To learn more and register for this symposium: https://uconnuecs.cventevents.com/event/NAPS25/summary (https://uconnuecs.cventevents.com/event/NAPS25/summary)

The Connecticut Writing Project (CWP) sponsors Connecticut Student Writers (CSW), a magazine established in 1987 by the CWP to honor excellence in writing by students from kindergarten through high school. The highlight of the publication process is the Student Recognition Night, a celebration hosted by the CWP on the UConn campus. For more details on how to submit, visit the CWP website linked below.

Enjoy this unique exhibition of rock music memorabilia from the archive of editor, journalist, and radio disc jockey Ken Best. This personal collection features decades worth of iconic photos, album covers, posters and promotional materials that Best has amassed while writing about music for newspapers in New Jersey and Connecticut and interviewing musicians and authors on the radio at WPKN in Bridgeport and WHUS in Storrs. Highlighted will be 50 photos of major rock 'n' roll figures by Connecticut photographer Joseph Sia, including his famous image of Jimi Hendrix at Woolsey Hall in New Haven in 1968, known as "The Shadow," from Best and Sia's 1992 book,Eight Days a Week: An Illustrated Record of Rock 'n' Roll (Pomegranate Books).

UConn and UConn Health faculty, staff, and students from all disciplines are invited to submit striking research images, graphics, or artwork. Winning entries will be displayed in OVPR spaces, transforming our walls into a gallery that celebrates the creativity and diversity of UConn research.  Showcase the beauty of your research – from stunning microscopy images and bold data visualizations to fieldwork photos and original research-inspired art. Share your work with the UConn community Celebrate the creativity that drives discovery Click here (https://research.uconn.edu/frame-contest/) for contest details and entry form. Deadline: November 10, 2025 Questions: Contact research@uconn.edu (mailto:research@uconn.edu).FRAME: A creative, engaging forum showcasing UConn research.

Register at: fishingpartnership.org (http://fishingpartnership.org)

All on the flyer

Learn more about the Pyramid Model, explore new strategies and research, and network with your colleagues from across our neighboring states at the inaugural Northeast Regional Pyramid Model Conference. Carefully selected topics and speakers provide attendees with an in-depth, participatory learning experience. You will have the chance to learn about the unique needs and opportunities across urban and rural communities related to Pyramid Model implementation throughout our region. The conference agenda is designed to provide comprehensive, actionable knowledge for a variety of attendees, including early childhood educators, mental health professionals, administrators, and policy makers. Key features include: *Keynote speakers: Hear from renowned experts and leaders in early childhood development and social-emotional learning who will share inspirational insights and cutting-edge programs. *Concurrent sessions & workshops: Choose from a diverse range of sessions across six tracks full of engaging, participatory learning opportunities: Spanish Language, Supporting Pyramid Model Professional Development Networks, Pyramid Implementation Sites, Teaching Pyramid Strategies, Inclusion & Special Education, and Staff & Family Wellness.

Entries open on October 1, 2025 at 10:00 AM EST and the deadline for entries for the Connecticut region is Tuesday, December 24, 2025 at 11:59 PM EST. For returning students, click here to upload entries for the Connecticut region for 2025-26. For new students, follow the directions in the Three Easy Steps to Enter below. We invite you to check out the entry process videos designed to help guide students through creating accounts, uploading original works, and completing their entries. Below you will find the information you need to enter the Connecticut Scholastic Art & Writing Awards: Three Easy Steps to Enter Sign up! Create an account at Scholastic How to Enter to enter your work to the 2025 Scholastic Awards. Note you will need the email address of a parent or guardian. Create and Upload Your Work. The Scholastic Awards looks for work that demonstrates originality, skill, and the emergence of a personal voice or vision. After you create your work, you can upload it to your Scholastic Awards Account. Once you have logged in, follow the instructions to upload all of your entries into the system. Every category has specific requirements so please read the Copyright & Plagiarism Guidelines and Category Descriptions carefully. Note that you will need your educator's email address. Pay for Your Work. After uploading your work, you will be prompted to pay for your entry through Stripe. The cost for an individual entry is $10 and a portfolio is $30. Please note fee waivers are available for teens who express that the fee poses a barrier to participation.

This course consists of eight online modules that the student can complete independently. An instructor will meet virtually with the students weekly to review each module topic and answer questions. Expect to spend study time reviewing each module topic outside of the review class. A student who completes all the modules, works through the quizzes, and studies the resource materials independently should be able to pass both the written and oral state exam successfully.

All workshops are held for 6 hours virtually (on Teams), and open to all (both affiliates and non-affiliates of UConn). Topics and Dates: * Intro to R (November 13th) * Intro to Statistics in R (November 11th) * Generalized Linear Mixed-Effects Models (October 24th) * Mixed Effects Models (December 15th) $75/workshop for UConn affiliates and $90/workshop. These workshops are geared to providing practical instruction on these topics, allowing users to leave with skill they could use in their own research. All data and code that will be needed for the workshop or generated in the workshop will be made available to all participants so they will be able to revisit the material at any time on their own. See https://statsconsulting.uconn.edu/#workshops for more information.

