Memos

A Transformative Investment in the next Chapter of UConn

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Dear Colleagues,

I am excited to share a major new investment in UConn’s future.

Over the next several years, UConn will undertake a coordinated faculty hiring initiative designed to build on our strongest areas of scholarship, create new areas of discovery, and bring additional exceptional faculty into our academic community. This program will allow us to position UConn for its next stage of growth as a world class public research institution.

The catalyst for this initiative was a series of actions by our State. Public Act 21-111 authorized an Innovation Faculty Hires and Entrepreneurial Ecosystem Initiative intended to expand UConn’s capacity for innovation, entrepreneurship and technology translation/commercialization with public and economic benefit. More recently, Special Act 25-3 asked us to chart a course toward joining an organization of the nation’s foremost research universities. The state subsequently provided funding to help us build the research capacity and scholarly impact needed to reach that level. UConn’s leadership in the new NSF Quantum Technologies Engine in Connecticut creates another opportunity to attract faculty in quantum science and technology.

Together, these investments give us the ability to recruit faculty through three connected efforts summarized below:

  • Top Tier Faculty hires will build on UConn’s areas of established and emerging excellence by recruiting nationally and internationally recognized scholars who bring new approaches to consequential questions and deepen connections across disciplines. Their expertise will extend work already underway while positioning the University to lead in important new directions.
  • Innovation and Entrepreneurship Faculty hires will strengthen the path from discovery to practical application and public benefit, with an emphasis on areas that support Connecticut’s workforce, industries, and economy. This investment will build on UConn’s strong culture of innovation and entrepreneurship, which spans disciplines and recognizes the many ways research, scholarship, and creative activity can have an impact beyond the University.
  • The Quantum Futures Cluster will expand UConn’s position in quantum science and technology, growing our expertise in this rapidly advancing field and supporting UConn’s leadership in the NSF Engine.

These opportunities are not limited to traditionally technology-focused fields. We will support ideas from all disciplines.

This initiative is fully aligned with Envisioning 2034. Our strategic plan calls on us to advance research, innovation, and engagement by hiring and retaining outstanding faculty conducting cutting-edge work in areas of existing or emerging strength. It also calls for investment in research infrastructure, greater interdisciplinary collaboration, and stronger support for translating UConn research into benefits for Connecticut and beyond.

This initiative gives us a concrete way to act on those priorities. New faculty can expand the reach of work already underway, bring complementary expertise into our departments, spark new collaborations, and create opportunities for students. The associated investments in lab spaces, equipment, and shared research infrastructure can also support broader communities of scholars rather than individual hires alone. Over time, this added capacity will make UConn more competitive for federal, philanthropic, and industry funding; attract exceptional students and scholars from around the world; strengthen our national and international standing; and expand the impact of UConn research on lives and communities.

We are grateful to Governor Ned Lamont and the General Assembly for making these resources available and for recognizing the pivotal role UConn plays in our state and its future.

I also recognize that this announcement comes at a complicated time for us. We remain in a structural deficit, even as our financial position improves. Faculty and staff have worked within tight budgets, units have made difficult choices, and many members of our community will reasonably ask why UConn is investing in new faculty when there is more we need to do to support and retain the people already here.

The answer begins with the sources and permitted uses of the funding. The principal funds supporting these hires were provided by the state for specific purposes. Much of the funding is restricted to capital costs such as laboratories, specialized equipment, research infrastructure, and faculty startup needs. It cannot be redirected towards supplementing recurring operating expenses.

This work is also supported by a portion of the state’s recent $35 million investment in research at UConn and UConn Health. That funding was provided in response to serious disruption in federal research support and is intended to protect important work, improve our competitiveness for future funding, and help recruit and retain research talent in areas important to Connecticut.

These distinctions matter, but they do not eliminate the need for financial discipline. Every proposal will be reviewed for its academic value, strategic fit, infrastructure requirements, and long-term sustainability. Schools and colleges will need to show that they can support the ongoing costs of proposed positions before searches or offers are authorized.

