff gathered at the Hartford Times Building for lunch and meet-and-greets. Associate Professor Caitlin Elsaesser also led a special ice-breaking event for new MSW students pursuing the Individuals, Groups, and Families concentration.

In closing, Curran encouraged students to embrace ideas and experiences that challenge them throughout their time at the School.

“I hope you engage with ideas that challenge your thinking and make you uncomfortable—because that’s how you grow and learn to understand others, a key skill in social work,” she said.

“I hope you leave here more confident, more grounded and more inspired than ever to make a difference. And most of all, I hope you leave here proud to be a social worker.”

The Fall 2026 semester begins Aug. 31(opens in new tab) and ends Dec. 20. A Welcome Back Block Party and Resource Fair for the UConn Hartford campus will take place from 1 to 4 p.m. on Sept. 2.

Learn more about the UConn School of Social Work(opens in new tab).

View additional photos of the 2026 UConn School of Social Work Convocation and meet-and-greet below (Olivia Drake/UConn):

“After successfully administering the Connecticut Department of Public Health’s Student Loan Repayment Program, we recognize that no single organization can solve the challenge of educational loans alone,” says Petra Clark-Dufner, CT AHEC director. “Collaboration among state agencies, support service providers, academic institutions, workforce training organizations, employers, and students is essential to addressing the root causes of the shortage and implementing effective, lasting solutions,” says Clark-Dufner.

To support this type of collaboration, CT AHEC organized The Interagency Symposium–Aligning CT Workforce Financial Incentives & Loan Repayment Strategy that was held at UConn Health on July 31. They invited speakers from the Connecticut Office of the State Comptroller, Connecticut Office of Workforce Strategy, Connecticut Higher Education Supplemental Loan Authority, and Connecticut Office of the Student Loan Ombudsperson to talk about their programs and challenges with stakeholders and healthcare professionals from across the state. The consensus was that the reasons behind the healthcare workforce shortage are complex and addressing them will require creativity and collaboration.

Connecticut’s Chief Workforce Officer from the Office of Workforce Strategy (OWS), Kelli-Marie Vallieres, Ph.D., said “there is a lot of amazing work happening all over the state, but it’s happening in many, many silos and buckets.” One of the aims of her agency is to build a unifying strategy for the state that encompasses all the workforce sectors and their needs. She said “Connecticut, like most states, has a ‘push’ approach where we educate students on what we think the world needs and what students might be interested in, and then we present them at the end of their educational experience and say okay employers, here’s what we produced for you. They may or may not match.” Her agency is developing a ‘pull’ system through their Career ConneCT portal, https://portal.ct.gov/careerconnect where they bring together employers to understand what they need to build programs that match their needs.

Access to healthcare training and the financial support needed to pursue it were addressed in many ways. Michelle Jarvis-Lettman, Connecticut’s first student loan ombudsperson who moderated the discussion, said she is an “office of one” along with 520,000 plus student loan borrowers. She said students often tell her that it is cheaper for them to go to school out of state. “Why is that?” she asked.  “We have amazing state colleges and universities, private universities. We have free community college. Why aren’t we using all of our tools and resources together to keep our students here, to form partnerships with all these great agencies and keep them here and funnel them through the pipeline?” She added that it is important for students to know they can begin their educational journey at a community college, earn credentials there, and then move on to a state college or university.  She also believes it is important to ensure the students understand educational financing terms early on so that when it comes time to repay their loans they understand their responsibilities.

As CT AHEC is winding down the three-year Connecticut Student Loan Repayment Program (CT SLRP), many lessons have been learned. Funding for this program came to Connecticut through the Connecticut Department of Health and was administered by CT AHEC to 188 awardees. The program was modeled after the National Health Service Corps and provided debt relief, training, and professional development for awardees serving a two-year service period in one of the State’s federally designated Health Professional Shortage Area (HPSA). HPSAs are designated geographic areas, subgroups of a population, or specific facilities where there is a shortage of primary care, dental health, or mental health providers.

The Connecticut Department of Corrections (DOC) is a HPSA agency that received CT SLRP support for 41 (22% of awardees) health services staff members. Lydia Rostkowski, DOC regional chief operating officer, attended the symposium and shared that she was excited to offer this program because it helped ease her staff’s student loan burden while they provided essential services to an underserved population.

“Of the 188 awardees in the CT SLRP program, nearly one-third will have all their outstanding student loan debts paid off by the end of their service period,” said Karen Pasquale, CT SLRP administrative officer. She added that there are others in the program who will still have a significant amount of loan debt. “We know that debt burden plays a big role in health professionals choosing where they are going to work,” she says. CT AHEC has received additional student loan repayment funding but the details of the program are not yet determined.

CHESS is another student loan repayment program offered to employers by the Connecticut Higher Education Supplemental Loan Authority (CHESLA) that helps strengthen workforce recruitment and retention efforts.  “CHESS provides employers with a simple solution and the infrastructure necessary to implement student loan repayment assistance into their benefits packages,” said Josh Hurlock, CHESLA deputy director.   “Under federal law, employers may provide up to $5,250 per employee annually in tax-free student loan repayment assistance and state tax credits may also be available,” he adds.

While these programs address education debt for healthcare providers who are already working in healthcare, Hurlock says his organization also addresses financial barriers to a healthcare career for people before entering the workforce. “Healthcare workforce challenges can begin long before someone enters the workforce. They begin with whether students can access the education and training that is necessary to enter these professions in the first place. Educational debt influences who enters healthcare professions, which specialties they pursue, where they practice, and ultimately whether they remain in those professions,” said Hurlock.

CHESLA recently introduced MyCHESLA Grad Loan that considers a borrower’s future earnings potential based on their academic program. “So rather than relying solely on traditional credit metrics, we’re recognizing the long-term earning capacity associated with certain graduate and professional degree programs,” said Hurlock. “That approach helps qualified students gain access to financing that might otherwise be unavailable. In other words, we’re helping individuals enter professions that Connecticut desperately needs,” he adds.

Helping professionals get into their chosen careers is the goal, but it is also important to move these professionals into areas with highest need. Primary care is linked to better population health and more equitable health outcomes, yet primary care is one of the healthcare areas in most need of providers. The Association of American Medical Colleges estimates the country will need up to 48,000 more primary care physicians by 2034.

Alex Reger, director of health care policy and innovation at the Connecticut Office of the State Comptroller (OSC), shared data from 2016-2023 that showed Connecticut was below the national average in terms of physicians, nurse practitioners, and physician assistants working in primary care. He also shared data that indicated there is a “leak” in the residency-to-practice pipeline. “We are second to last among regional states in the percentage of physicians we put through residency at one of our excellent med schools who choose to stay in state. Less than half stay in state. And this is specific to residency, this is not about med school,” said Reger. He admits there are no “magical solutions” but suggested there are advantages to learning from what other states are doing. “It’s hard to take any solution and pop it from one state to the next because economies are different, and politics are different, and culture is different, and all of these things, right? But we need to be learning from all the options out there, get all the people to the table, and see what we can make work,” he said.

Cecil Tengatenga, CT AHEC’s associate director, used the phrase “we are all in, and last out” in his opening and closing remarks as a call for getting everyone in the room to commit to working together on the healthcare workforce shortage. He emphasized that CT AHEC is fully “in” and committed to being the “last out.” The consensus at the end of this symposium was that CT AHEC will not be alone.