All workshops are held for 6 hours virtually (on Teams), and open to all (both affiliates and non-affiliates of UConn). Topics and Dates: * Intro to R (November 13th) * Intro to Statistics in R (November 11th) * Generalized Linear Mixed-Effects Models (October 24th) * Mixed Effects Models (December 15th) $75/workshop for UConn affiliates and $90/workshop. These workshops are geared to providing practical instruction on these topics, allowing users to leave with skill they could use in their own research. All data and code that will be needed for the workshop or generated in the workshop will be made available to all participants so they will be able to revisit the material at any time on their own. See https://statsconsulting.uconn.edu/#workshops for more information.

All workshops are held for 6 hours virtually (on Teams), and open to all (both affiliates and non-affiliates of UConn). Topics and Dates: * Intro to R (November 13th) * Intro to Statistics in R (November 11th) * Generalized Linear Mixed-Effects Models (October 24th) * Mixed Effects Models (December 15th) $75/workshop for UConn affiliates and $90/workshop. These workshops are geared to providing practical instruction on these topics, allowing users to leave with skill they could use in their own research. All data and code that will be needed for the workshop or generated in the workshop will be made available to all participants so they will be able to revisit the material at any time on their own. See https://statsconsulting.uconn.edu/#workshops for more information.

Join us for a virtual yoga session, taught by Nikki Adams, on Monday, October 27 at 7 p.m. Please look for an email from OSAS with the link. Join us on the lower level of the SSW building on Tuesday, October 28, 3 to 4 p.m. and Wednesday, October 29, noon to 1 p.m. to embrace your inner artist! Supplies for drawing, painting, and sculpting will be provided for you to take a break and unwind in between your classes. Stop by the first floor of the SSW building to meet with representatives from SHaW (Student Health and Wellness) and get tips and resources for self-care. Tuesday, October 28, 3 to 4 p.m. Wednesday, October 29, noon to 1 p.m. Thursday, October 30, 3 to 4 p.m. Snacks and coffee/tea available throughout the week! Additional resources on self-care to also be shared for online and in-person students. Stay tuned for more details!

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Vibrant paintings by Andrea Sanchez and Jaii Marc Renee on display in the Celeste LeWitt Gallery — Join us for a meet and greet from noon to 1 p.m. Friday, Sept. 26.

Stop by South Campus to connect with Student Health and Wellness's Sexperts & chat about sex and relationships! Sexpert Peer Health Educator Peer Support Drop-In Hours are a free service offered on the UConn Storrs campus. Peer Support Drop-In Hours are a great option for students who have questions about sex and sexual health, are looking for a non-judgmental, laid-back environment to discuss a sex related concern or issue, or are interested in improving their sexual health and personal well-being. The Sexperts are trained to provide education, support, and connection to resources on and off-campus on a wide variety of topics pertaining to sex, sexual health, and relationships.  Fall 2025 Drop In Hours: September 15th – December 5thMonday: 12pm-4pm Tuesday: 9am-6:30pm Wednesday: 11:15am-6pm Thursday: 11am-5:30pm Friday: 10:30am-5:30pm Sexperts (and supervising staff) are designated confidential employees under UConn's Title IX Reporting Obligations. Peer support sessions are for educational and support purposes only. Peer support visits are not on-call or emergency services, and are not for individualized medical advice, nor are they counseling or therapy. If you can't make the times listed, or would prefer to schedule an appointment with a staff sex educator, please reach out to Program Manager for Sexual Health and Peer Education Initiatives, Cassy Setzler, at cassy@uconn.edu (mailto:cassy@uconn.edu) For more information, visit: studenthealth.uconn.edu/sexperts (https://studenthealth.uconn.edu/sexperts) or email cassy@uconn.edu (mailto:cassy@uconn.edu)

Are you or your students feeling isolated and anonymous in your online course? Want to learn strategies to overcome feelings of isolation and anonymity? If so, then join us to discuss ways to enhance instructor presence and student engagement in Online Asynchronous (OA) and Online Synchronous (OS) courses. Objectives: *Assess the current level of student engagement and instructor presence in your online classes *Define student engagement and instructor presence *Identify strategies to increase meaningful student engagement and instructor presence in your classes.​   Register - https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3645 (https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3645)