More information about the initiative including procedures for submissions and future faculty positions will be posted on the faculty hiring initiative webpage. We will share updates as proposals are approved and searches begin.

Faculty are encouraged to think creatively about how these investments could build on UConn’s strengths or open new directions. I invite faculty with ideas for potential positions to bring them forward to their department heads and deans. We are especially interested in proposals that cross departmental boundaries or bring schools and colleges together in ways that would not otherwise be possible.

UConn’s financial position is improving, but our work is not finished. We must continue to make thoughtful choices as we address the structural deficit. At the same time, restraint alone will not build the research university we want UConn to become. This initiative gives us the means to invest in people and ideas, extend the work of our current community, and pursue new possibilities for UConn and Connecticut. I look forward to shaping that work together.

Sincerely,
Pamir

Pamir Alpay, PhD
Provost and Executive Vice President for Academic Affairs
University of Connecticut

Clarifying AI Expectations in Your Courses

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Dear Colleagues,

As we prepare for the upcoming academic year, I am pleased to introduce the Executive Committee of UConn’s AI Council: Anna Mae Duane, Amit Savkar, Derek Aguiar, Arash Zaghi, and me as chair. The Executive Committee will work with the broader AI Council to help coordinate UConn’s university-wide AI efforts through AI for ImpaCT, including work related to teaching and learning, research and scholarship, academic programs, responsible AI, and infrastructure. A broader communication introducing the full AI Council and outlining our priorities and opportunities for engagement will be shared with the University community in the first few weeks of the semester.

In advance of that broader communication, there is one issue that is particularly timely as faculty finalize their courses and syllabi. In collaboration with Desmond McCaffrey from the Center for Excellence in Teaching and Learning (CETL) and Michael Morrell, Chair of the University Senate Executive Committee, we have put together the following recommendations and resources to help faculty communicate clearly with students about the use of artificial intelligence in their courses. These recommendations are not intended to establish a single University-wide course AI policy; rather, they are intended to help faculty make intentional choices about AI in relation to their course learning objectives and communicate those expectations clearly to students.

There is no single AI course policy that will be appropriate for every course, student, discipline, or assignment. However, a course policy should ideally help students understand:

  • What uses of AI are permitted and what uses are not permitted, including whether expectations differ across assignments;
  • Whether any uses of AI are required and, if so, for what purposes and how to access those tools as specified within a Course Materials section; 
  • What AI tools the course requires students to purchase and use?
  • Whether and how the instructor will use AI in course design, instructional materials, feedback, assessment, communication, or other course activities.

Any use of AI should be thoughtfully connected to the course’s learning objectives. Faculty should consider where AI meaningfully enhances learning as well as where students are better served by completing work independently in order to achieve the intended learning outcomes. When AI is incorporated into a course, students should understand how its use supports what they are expected to learn. Similarly, when its use is restricted, explaining how those restrictions support the learning objectives can help students understand the purpose of the course AI policy.  

We also encourage you to consider sharing how you as an instructor are, or are not, using AI in the design, implementation and assessment of course materials. It is, of course, entirely up to the instructor how AI is used to further the teaching objectives of the course.  Best practices indicate that being transparent about the role of AI in all aspects of the course will build trust and avoid any possible misunderstandings.  Clear communication can reduce uncertainty for students and help ensure that AI is used—or intentionally not used—in ways that support learning and academic integrity. 

CETL has developed extensive resources to assist faculty. The Generative AI in Teaching and Learning page contains guidance for communicating expectations about generative AI use, instructional strategies, and opportunities for consultation, which is a great place to start. Additionally, on the Creating Your Syllabus page, faculty can find sample syllabus statements for generative AI use and full syllabus templates. 

If you have any questions or need assistance, consultation services are available from CETL.

