News

IMRP Leads Connecticut Delegation on International Corrections Immersion Program

May 20, 2026

group of people posed outside building
The Connecticut delegation outside Norway’s Ringerike prison

Earlier this month, IMRP Director Andrew Clark led a Connecticut delegation on an international immersion program to Norway and Northern Ireland through the International Justice Exchange (IJE), hosted by IMRP partner Amend at UCSF. The trip marked Clark’s third participation in the exchange program, which brings together correctional leaders, practitioners, and policymakers to explore approaches to prison culture transformation and rehabilitation. 

Connecticut joined delegations from Maine, Massachusetts, and North Dakota, along with invited guests, in partnership with the Norwegian Correctional Service and the Northern Ireland Prison Service. The Connecticut delegation included State Representative Renee LaMark Muir, Dr. Jay Lawrie, director of the Criminal Justice Program at Albertus Magnus College and former Connecticut Department of Correction professional, and Yale Prison Education Initiative Program Coordinator Emme Magliato, along with representatives from the Connecticut Department of Correction.

Before formal presentations and facility visits began, participants visited Oslo’s Nobel Peace Center, which highlights the legacy of the Nobel Peace Prize and the ideals it represents. The center’s current exhibit, “DEMOCRACY ON THE BRINK,” offered a timely reflection on the importance of productive dialogue – one of IMRP’s core values.

Delegates then participated in training sessions at the Norwegian Correctional Service College and Education Center (KRUS) and toured several Norwegian correctional institutions. Throughout the program, participating states shared updates on their own correctional culture-change initiatives. Gisselle Miranda, a correctional officer at Garner Correctional Institution in Newtown, Connecticut, presented on the facility’s C.R.E.W. Resource Team and its ongoing efforts to support staff wellness and positive institutional culture.

Drawing on more than 20 years of experience in Connecticut corrections, Lawrie said the exchange highlighted the importance of supporting correctional staff alongside incarcerated populations.

“What really resonated with me, having come from a career in corrections, is that anywhere in the world where correctional professionals can do this work and feel a sense of pride, respect, appreciation, and accomplishment is fantastic,” he said. “It gives me hope that even though there are tremendous differences between systems, there are still ways we can bridge that gap here in Connecticut and help current staff feel that same sense of purpose and support.”

Click through our gallery of photos from the trip.

  • cityscape
    Oslo cityscape

A second phase of the trip brought the delegation to Belfast, Northern Ireland, via Dublin, where participants examined the history and evolution of prison reform in the region. It was Clark’s first visit to Northern Ireland as part of the exchange.

After a panel presentation at the Ulster Museum on changes within the prison system since The Troubles, the delegation visited Hydebank Wood College, a facility that houses primarily women as well as young adult men ages 18 to 21.

“They base their mission on learning and skills and strive to have 100% of residents participating in the educational curriculum provided by Belfast Met,” said Clark, referring to the facility’s 2015 name change as part of broader correctional reform efforts. “Prior to 1998 and the Good Friday Agreement, many prisons in Northern Ireland housed individuals who viewed themselves as political prisoners. After years of violence directed at both prison facilities and staff, the system underwent a major shift in philosophy and practice. Those changes have contributed to significantly increased positive outcomes for both residents and staff.”

The principles at Hydebank Wood College – “to support, challenge and inspire all those in our care on their journey to be the best they can be” – closely mirror those of the Norwegian Correctional Service, which emphasizes preparing incarcerated individuals to successfully reintegrate into society as productive neighbors and community members. Similar approaches have informed the work of Amend and IMRP within Connecticut correctional institutions, with a focus on rehabilitation, staff wellness, and safer correctional environments.

Lawrie also emphasized the importance of empowering front-line correctional staff as part of broader culture change efforts.

“Line staff are the most valuable resource in any facility, yet their expertise is often underutilized,” he said. “No one understands the day-to-day realities better than the staff working directly inside these facilities. Giving them autonomy, valuing their input, and creating room for professional growth are all essential to building healthier correctional environments.”

For Clark, the exchange underscored the value of international collaboration and the importance of continuing to examine innovative approaches to prison culture and rehabilitation.

“These experiences challenge us to think differently about safety, rehabilitation, and human dignity,” Clark said. “The opportunity to learn directly from correctional professionals in Norway and Northern Ireland helps strengthen our own efforts in Connecticut and reinforces the importance of building correctional systems centered on respect, accountability, and positive change. Doing it in partnership with states across New England and the rest of the country encourages us to challenge ourselves to learn and grow together.”