Resource Input Management in Container-Grown Petunias to Reduce Water Use and Leachate   Container-grown production depends on frequent fertigation to maintain optimal water and nutrient levels. In some scenarios where water volumes exceed crop requirements, an excess of nutrient runoff rich in nitrate-nitrogen and phosphate-phosphorus can contaminate our water sources and generate environmental degradation, which generate the need of improved irrigation practices while achieve sustainable horticultural production. The goals of this research were to 1) Quantify the difference in water consumption between the two automated irrigation systems throughout the growing season, and calculate the cost savings achieved through reduced water use; 2) Estimate the gray water footprint of three types of irrigation combined with two fertilizer rates for greenhouse production of Petunia milliflora F1 (Picobella Pink) and compared the environmental impacts of these practices; 3) Estimate water savings, plant growth, ornamental quality, and leachate reduction when irrigating petunia plants at low container capacities; 4) Assess if chitosan as a substrate amendment combined with reduced container capacity could result in marketable quality petunias at the completion of production cycle and after a two-week postharvest period; 5) Assess if mycorrhizae applied as a substrate amendment during germination, combined with reduced container capacity, could result in marketable quality petunias at the completion of production cycle. The first study showed that weight-based precision irrigation reduced water consumption by 21-26% and costs by 24-28% compared to time-based systems. The second study reported that mist irrigation consumed five times more water than drip or subirrigation systems, with phosphate-phosphorus serving as the more sensitive environmental indicator due to its lower regulatory threshold. Subirrigation systems eliminated leachate entirely, resulting in zero GWF. The third study established that maintaining substrate at 70% container capacity reduced water use by 21-26% without compromising flower coverage. At 40% CC, irrigation water use efficiency reached 3 g·L⁻¹. The fourth and fifth studies registered that chitosan reduced water use and improved post-harvest heat tolerance, while arbuscular mycorrhizal fungi improved performance only under severe stress (40% CC). These findings demonstrate that integrating precision irrigation technologies with moderate deficit irrigation and strategic biostimulant applications can substantially reduce environmental impact while preserving marketable quality in ornamental production.

Resource Input Management in Container-Grown Petunias to Reduce Water Use and Leachate   Container-grown production depends on frequent fertigation to maintain optimal water and nutrient levels. In some scenarios where water volumes exceed crop requirements, an excess of nutrient runoff rich in nitrate-nitrogen and phosphate-phosphorus can contaminate our water sources and generate environmental degradation, which generate the need of improved irrigation practices while achieve sustainable horticultural production. The goals of this research were to 1) Quantify the difference in water consumption between the two automated irrigation systems throughout the growing season, and calculate the cost savings achieved through reduced water use; 2) Estimate the gray water footprint of three types of irrigation combined with two fertilizer rates for greenhouse production of Petunia milliflora F1 (Picobella Pink) and compared the environmental impacts of these practices; 3) Estimate water savings, plant growth, ornamental quality, and leachate reduction when irrigating petunia plants at low container capacities; 4) Assess if chitosan as a substrate amendment combined with reduced container capacity could result in marketable quality petunias at the completion of production cycle and after a two-week postharvest period; 5) Assess if mycorrhizae applied as a substrate amendment during germination, combined with reduced container capacity, could result in marketable quality petunias at the completion of production cycle. The first study showed that weight-based precision irrigation reduced water consumption by 21-26% and costs by 24-28% compared to time-based systems. The second study reported that mist irrigation consumed five times more water than drip or subirrigation systems, with phosphate-phosphorus serving as the more sensitive environmental indicator due to its lower regulatory threshold. Subirrigation systems eliminated leachate entirely, resulting in zero GWF. The third study established that maintaining substrate at 70% container capacity reduced water use by 21-26% without compromising flower coverage. At 40% CC, irrigation water use efficiency reached 3 g·L⁻¹. The fourth and fifth studies registered that chitosan reduced water use and improved post-harvest heat tolerance, while arbuscular mycorrhizal fungi improved performance only under severe stress (40% CC). These findings demonstrate that integrating precision irrigation technologies with moderate deficit irrigation and strategic biostimulant applications can substantially reduce environmental impact while preserving marketable quality in ornamental production.

An open discussion regarding class strategies, expectations, and the well-being of instructors as part of the International Faculty Conversation and Community Building Workshop Series. Register - https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3675 (https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3675)