Thank you for considering how AI relates to your courses and their learning objectives, and your expectations for students.

Sincerely,
David

David Bergman
Professor of Operations and Information Management
Associate Dean for Faculty & Research, School of Business
Provost’s Special Advisor on AI

Announcing AI for ImpaCT: UConn’s University-Wide AI Initiative

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Dear Colleagues,

Artificial intelligence (AI) is transforming the way we work, learn, and live. Over the past several months, I have been engaging with our community to shape a University-wide initiative to be responsive to AI advancements and coordinate AI-related work across units.  I have met personally with the University Senate and faculty, staff, and academic leaders in small groups and during school and college meetings. Those conversations have made clear that UConn has important strengths in AI, that we need a framework to build on our strengths, and to guide and coordinate our institutional strategy around AI in an ever-changing technological landscape.

Coordinated Leadership Around AI

Today, I’m pleased to announce AI for ImpaCT, a coordinated university-wide initiative designed to connect and advance AI efforts across our academic, research, operational, and public service missions. The goal of AI for ImpaCT is to support interconnectivity among teaching, learning, research, innovation, and societal impact and to encourage safe, ethical, and responsible use of AI. The vision for beneficial and ethical AI is beautifully articulated by one of our student clubs.

The leadership structure around AI for ImpaCT is taking shape. I have appointed David Bergman, Associate Dean for Faculty & Research and Professor of Operations and Information Management, as the Provost’s Special Advisor on AI to help coordinate AI for ImpaCT initiatives across the university and advise my office on emerging issues related to AI in teaching, research, workforce development, and university operations.

The Special Advisor will chair an AI Council comprised of representatives from across the university including faculty, staff, and students. The AI Council will help set priorities, identify opportunities and challenges, and support university-wide coordination as AI continues to evolve. Consistent with UConn’s commitment to shared governance, the AI Council will serve as a coordinating resource and work closely with the University Senate and other governance bodies on AI-related matters within their areas of responsibility.

The AI Council will work closely with university leadership, ITS, UConn Health, and administrative units as the university explores AI applications and technologies, institutional needs, training, and the use of AI tools across university operations. A smaller AI Executive Committee comprised of members of the AI Council will liaise with the Special Advisor to advance priority initiatives and coordinate work between meetings of the broader AI Council.

The AI Council will support development of a university-wide web presence to help share resources, updates, opportunities for engagement, and ways for members of the UConn community to participate in this work. I also encourage faculty, staff, students, and partners to share ideas and engage with the Council as opportunities emerge.

CURRENT INITIATIVES

The initiatives and work areas below reflect some of the important work being done at UConn to prepare our community for the AI transition.

Preparing Students for an AI-Enabled Future

Preparing learners for a world increasingly shaped by AI will be an important part of AI for ImpaCT. In partnership with the AI Council and in consultation with deans, faculty experts, and the University Senate, we will continue building academic programs and learning opportunities that align with both student interest and workforce needs.

Earlier this year, the Board of Trustees approved the university’s first graduate certificate built around an “AI + X” model with the launch of AI for Business through The Graduate School. We expect additional programs in other disciplines to follow in the next academic year.

The AI Council and AI Executive Committee will work closely with academic units to help guide the development of proposals for an undergraduate minor in AI, with the goal of launching as early as this fall, and a university-wide undergraduate AI major is targeted to launch in Fall 2027. We are in the process of evaluating how programs such as the M.S. in Data Science can help support and expand AI-related education and research opportunities across the university. There are also several existing programs across the schools and colleges that include concentrations in AI or have foundational AI topics infused in the curriculum.

In addition to degree programs, UConn will expand AI literacy and workforce development through online and non-credit offerings, employer partnerships, and micro-credentials that could potentially support both current students and members of the broader community.