IJE Work Feature in CT Mirror Article

IMRP Facilitates CTDOC Culture Change Collaboration

Best Practices in International Correction: Lessons from Norway

 

IMRP Associate Director Wins UConn Provost Award

May 19, 2026

Ken Barone honored as a Provost award winner

Ken Barone, Associate Director of UConn’s Institute for Municipal and Regional Policy, has been recognized with a prestigious Provost’s Award for Excellence in Community-Engaged Scholarship in the Staff category.

The awards recognize the outstanding contributions of faculty, staff, students, teams, and community partners who collaboratively address critical societal challenges through the creative and reciprocal exchange of knowledge and resources.

Barone was honored for his work is the Connecticut Racial Profiling Prohibition Project (CTRP3) which brings together community stakeholders and law enforcement to improve roadway safety and through fair and equitable traffic enforcement. What began as a compliance-driven mandate to collect and analyze traffic stop data has, over time and under Barone’s leadership, evolved into a nationally recognized model for community-engaged policy reform.

The initiative now includes data from more than 100 law enforcement agencies, covering millions of traffic stops and tens of millions of data points. Regular public reports and community forums ensure transparency, while also giving residents a platform to voice concerns and influence policy. A notable outcome is a recent cultural shift across the state: police departments are increasingly seeking out the program voluntarily, looking for guidance on improving their own practices. That level of trust signals a transformation in how institutions and communities work together.

His work has drawn national attention. After testifying before Congress, federal grant programs expanded Connecticut’s funding and helped extend similar initiatives to more than a dozen states. Today, Barone advises jurisdictions across the country, helping replicate a model that bridges data, policy, and community voices.

Read more about Ken’s staff award and other Provost award winners on UConn Today.

Digital Literacy and Workforce Readiness Program Pilot

May 11, 2026

ReConnect CT transparent

 

The Digital Literacy & Workforce Readiness curriculum was developed as part of the ReConnect CT: Digital Pathways Program at IMRP to expand digital access, literacy, and readiness for justice-impacted communities. 

This free hybrid asynchronous 8-week program is designed to help learners build confidence using technology for everyday life, education, and career success. Participants will gain practical experience with digital tools, online safety, communication, job searching, and income opportunities. 

As part of this inaugural pilot cohort, participants will play a critical role in shaping the future of the program by providing feedback and insights that will directly inform improvements and future statewide rollouts. 

Participants who complete the program will receive a Certificate of Completion from the UConn School of Public Policy, recognizing their achievement and commitment to building digital and workforce skills. 

– Eligibility –

This program is designed for individuals who have been previously incarcerated and are returning to the community. Participants should be motivated to build digital skills for everyday life, education, and employment. No prior technology experience is required.  

Priority will be given to applicants who are able to complete all 8 sessions and spots are limited. 

To apply: Submit the  Digital Literacy & Workforce Readiness Program Pilot Registration – Fill out form  

      • Application Deadline: June 5, 2026 
      • Program begins: June 15, 2026* 
      • Program ends: August 10, 2026 

*Meals and refreshments will be provided during in-person sessions. 

 For application questions, please contact us at (959) 200-3820 or email: imrp@uconn.edu

hands on a keyboard

– Course Modules & Learning Objectives –

Orientation will be held on Monday, June 15 from 4-6 p.m. at the Hartford Public Library. The remaining classes will be asynchronous, with an in-person award ceremony at the conclusion of the program.

The Summer 2026 schedule is currently being finalized with 8 intended learning modules listed below:


Module 1: Digital Basics & AI Tools 

Objective: This module supports participants in building foundational digital skills and confidence using computers, mobile devices, and AI tools for everyday tasks. Participants will assess their current digital skill levels and learn how to use AI tools to support writing, organization, and problem-solving.  

Participants will: 

  • Complete digital skill assessments (computer basics, logging in, social media, digital footprint) and interpret results  
  • Use AI tools to summarize assessment results and reflect on strengths and areas for improvement  
  • Practice real-world tasks using AI (e.g., drafting emails, creating schedules, organizing information)  
  • Compare two AI tools and evaluate effectiveness for different tasks  
  • Apply prompt-writing strategies to improve AI-generated outputs  
  • Develop a short plan to use AI tools to build one specific skill 

Module 2: Internet Navigation & Online Safety 

Objective: This module supports participants in developing the skills needed to navigate the internet effectively while practicing safe and responsible online behavior. Participants will learn how to search for information, evaluate the credibility of online sources, and identify common online risks.  