Container-grown production depends on frequent fertigation to maintain optimal water and nutrient levels. In some scenarios where water volumes exceed crop requirements, an excess of nutrient runoff rich in nitrate-nitrogen and phosphate-phosphorus can contaminate our water sources and generate environmental degradation, which generate the need of improved irrigation practices while achieve sustainable horticultural production. The goals of this research were to 1) Quantify the difference in water consumption between the two automated irrigation systems throughout the growing season, and calculate the cost savings achieved through reduced water use; 2) Estimate the gray water footprint of three types of irrigation combined with two fertilizer rates for greenhouse production of Petunia milliflora F1 (Picobella Pink) and compared the environmental impacts of these practices; 3) Estimate water savings, plant growth, ornamental quality, and leachate reduction when irrigating petunia plants at low container capacities; 4) Assess if chitosan as a substrate amendment combined with reduced container capacity could result in marketable quality petunias at the completion of production cycle and after a two-week postharvest period; 5) Assess if mycorrhizae applied as a substrate amendment during germination, combined with reduced container capacity, could result in marketable quality petunias at the completion of production cycle. The first study showed that weight-based precision irrigation reduced water consumption by 21-26% and costs by 24-28% compared to time-based systems. The second study reported that mist irrigation consumed five times more water than drip or subirrigation systems, with phosphate-phosphorus serving as the more sensitive environmental indicator due to its lower regulatory threshold. Subirrigation systems eliminated leachate entirely, resulting in zero GWF. The third study established that maintaining substrate at 70% container capacity reduced water use by 21-26% without compromising flower coverage. At 40% CC, irrigation water use efficiency reached 3 g·L⁻¹. The fourth and fifth studies registered that chitosan reduced water use and improved post-harvest heat tolerance, while arbuscular mycorrhizal fungi improved performance only under severe stress (40% CC). These findings demonstrate that integrating precision irrigation technologies with moderate deficit irrigation and strategic biostimulant applications can substantially reduce environmental impact while preserving marketable quality in ornamental production.

Container-grown production depends on frequent fertigation to maintain optimal water and nutrient levels. In some scenarios where water volumes exceed crop requirements, an excess of nutrient runoff rich in nitrate-nitrogen and phosphate-phosphorus can contaminate our water sources and generate environmental degradation, which generate the need of improved irrigation practices while achieve sustainable horticultural production. The goals of this research were to 1) Quantify the difference in water consumption between the two automated irrigation systems throughout the growing season, and calculate the cost savings achieved through reduced water use; 2) Estimate the gray water footprint of three types of irrigation combined with two fertilizer rates for greenhouse production of Petunia milliflora F1 (Picobella Pink) and compared the environmental impacts of these practices; 3) Estimate water savings, plant growth, ornamental quality, and leachate reduction when irrigating petunia plants at low container capacities; 4) Assess if chitosan as a substrate amendment combined with reduced container capacity could result in marketable quality petunias at the completion of production cycle and after a two-week postharvest period; 5) Assess if mycorrhizae applied as a substrate amendment during germination, combined with reduced container capacity, could result in marketable quality petunias at the completion of production cycle. The first study showed that weight-based precision irrigation reduced water consumption by 21-26% and costs by 24-28% compared to time-based systems. The second study reported that mist irrigation consumed five times more water than drip or subirrigation systems, with phosphate-phosphorus serving as the more sensitive environmental indicator due to its lower regulatory threshold. Subirrigation systems eliminated leachate entirely, resulting in zero GWF. The third study established that maintaining substrate at 70% container capacity reduced water use by 21-26% without compromising flower coverage. At 40% CC, irrigation water use efficiency reached 3 g·L⁻¹. The fourth and fifth studies registered that chitosan reduced water use and improved post-harvest heat tolerance, while arbuscular mycorrhizal fungi improved performance only under severe stress (40% CC). These findings demonstrate that integrating precision irrigation technologies with moderate deficit irrigation and strategic biostimulant applications can substantially reduce environmental impact while preserving marketable quality in ornamental production.

The ability to teach, research, and speak on issues of public importance without fear of retaliation is a cornerstone of what academics do. Without academic freedom and institutional autonomy, universities cannot serve the common good. However, today the rise of authoritarian movements and governments around the world has included deliberate and sustained attacks on academic institutions as well as the silencing of students, faculty, and staff. This webinar series initiates a conversation within the International Studies Association (ISA) about evolving threats to academic freedom around the world, how academic freedom is understood in different environments, and what can be done to defend academic freedom in an international context. This first panel in the series examines the evolving threats to academic freedom around the world. Speakers will examine global trends, including the rise of the radical Right (Abrahamsen, Drolet, et al. 2024), while others speak to what attacks on academic freedom look like within particular countries. The panel will focus on understanding the underlying international contexts that give rise to current attacks on academic freedom around the world, as well as what resources exist to support faculty and how academics have fought back to preserve academic freedom. MODERATOR/CHAIR: Carolyn Shaw (Chair, ISA's Academic Freedom Committee). PANELISTS: Audrey Truschke (Rutgers University), Andrea Petö (Central European University), and Kasia Kaczmarska (University of Edinburgh). Part of the Academic Freedom in an International Context Series. The series is co-hosted by the ISA's Academic Freedom Committee and the American Association of University Professors (AAUP)'s Center for the Defense of Academic Freedom. Interested in being notified of upcoming webinars? Sign up for ISA Connected, a monthly newsletter with information on all of ISA's upcoming virtual programming: https://www.isanet.org/Programs/Virtual-Programs/ISA-Connected (https://www.isanet.org/Programs/Virtual-Programs/ISA-Connected)