Teaching, Learning, and the Use of AI

Faculty, staff, and students are already working through questions related to teaching, learning, assessment, academic integrity, research, privacy, fairness, and the use of AI applications across academic and administrative settings. We will continue building guidance and support in these areas by drawing on expertise that exists in our university community.

The Center for Excellence in Teaching and Learning, The Graduate School, and faculty and staff in the schools and colleges are helping support AI efforts through faculty development, course design support, guidance for graduate students and instructors, and ongoing conversations around appropriate and effective uses of AI in academic settings.

The AI Council will be charged with helping coordinate AI efforts in teaching and learning, identifying areas where additional support is needed, and sharing effective practices with the University community.

AI Research and Public Engagement

AI-related research and scholarship are being conducted at UConn in many disciplines. Faculty are advancing foundational AI research, applying AI across industries and professions, and examining the broader societal impact of these technologies in fields such as healthcare, business, engineering, education, the humanities, social sciences, and the arts. The Humanities Institute’s “AI and the Human” initiative is one example of interdisciplinary scholarship exploring the societal  implications of AI.

UConn’s partnerships with organizations such as Morgan Stanley, Intel, Eversource, Electric Boat, Pratt & Whitney, and many more, along with ongoing clinical, research and educational efforts at UConn Health, are creating new opportunities for applied research, workforce partnerships, and public engagement connected to AI.

Federal agencies and other major funders continue expanding investments in AI-related research in many sectors. The Office of the Vice President for Research is already leading campus-wide discussions about UConn’s strengths to identify opportunities for greater interdisciplinary collaboration and external partnerships.

Innovation, Entrepreneurship, and Workforce Partnerships

Connecticut’s workforce needs to adapt as AI reshapes industries and professions, and UConn will play a major role in preparing our state for a rapidly changing future by offering continuing education, online learning, non-credit programs, and employer partnerships. Earlier in this message, I referenced the potential for expanded micro-credentials and other flexible learning opportunities that can help both current students and working professionals build AI literacy and discipline-specific skills throughout their careers.

We also see strong connections between AI and UConn’s growing innovation and entrepreneurship ecosystem. Important work is already happening through schools and colleges, research centers, UConn Health, the Werth Institute, and other campus partners. As AI for ImpaCT develops, we want to connect these efforts and support opportunities related to startups, technology transfer, industry collaboration, educational technology, and other forms of innovation and revenue generation connected to AI.

Moving Forward

As Connecticut continues to establish policies and frameworks like the bill recently passed by the General Assembly, UConn and the AI Council have a responsibility to help guide the state through opportunities and challenges AI presents across education, industry, healthcare, and the workforce. UConn is well positioned to understand AI and anticipate what may come in the future to help inform policy decisions.

I’m excited about the conversations ahead and grateful for the thoughtfulness, creativity, and expertise that so many members of our community are already bringing to this space. I look forward to advancing the work of the AI for ImpaCT initiative with you and will continue to share updates on our progress.

Pamir Alpay, PhD
Interim Provost and Executive Vice President for Academic Affairs
University of Connecticut

Appointment of Dr. Kumar Venkitanarayanan as Dean of CAHNR

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Dear Colleagues,

I am pleased to announce that following a national search, Dr. Kumar Venkitanarayanan has been appointed to serve as Dean of the College of Agriculture, Health and Natural Resources (CAHNR) and Director of the Connecticut Cooperative Extension System and the Storrs Agricultural Experiment Station, effective July 1.

Dr. Venkitanarayanan is a deeply respected member of the UConn community, having served the University for more than 27 years in a variety of leadership roles, including Interim Dean of CAHNR, Senior Associate Dean, and Associate Dean for Research and Graduate Education. Throughout his tenure, he has demonstrated a strong commitment to UConn’s land-grant mission and to advancing the College’s impact across Connecticut and beyond.