Participants will: 

  • Complete assessments in internet basics, information literacy, and cybersecurity  
  • Use search engines and filters to locate relevant resources (e.g., jobs, services, housing)  
  • Evaluate websites based on credibility, accuracy, and security features  
  • Identify phishing attempts, scams, and unsafe online practices  
  • Apply password security and account protection strategies  
  • Create a personal online safety checklist 

Module 3: Communication & Collaboration Tools 

Objective: This module supports participants in developing professional digital communication skills across multiple platforms, including email, messaging, and video conferencing. Participants will learn how to communicate clearly and appropriately in different contexts and select the most effective tools based on audience and purpose. 

Participants will: 

  • Complete assessments in email and social media communication  
  • Write and send a professional email with appropriate tone and structure  
  • Distinguish when to use email, messaging, video calls, or social platforms  
  • Apply communication etiquette and boundaries in professional settings  
  • Practice video conferencing skills and appropriate behavior  
  • Identify and plan to improve one’s communication skills 

Module 4: Digital Job Search & Application Skills 

Objective: This module supports you in evaluating your skills, experiences, and interests to set job search goals and develop a targeted application strategy to prepare participants for a successful job. You will use online platforms and AI tools to find and apply for jobs, customize resumes and cover letters for specific opportunities, and develop a professional digital presence aligned with industry standards. 

Participants will: 

  • Complete career assessments (interests, skills, work values) to identify job goals  
  • Use job search platforms to locate and evaluate opportunities  
  • Analyze job postings and identify key qualifications  
  • Create tailored resumes and cover letters for specific roles  
  • Use AI tools to draft and refine application materials  
  • Identify 1–2 job opportunities and create an application plan  
  • Develop or update a professional online profile (e.g., LinkedIn) 

Module 5: Interviewing, Networking & Workplace Readiness 

Objective: This module supports participants in building the skills and confidence needed to succeed in interviews, professional communication, and workplace environments. Participants will practice responding to common interview questions, engage in networking opportunities, and apply workplace expectations such as communication, punctuality, and professionalism.  

Participants will: 

  • Practice interview questions using AI tools or interview simulators  
  • Participate in a mock interview and receive feedback 
  • Write a professional follow-up (thank-you) email  
  • Engage in a networking activity (e.g., online group or event)  
  • Apply workplace readiness skills in real-world scenarios  
  • Reflect on strengths and areas for improvement 

Module 6: Digital Life Skills 

Objective: This module supports participants in using digital tools to manage everyday responsibilities such as accessing services, managing finances, and completing online tasks securely. Participants will learn how to identify reliable platforms and apply safe practices when handling personal information.  

Participants will: 

  • Identify digital platforms for banking, healthcare, transportation, and services  
  • Evaluate platforms for reliability, security, and usefulness  
  • Demonstrate steps to complete an online form or transaction  
  • Apply safety practices when sharing personal information  
  • Create a personal digital toolkit for everyday use

Module 7: Professional Development & Lifelong Learning 

Objective: This module supports participants in identifying opportunities for ongoing learning and skill development using digital platforms. Participants will explore training options, complete an online learning experience, and develop a plan to continue building skills beyond the program. 

Participants will: 

  • Identify skill areas for development based on goals  
  • Explore and compare online learning platforms  
  • Complete a short course or training  
  • Develop a personal learning plan with goals and timelines  
  • Identify barriers to learning and strategies to overcome them 

Module 8: Digital Entrepreneurship & Earning Online 

Objective: This module supports participants in exploring opportunities to generate income using digital tools and platforms. Participants will identify a product, service, or skill they can offer and develop a basic plan for using online platforms to reach customers. By the end of this module, participants will understand how to apply digital skills to income-generating opportunities. 