Want to get ahead, stay ahead, and feel in control? We've got your back! Meet with a Peer Leader for a one-on-one academic consultation to: Create a personalized semester plan; map out major deadlines and exams; build a weekly study routine that works for you; learn tips to stay focused, balanced, and motivated.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

We will introduce a new online, self-paced course designed by the UConn Library to help our community build practical and ethical fluency with AI. Available to all faculty, staff, and students through the self-enroll section of the HuskyCT Institution Page, "AI Literacy Basics" equips learners with foundational literacies, frameworks, and strategies for working with generative AI in the higher education context. This workshop will demonstrate the course's functionality, walk participants through sample activities, and highlight ways faculty might integrate the modules into their teaching. Whether assigning modules to students, embedding content directly into course shells, or referencing materials for professional development, faculty will leave with an adaptable, ready-to-use resource for navigating AI literacy.

This session introduces a new online, self-paced course designed by the UConn Library to help our community build practical and ethical fluency with AI. Available to all faculty, staff, and students through the self-enroll section of the HuskyCT Institution Page, "AI Literacy Basics" equips learners with foundational literacies, frameworks, and strategies for working with generative AI in the higher education context. This workshop will demonstrate the course's functionality, walk participants through sample activities, and highlight ways faculty might integrate the modules into their teaching. Whether assigning modules to students, embedding content directly into course shells, or referencing materials for professional development, faculty will leave with an adaptable, ready-to-use resource for navigating AI literacy.Background information:The HuskyCT AI Literacy Basics course features five flexible modules, each taking about 20–30 minutes to complete:How does AI work? : the basicsWhat should I consider before using AI? : ethics, academic integrity, and attributionWhat can AI do? : basic prompting and tool typesHow can I use AI to support my learning? : positive educational use casesHow can I verify AI outputs? : hallucinations and mitigation strategiesLearners may complete the entire two-hour course or select individual modules. A short diagnostic pre-test helps direct learners to the most relevant starting point. Quizzes and digital badges provide opportunities for low-stakes assessment and recognition of completion.Register -https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3674

SMART Recovery Meetings - Two Offerings! SMART (Self-Management and Recovery Training) Recovery is an evidence-informed recovery method that supports people with substance dependencies and other addictive or problem behaviors to build and maintain motivation; cope with urges and cravings; manage thoughts, feelings and behaviors; and live a balanced life. The meetings are discussion-based and rely heavily on mutual support, recognizing there is great value in connecting with and learning from peers with similar experiences. Meetings are facilitated by students for students with facilitators being trained in the delivery of SMART Recovery. UConn Storrs offers a weekly in-person meeting on campus at Cordial Storrs House, as well as a weekly meeting that is available online only.IN-PERSON ONLY, Offered at the UConn Recovery Community Mondays, 5:00 - 6:00pm Cordial Storrs House, 1332 Storrs Road, Storrs Campus All UConn Students are Welcome - Any campus! ONLINE ONLY Tuesdays, 12:00 - 1:00pm Microsoft Teams Meeting Link: UConn United in Recovery: Online Meeting Code for SMART Recovery & 12 Step Recovery (https://nam10.safelinks.protection.outlook.com/ap/t-59584e83/?url=https%3A%2F%2Fteams.microsoft.com%2Fl%2Fmeetup-join%2F19%253ameeting_YmJjYWQ3ZDEtZDIzNi00OTgxLWIzYjctZjZhYjExNjZkZGY2%2540thread.v2%2F0%3Fcontext%3D%257b%2522Tid%2522%253a%252217f1a87e-2a25-4eaa-b9df-9d439034b080%2522%252c%2522Oid%2522%253a%2522872acbed-4db8-47d3-b670-b33ab35bd157%2522%257d&data=05%7C02%7Cmichelle.tirabassi%40uconn.edu%7Cdef8780f6f324d1905f908ddf2134a01%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638932886847967583%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=rL0Y2BFUgpglmjaxbrdyPwW7sMj4QsWicU9Tmvpr2SE%3D&reserved=0) All UConn Students are Welcome - Any Campus!

Where: School of Business, 2nd floor, Atrium Why Attend: Join us for Career Tuesday IN PERSON! The event is at the School of Business are open to all students. This is a chance for you to engage with employers in a casual setting - think of it like a pop-up Career Fair without the long lines. Stop by for a visit with top employers to learn about their current openings and their company culture. Learn about their interviewing practices and make personal connections. No formal presentations, come as you are on your way to and from class. Open to all students and majors. No pre-registration necessary. 