During his time as Interim Dean, Dr. Venkitanarayanan has provided steady and thoughtful leadership across all aspects of the College’s operations. He has worked closely with faculty, staff, students, and external partners to strengthen CAHNR’s programs in teaching, research, extension, and engagement. He has prioritized interdisciplinary collaboration, enhanced the visibility and reputation of the College, and supported faculty and student success at every level.

Dr. Venkitanarayanan has also brought a strategic and proactive approach to resource development. In the past eight months alone, CAHNR has raised $6.45 million toward its annual fundraising goal, including a $1 million bequest. He has placed particular emphasis on expanding support for graduate students, successfully raising significant philanthropic funds to advance graduate education across multiple departments. In addition, he has reconstituted the Dean’s Advisory Board to strengthen engagement with industry, government, alumni, and community partners, creating new opportunities for student enrichment and workforce development.

Previously, as Associate Dean for Research and Graduate Education, Dr. Venkitanarayanan played a central role in strengthening CAHNR’s research enterprise, helping to double extramural funding and expand interdisciplinary and translational research. His leadership has supported the growth of a robust research portfolio and deepened partnerships with federal agencies, industry, and community stakeholders.

An accomplished scholar in food safety, Dr. Venkitanarayanan has authored more than 140 peer-reviewed publications and secured substantial competitive grant funding over $18 million throughout his career. He is also a dedicated mentor and educator, committed to experiential learning and preparing students for impactful careers. His work shows a deep understanding of how research, education, and outreach can come together to address complex challenges in agriculture, health, and natural resources.

I would like to extend my sincere thanks to the members of the search committee, led by Dean Vicky Dickson, for their thoughtful and diligent work throughout this process. I am also grateful to the many faculty, staff, students, and stakeholders who shared their perspectives and engaged so meaningfully in this important search.

I am confident that Dr. Venkitanarayanan’s vision, experience, and collaborative leadership style will position CAHNR for continued success. His commitment to strengthening the College’s One Health approach and advancing its contributions to environmental sustainability, food systems, and community well-being will be critical as we look to the future.

Please join me in congratulating Dr. Venkitanarayanan on his appointment and thanking him for his continued service to UConn and the College.

Best regards,
Pamir

Pamir Alpay, PhD

Interim Provost and Executive Vice President for Academic Affairs

University of Connecticut

Reappointment of Dean Jason Irizarry – Neag School of Education

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Dear Colleagues,

Following a comprehensive five-year review, I am pleased to share that Dr. Jason Irizarry has been reappointed for a second five-year term as Dean of the Neag School of Education, effective August 23, 2026. I extend my sincere appreciation to the review committee, and to all faculty, staff, students, and partners who contributed valuable insights during the process.

Since his appointment in 2021, Dean Irizarry has led the Neag School of Education with vision, integrity, and an unwavering commitment to equity, access, and excellence. Under his leadership, the School has advanced its academic programs, expanded student support, deepened community engagement, and strengthened its national profile as a top- 30 Public Graduate School of Education.

During his tenure, the School has achieved notable gains in student success and access, including the expansion of the Early College Experience (ECE) program from 201 students in 2021–22 to over 900 students across 25 districts in 2024–25. The Teacher Certification Program for College Graduates (TCPCG) and the UConn Administrator Preparation Program (UCAPP) have been redesigned to improve affordability, quality, and alignment with workforce needs. Scholarships for students have doubled, and application fee waivers have supported the recruitment of a more diverse doctoral student body.

Dean Irizarry has also championed excellence in academic and research initiatives. During his tenure, the Neag School launched the Center for Connecticut Education Research Collaboration (CCERC), introduced the Neag School of Education Journal, and supported the creation of Rapid Research Briefs for Alliance Districts. The School’s extramural funding portfolio continues to grow and now comprises roughly one-third of its operating budget. Dean Irizarry’s leadership has been instrumental in enhancing research infrastructure, promoting faculty scholarship, and securing the largest individual philanthropic gift the School has received in 25 years.

A steadfast advocate for equity and inclusion, Dean Irizarry has prioritized diversifying the educator workforce, expanding outreach efforts, and embedding equity throughout the School’s strategic priorities. Under his leadership, the Neag School became a member of the National Holmes Scholars Program to support underrepresented doctoral students. He has been widely recognized as an equity-driven, collaborative leader who fosters a culture of transparency, shared governance, and community.

Across the university and state, Dean Irizarry is known as a respected partner and advocate. He has cultivated meaningful relationships with K–12 educators, policy leaders, alumni, and donors, strengthening the School’s impact and elevating its visibility. Stakeholders consistently describe him as an accessible, principled, and innovative leader who brings compassion and strategic thinking to the complex challenges facing education today.

Please join me in congratulating Dean Jason Irizarry on his reappointment. I look forward to our continued work together to advance the mission of the Neag School of Education and to support the faculty, staff, students, and partners in making education more effective, equitable, and just for all.

Best,

Pamir Alpay

Pamir Alpay, PhD

Interim Provost and Executive Vice President for Academic Affairs

Winter Weather & Academic Operations FAQ – AY 25/26

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Winter Weather & Academic Operations FAQ

Please review the following information regarding weather-related and emergency policies and procedures at the UConn Storrs and regional campuses. 

For further clarification, please refer to the Emergency Closing Policy available through the Office of University Compliance. Emergency Closing Policy | University Policies (uconn.edu) 

Please note that the information provided does not apply to UConn Health, which has established its own relevant policies. Closing and Cancellations | UConn Health 

Safety First:

The safety of our students, faculty, and staff is of utmost importance. At the same time, the University remains committed to fulfilling its essential missions in teaching, research, and service. These priorities are carefully balanced when determining whether the University can maintain safe and effective operations during and after inclement weather or other unusual events. 

Decisions to cancel classes or modify business operations across campuses are made with caution, based on the latest information regarding weather forecasts, road conditions, and other relevant factors. 

Please prioritize your own safety first. Since weather and road conditions may differ across the state and from one UConn campus to another, all members of the University community are encouraged to assess their own circumstances, plan additional time for travel if necessary, and take reasonable safety precautions. 

Employees and students are reminded to exercise particular care when traveling on campus during inclement weather, especially near vehicles engaged in plowing and sanding activities. 

Instructions for signing up to receive text message notifications regarding schedule changes, cancellations, emergencies, and other critical information are available under the “Get Alerts” section of the UConnALERT page: UConn Alert | Get Alerts 

UConn Status Updates:

The Office of Emergency Management strives to notify the University community promptly if it becomes necessary to delay or cancel classes, close campuses, or alter business operations. 

Because conditions can change rapidly, adjustments to scheduled classes and business operations may sometimes need to be made with limited notice. The University also adheres to directives from the Governor regarding the closure of state agencies, the release of employees from work, and restrictions on road travel due to weather conditions. 

For the most definitive and up-to-date information on the University’s operating status, please visit the UConnALERT page: UConn Alert | Get Alerts 

UConn community members at all locations, except UConn Health, may also call the 24-hour emergency closing information number at 860-486-3768 for updates. 

While the University notifies media outlets about changes to campus operations, it cannot guarantee the accuracy or timeliness of information reported by news sources. 

Decisions to cancel or continue specific services, such as transportation, are made on a case-by-case basis, reflecting current conditions and needs. 

The Jorgensen Center for the Performing Arts, UConn Athletics, and units sponsoring activities or events will decide independently whether to continue or cancel events. Please contact these units directly with any questions 

Class Cancellations, Delays, or Early Closures:

NEW FOR AY 25/26: If UConn has announced a delayed opening or early closure, classes that would have at least one hour of instructional time following the modified schedule are still expected to meet (albeit on the modified schedule). 