Where: School of Business, 2nd floor, Atrium Why Attend: Join us for Career Tuesday IN PERSON! The event is at the School of Business are open to all students. This is a chance for you to engage with employers in a casual setting - think of it like a pop-up Career Fair without the long lines. Stop by for a visit with top employers to learn about their current openings and their company culture. Learn about their interviewing practices and make personal connections. No formal presentations, come as you are on your way to and from class. Open to all students and majors. No pre-registration necessary. 

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Abstract PFAS are a group of synthetic chemicals extensively used in industrial and consumer products due to their water, heat, and oil-resistant properties. Exposure to PFAS may be associated with many health risks such as liver and kidney diseases, decreased immune function, cancer and so on. Simply communicating the health risks linked to PFAS exposure may foster a skeptical and dismissive attitude that "everything causes everything" among consumers. As such, it is imperative to identify effective communication strategies to motivate people to pay attention to risk information related to PFAS contamination. In this talk, Dr. Yang will present the latest findings from her lab that examine the impact of perceived relevance and conflicting information on risk communication behaviors, as well as downstream behavioral outcomes such as policy support and mitigation action.Bio Professor Janet Yang studies how communication behaviors and decision-making processes are influenced by the way people perceive risk. She has conducted research in numerous environmental and public health contexts, including climate change, plastics recycling, vaccination, and COVID-19. She has published over 110 peer-reviewed journal articles in leading communication, risk, and interdisciplinary journals and received numerous top paper awards at professional meetings. Her research has been funded by the U.S. National Science Foundation, Leukemia & Lymphoma Society, New York State Department of Environmental Conservation, among others. She was awarded the 2020 Hillier Krieghbaum Under 40 Award by the Association for Education in Journalism and Mass Communication (AEJMC) and the 2021 Chauncey Starr Distinguished Young Risk Analyst Award by the Society for Risk Analysis (SRA). She is a 2023 Fellow of the American Association for the Advancement of Science (AAAS). In 2024, she received the KCHC Lewis Donohew Outstanding Scholar in Health Communication Award.

Drop in at the Law Library Lab anytime during this hour to get any and all Bluebook and sourcing questions answered.This session is hosted by Tanya Johnson.

Career related questions? Drop in with quick career related inquiries, no appointment necessary. 

Host: Yi LiLocation: ATL 109Webex:s.uconn.edu/psla_seminars (http://s.uconn.edu/psla_seminars)  Dr. Yunde Zhao Tata Chancellor's Endowed Professor, Cell and Developmental Biology, University of California San Diego Editor-in-Chief, Plant Physiology Director of Plant Biology, Food & Fuel for the 21st Century, UC San Diego  Improved gene editing technologies revealed how auxin controls flower initiation Dr. Yunde Zhao is an internationally recognized leading expert in auxin biology and plant genome editing. In this special seminar, he will present his recent discoveries in auxin biology and cutting-edge advances in genome editing technologies. Auxin is essential for flower initiation, and mutations disrupting its biosynthesis, transport, or signaling cause pin-like inflorescences. Among these mutants, pin-formed 1 (pin1), which encodes an auxin transporter, has been pivotal in plant developmental biology. PIN1 activity and localization have been proposed to be positively regulated by PINOID (PID) via phosphorylation. Dr. Zhao's group recently developed breakthrough CRISPR-based homologous recombination technologies enabling efficient gene targeting and in situ GFP or epitope tagging without the artifacts of transgenic overexpression. Using this platform, they generated an in-frame PIN1-GFP fusion by knocking GFP into the PIN1 locus. Unexpectedly, PIN1-GFP suppressed pid phenotypes in a semi-dominant manner. Moreover, pid mutants were suppressed when one copy of PIN1 was inactivated, whereas pin1 homozygotes enhanced pid phenotypes. These results contradict a model in which PID directly and positively regulates PIN1. Further analyses showed that PID is not directly responsible for PIN1 phosphorylation, whereas NPY1, although not a kinase, promotes PIN1 phosphorylation and whose mutation enhances pid phenotypes. Because phosphorylation inhibits PIN1 activity, these findings fundamentally revise the current model of the PIN1-PID relationship and advance our understanding of auxin-mediated flower development.  

Students who may benefit from attending a Let's Talk: Mental Health Office Hours session include:Students who want help connecting to resources but are unsure where to begin Students who are looking for advice on a non-clinical issue Students who are unsure about therapy and are curious about what it is like to talk to a therapist Students who may have concerns about the mental health of a friend and seek advice on how to support their friend If a student is not an imminent risk, and is refusing your support in contacting our office, you may also consider contacting the UConn Student CARE Team (https://studentcareteam.uconn.edu/). This session is held by Jessica Doyle, LCSW (https://studenthealth.uconn.edu/person/jessica-doyle/)

As the U.S. population ages, and as care needs become more complex, demand for paid care workers in home and institutional settings has increased. This presentation, based on the book Migrants Who Care introduces the little-known story of a group of West African immigrants who have been called upon to meet this need. The talk will invite a conversation about what it means to give and receive care across racial, class, gender, and citizenship lines.Fumilayo Showers, Sociology Department, UConn