In the case of online or hybrid modality classes, instructors may choose whether to hold the class as scheduled or cancel.  In cases where instructors choose to hold the class, the following conditions must be met: 

  • The class must be provided in an online format. 
  • The class must be recorded in a manner that allows students to view it later. 
  • Students must be given at least 72 hours (starting from when classes are once again held) to view the missed class before any materials from that class are used again in the course. 
  • Students must not be penalized for not being present synchronously. 

Some additional relevant information and clarifications: 

  • Refer to “Class Cancellations, Delays, or Early Closures” above regarding student clinical placements. When a clinical placement day is scheduled, students should expect to report to the clinical site in alignment with university open hours (e.g., if the university announces a 10 a.m. delayed opening, students with clinical placement work should report to their clinical site at 10 a.m.).
  • For canceled in-person classes, instructors have the option of providing asynchronous class materials on any day (including on the day of the cancellation); however, if such materials are being provided in lieu of a canceled class, it is essential that students are given 72 hours to view those materials before they are used again in the class. 
  • Assessments or exams cannot be required on days when classes are canceled, even if they can be administered online. 
  • In situations where there is inclement weather and the University has not closed, instructors may change the modality of their in-person classes to online at their discretion. 
  • If an instructor determines they cannot safely travel to campus, they must notify all students in a timely manner and inform their dean and department head. 
  • Instructors are expected to respect students’ decisions not to travel to campus or to leave early if needed to ensure their own safety. Options for making up missed work should be offered to these students. 

These guidelines aim to ensure fairness and equity for all students. Some students may face unique challenges during an emergency event, such as the need to provide dependent care, lack of Wi-Fi access due to power outages, or limited smartphone access. Please consider these circumstances when University closures are warranted. 

More general information regarding the university closing policy can be found at https://policy.uconn.edu/2011/10/27/emergency-closing-policy-2010-2011/ and at https://hr.uconn.edu/applying-emergency-closing-policy/. 

Who Reports to Campus:

Emergency and essential staff are required to remain at or report to in-person work as directed. 

Employees who choose not to come to campus or who decide to leave early due to travel safety concerns may use vacation days, personal time, or other accrued time without prior approval but must notify their supervisors accordingly. With supervisor approval, remote work may also be an option. 

Employees who typically work on-site but are advised by UConn not to report to campus due to weather or other operational changes are expected to work from home, unless they have a supervisor-approved flexible schedule or choose to use accrued time (e.g., vacation or personal time). 

All employees working remotely are expected to remain accessible and responsive to supervisors during work hours via email and telephone. Supervisors may require that assigned work suitable for remote completion be finished on time. 

Supervisors may also make reasonable adjustments to ensure the continuity of University operations, such as holding meetings by teleconference or virtually, with the expectation that employees who would normally be present participate. Supervisors are encouraged to be mindful of challenges that storms may present, including potential power or internet outages affecting employees. 

For further clarification of these expectations, please refer to UConn’s Emergency Closing Policy and the guidance available on the Human Resources site. Applying the University’s Emergency Closing Policy | Human Resources (uconn.edu) 

Once again, we emphasize the critical importance of safety. Faculty, staff, and students are encouraged to carefully assess their individual circumstances, exercise sound judgment, and prioritize their safety when making decisions during inclement weather and emergency situations at UConn Storrs and regional campuses. 

Common Questions:

    1. Can an instructor give an extra assignment when a class is canceled?

    Yes, as long as the assignment can be completed in the student’s own time and only counts toward participation or engagement. Assigning any additional work as a new assessment that would factor into the final grade—if it was not outlined in the syllabus—is generally not permitted. 

    1. I teach multiple synchronous sections across different campuses, typically meeting in classrooms, but also allowing students to join remotely. Can I hold these classes remotely if the campus is closed and accommodate students with recorded sessions or individual make-up work? 

    Yes, provided that the four conditions from the guidelines noted above are met.

    1. I teach an in-person class. Is it acceptable for me to record a lecture on a canceled class day and assign it for students to watch before our next meeting?