As the U.S. population ages, and as care needs become more complex, demand for paid care workers in home and institutional settings has increased. This presentation, based on the book Migrants Who Care introduces the little-known story of a group of West African immigrants who have been called upon to meet this need. The talk will invite a conversation about what it means to give and receive care across racial, class, gender, and citizenship lines.Fumilayo Showers, Sociology Department, UConn

Students who may benefit from attending a Let's Talk: Mental Health Office Hours session include:Students who want help connecting to resources but are unsure where to begin Students who are looking for advice on a non-clinical issue Students who are unsure about therapy and are curious about what it is like to talk to a therapist Students who may have concerns about the mental health of a friend and seek advice on how to support their friend If a student is not an imminent risk, and is refusing your support in contacting our office, you may also consider contacting the UConn Student CARE Team (https://studentcareteam.uconn.edu/). This session is held by Sijia (Michelle) Chen, LPC (https://studenthealth.uconn.edu/person/sarah-hallwood/)

Chemistry Colloquium Binding and Exchanging Cu(II) by Bacterial Proteins Oriana Fisher, Wesleyan University | Host: Dr. Alfredo Angeles-Boza

Pause. Unwind. Thrive.Drop in to HBL 1101 for a soft, low-pressure space in the library to rest your brain, reset your energy, and take a mindful minute (or more) for yourself. Explore creative hands-on activities like collaging, coloring pages and zine-making, browse cozy books from our wellness and leisure collections, and connect with campus resources that support your well-being. Whether a five-minute breather between classes or a full-on study break, you're welcome here.

Interpersonal Group for Graduate Students Graduate Students Interpersonal Groups focuses on promoting emotional wellbeing as you balance academics, relationships, family, and personal responsibilities. Groups offer a supportive confidential space to share your concerns, practice skills and get feedback.To join this group therapy session, please call SHaW at 860-486-4700 (tel:+18604864705) This session is held by Carlos- Gonzalez- Martinez, LCSW (https://studenthealth.uconn.edu/person/carlos-gonzalez-martinez/) For many concerns that students face – like overwhelming stress, anxiety, difficult relationships, depression, academic difficulties, and more – group therapy is the best option for support and healing. Facilitated by Student Health and Wellness (SHaW) counselors, our therapy groups encourage peer support, promote emotional wellbeing, and increase a felt sense of connection. Participants often find that they feel less alone in their struggles, and walk away with newfound support and ideas for coping.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Join the iShop team for some Halloween fun! What to expect: Students can laser cut Halloween pins that they solder together with an LED circuit. Students can laser cut Jack o Lanterns.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Interpersonal Group for Undergraduate Students Undergraduate Students Interpersonal Groups focuses on promoting emotional wellbeing as you balance academics, relationships, family, and personal responsibilities. Groups offer a supportive confidential space to share your concerns, practice skills and get feedback. To join this group therapy session, please call SHaW at 860-486-4700 (tel:860-486-4705). This session is held by Maritza Lugo-Stalker, (https://studenthealth.uconn.edu/person/maritza-lugo-stalker/) For many concerns that students face – like overwhelming stress, anxiety, difficult relationships, depression, academic difficulties, and more – group therapy is the best option for support and healing. Facilitated by Student Health and Wellness (SHaW) counselors, our therapy groups encourage peer support, promote emotional wellbeing, and increase a felt sense of connection. Participants often find that they feel less alone in their struggles, and walk away with newfound support and ideas for coping.

Dr. Matthew D. Lynes Faculty Scientist/Maine Health Institute for Research Center for Molecular Medicine  Host: David GoldhamerThermogenesis in the Critically Ill Research in the Lynes laboratory is aimed at understanding how thermogenic adipose tissue, which is a type of fat tissue in mice and humans that is specialized for heat generation, develops and functions in normal physiology as well as diseased states. Activated thermogenic adipose tissue is associated with decreased obesity and reduced risk for cardiovascular disease, making therapeutic strategies that increase the amount and activation of thermogenic fat attractive targets to improve public healthAbout Matthew LynesMatt Lynes is a Faculty Scientist I at MaineHealth Institute for Research in Scarborough, Maine and holds appointments as a faculty member at Tufts University, the University of Maine and The Roux Institute of Northeastern University. His lab studies the development and function of adipose tissue, and he has contributed to studies identifying the cellular progenitors that give rise to brown fat cells as well as circulating biomarkers that can be used to measure brown fat function in humans. Currently, his lab is trying to understand the role of brown adipose tissue in critically ill patients using samples from clinical trials that are ongoing at Maine Medical Center.Publications:Lipokines and Thermogenesis (https://pubmed.ncbi.nlm.nih.gov/31504387/)Deciphering adipose tissue heterogeneity (https://pubmed.ncbi.nlm.nih.gov/28763833/)Bioenergetics and Obesity (https://www.taylorfrancis.com/chapters/edit/10.1201/9781003437673-9/bioenergetics-obesity-matthew-lynes-yu-hua-tseng)Lynes Lab Website (https://www.lyneslab.com/)