    Possibly. This depends on when the next class meeting is scheduled and whether understanding the material in the next class is dependent on having watched the prior (recorded) class.  Students must be given at least 72 hours (from university reopening) to watch any missed materials before that material is needed for the course (this could be for a subsequent lecture, assessment, etc.)

    1. I teach lab/studio classes that are scheduled for three hours. If UConn announces a delayed opening or early closure, should my class be fully canceled, or can it still meet for a shortened session?

    Under the NEW AY 25/26 guidelines, classes that would have at least one hour of instructional time remaining after a delayed opening or before an early closure are expected to meet on the modified schedule. For example, a three-hour lab or studio class may still be held if it can meet for at least one hour once the University reopens (following a delay) or before the closure time. Classes that do not meet this minimum threshold must be canceled.

    1. If I teach an online class, and classes are canceled, am I obligated to still teach the class and meet the four conditions noted in the guidelines?

    No. Choosing to teach a class in an online format (regardless of the original modality) during a university closure is solely at the discretion of the instructor.

                    Observance of Juneteenth

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                    Dear Colleagues,

                    On Thursday, June 19, the University will observe Juneteenth, which commemorates the day in 1865 when the last enslaved people in the United States were informed of their freedom. In 2023, the State of Connecticut officially recognized Juneteenth as a state holiday. This year, the University Senate passed a resolution to designate it as a non-teaching day at UConn.

                    As a result, classes will not be held and no instructional activities should be scheduled on that date. The University encourages all departments and offices that are able to close in observance of the holiday to do so.

                    We recognize that certain critical University operations and departments will need to remain open to meet student and campus needs. We encourage you to talk to your supervisor to determine department needs. However, it is our expectation that most University operations will close to observe the holiday. Questions regarding scheduling or time issues should be referred to laborrelations@uconn.edu.

                    We look forward to the observance of this important day.

                    Sincerely,

                    Lakeesha Brown, Vice President & Chief Human Resources Officer
                    Anne D’Alleva, Provost & Executive Vice President for Academic Affairs
                    Jeffrey Hines, Vice President, Office for Diversity and Inclusion

                    Executive Director of Institute of the Environment and Energy

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                    We are pleased to announce that Emmanouil (Manos) Anagnostou, Board of Trustees Distinguished Professor and Eversource Energy Endowed Chair in Environmental Engineering in the Department of Civil and Environmental Engineering, has been appointed as executive director of UConn’s Institute of the Environment (IoE), which under Manos’ leadership, will be re-envisioned as the Institute of the Environment and Energy. This change reflects the growing intersection of environmental and energy challenges and UConn’s commitment to research, education, and outreach in these critical areas.

                    We extend our deepest gratitude to Mike Willig, the founding director of the IoE, who retired in the summer of 2024. Under Mike’s leadership, the Institute has fostered interdisciplinary collaboration and advanced impactful research, making significant contributions to environmental science and policy.

                    Manos brings extensive experience and vision to this role. At the Eversource Energy Center and as Executive Director of UConn’s Tech Park, Manos has spearheaded groundbreaking research and innovation in energy systems, sustainability, and technological advancement. His expertise in hydrology, remote sensing, and climate resilience will be invaluable as the institute expands its focus to include energy alongside environmental stewardship.

                    The Institute of the Environment and Energy will continue to serve as a hub for collaborative research, addressing pressing environmental and energy challenges through innovative solutions, education, and community engagement. We are confident that Manos will position the Institute to further enhance UConn as a leader in environmental and energy research.

                    Please join us in welcoming Manos to his new role and in expressing our heartfelt appreciation to Mike Willig for his years of dedicated service.

                    Sincerely,

                    Anne D’Alleva
                    Provost & Executive Vice President for Academic Affairs

                    Pamir Alpay
                    Vice President for Research, Innovation and Entrepreneurship