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Your résumé is more than a list of experiences; it's a way to tell your story and highlight the skills that make you unique. In this workshop, you'll learn how to craft a clear, professional resume that showcases your strengths, connects your experiences to future opportunities, and highlights your potential. Whether you're applying for research, internships, student leadership positions, or jobs, this session will give you the tools to present your story on paper. Career Competencies (skills) that this event may help you develop include Communication, Career & Self-Development, and Technology. This event is part of the Month of Discovery: https://discovery.fyp.uconn.edu/ (https://discovery.fyp.uconn.edu/)Registration is not required; however if you would like this event added to your calendar, please go here (https://uconn.12twenty.com/events/30006101301055)

Please note that Pet Therapy is provided on a volunteer basis. We cannot guarantee that dogs will be present the entire time.

Join us for a panel-style Q&A on Tuesday October 28th at 4:30pm in the Humanities Institute Conference Room located on the 4th floor of Homer Babbidge Library! In collaboration with the Humanities Institute, we will be welcoming three panelists. Dr. Sherry Pagoto – Director, UConn Center for Health and Social Media Professor Amanda J. Crawford – Associate Professor of Journalism, UConn Dr. Anne Oeldorf-Hirsch – Associate Professor of Communication, UConn

Attendance Requirement: Chapter presidents. CPH, IFC, IGC & NPHC council leadership are strongly encouraged to attend.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Each fall, the Center for Career Readiness and Life Skills holds a "Pathways to Healthcare" panel that features 4-5 UConn alumni who are currently working in healthcare and did not attend med school, dental school, PA school, or nursing school. These fantastic alumni share insight onto how they decided on their own career paths, what they did while still in college to gain experience, and how they transitioned into their current role post-graduation.

The Studying with CLAS event, hosted by the CLAS Student Leadership Board, invites students on Tuesday, October 28th from 5–8 PM for an evening of studying, relaxation, and community. This event provides a welcoming environment where students can focus on coursework, get help with academic topics, and take mindful breaks throughout the evening. There will be snacks, refreshments, and study-friendly activities such as coloring, fidget toys, and mindfulness exercises to help students recharge and refocus. In collaboration with Student Health and Wellness (SHaW), the event will also feature light wellness resources and stress-management materials to support students during the midterm season. Whether you're looking for a quiet place to study, a short break to reset, or a chance to connect with fellow CLAS students, Studying with CLAS offers the perfect balance of productivity, wellbeing, and community support.This is an Honors Event. Seetagsbelow for category information. #UHLevent11296

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Looking for ways to become more proactive in your internship/co-op search? Join BSOUL in learning about current hiring trends, how to efficiently research your desired company, and how to stand out in the hiring process!

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Understanding and Addressing Parental Stress is designed to help participants gain insight into the root causes of parental stress across developmental stages, the disproportionate burdens faced by low-income and marginalized families, and the lasting impact on mental health and parenting capacity. The training will offer practical tools and strategies to engage and support parents through trauma-informed, culturally responsive, and father-inclusive approaches. Participants in this webinar will: • Understand the current statistics and trends related to parental stress in the U.S., with a focus on disparities affecting parents with limited access to services. • Explore how stress manifests during early childhood, middle childhood, and adolescence, including financial, emotional, and time-related challenges. • Analyze how poverty, social isolation, work-family conflict, and limited service access intensify stress for parents, particularly for fathers in marginalized communities. • Identify evidence-based interventions, community support mechanisms, and policy recommendations that professionals can use to support stressed parents. • Learn techniques for engaging fathers in stress reduction supports and services, especially those who are often left out of traditional parenting programs.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Alpha Phi and AKL are selling brookies in the Ville to raise money for our philanthropies

PumpkinFest is rising from the shadows… 🌑🦇 This year the night grows darker, the pumpkins glow brighter, and the scares creep closer. Dare to wander through UConn's spookiest fest yet, where food trucks feed your cravings, eerie novelties await, and the haunting whispers follow you long after you leave… 🦇🖤🎃

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Join the Honors community for a meaningful and creative service event! We'll be making cheerful, handmade cards for children at the local hospital to brighten their days with positive and kind messages. Supplies will be provided, so bring your friends and get volunteer hours!   This is an Honors Event. Seetagsbelow for category information. #UHLevent11297

Join seniors and master's students in the Neag School of Education's Integrated Bachelor's/Master's teacher education program as they discuss their experiences in the program and their preparation to teach in special education, world languages, science, social studies, and math.