Participants will: 

  • Identify a product, service, or skill to offer online  
  • Compare platforms for selling or freelancing  
  • Develop a basic plan including pricing and target audience
  • Identify challenges and strategies to address them  
  • Apply online safety and privacy considerations 

     

    From Graduate Assistant to Graduation: 10 Questions with Jordan Oquendo

    headshot of a man

    The IMRP profiles staffer Jordan Oquendo who is among the School of Public Policy master’s candidates to receive their degree at Monday’s graduation ceremony. Jordan has been working with the IMRP since his enrollment. The graduate student assistant is now a Class of 2026 graduate!

    Q1: Tell us about your background and undergraduate studies. What brought you to the School of Public Policy? 

    I got my bachelor’s degree in psychology with a minor in music at CCSU in 2024. I fell in love with research there after doing a study for my research methods course. After that, I interned with the political science department, where I analyzed data and helped write sections of the Statewide Comprehensive Outdoor Recreation Plan (SCORP) report for DEEP. 

    My supervisor on that project had earned her master’s in survey research from UConn and suggested I look into it. That’s how I found the MPP program at the School of Public Policy, and it ended up being the right fit.

    Q2: What were your hopes coming into the program for opening career opportunities? 

    I didn’t have a specific expectation coming in since I had no prior public policy experience. I just knew I wanted to do research and that I was interested in mental health. Through IMRP, my focus shifted toward criminal justice research, where my mental health background still plays a role since it connects to a lot of areas in the criminal justice system. 

    Q3: How did you get involved with the Institute for Municipal and Regional Policy (IMRP) and what type of work have you done for the Institute?  

    I interviewed and landed a graduation assistant (GA) role through IMRP’s previous director of research, Vaughn Crichlow, and I’ve been able to participate in several projects and initiatives since I started here. The first thing I worked on was a PowerPoint for an article Vaughn was developing, and from there I moved into quantitative analysis for a grant project. 

    Later that fall, I started working on the Connecticut Sentencing Commission’s (CTSC) Database Study. I began by cleaning transcripts and sitting in on interviews but eventually got to code and analyze qualitative data for the report we’re drafting now. 

    I’ve also supported work with Ken Barone and the Connecticut Racial Profiling Prohibition Project (CTRP3), as well as Dr. Lydia Wileden’s research on crisis response, 211 and 988 services, and postsecondary education in correctional facilities. 

    Most recently for CTSC, I’ve helped with bylaw amendments, planned and attended meetings across multiple committees, and contributed to several reports. With CTRP3, I started with data entry and later got the opportunity to analyze data and write sections of a traffic stop follow-up report that will be part of CTRP3’s larger, annual statewide report. I’ve also attended CJIS governing board meetings and joined the CISS analytics subcommittee, which is working toward a centralized sentencing database in Connecticut. That connects directly to the Database Study work I’ve been part of. 

    Q4: What have been the most impactful and rewarding experiences as a GA? 

    Impactful: working on the Database Study and realizing the greater impact this type of work has on the state. Other states already have centralized databases available to the public. We’re getting close to creating that in Connecticut, which would be a real steppingstone.   

    Rewarding: One of the most rewarding experiences was attending the National Association of Sentencing Commission conference in Madison, Wisconsin. I was able to travel with the Connecticut team and meet others from across the country. It was my first time seeing how other states approach this work. (Read more about the conference here).

    Overall, the work itself is rewarding because it contributes to real change. Even if people don’t always see it, it affects their daily lives. Everyone at IMRP shares that goal, and that’s what keeps me motivated. 

    a group of conference attendees by a sign
    Jordan (second from left) and members of the CT Sentencing Commission attending the National Association of Sentencing Commissions conference in 2025

    Q5: What were your favorite classes and which ones do you think will help you most in your career? 

    A man accepting an award
    Jordan receiving the Rising Star award from Prospanica Connecticut

    All of my classes in the MPP program have helped me build or strengthen my skills. I especially enjoyed Professor Becerril’s R course, which helped me learn a data tool that’s becoming more widely used, the applied policy design class with Dr. Brunner, which helped me connect concepts to real-world policy, and Professor Renzo’s (de la Riva Agüero) project management class which focused on teamwork. Many other classes have helped me grow my research and analytical skills and given me tools I can continue using after graduation.

    Q6: You’ve received a few recognitions during your time here. Tell us about them. 

    I received the Rising Star award from Prospanica Connecticut, a nonprofit organization that empowers and enables Hispanic professionals to achieve and exceed their goals. I was recognized for being an example to other Hispanic professionals at my stage of career. That meant a lot to me because it reflects being someone others can look to as an example.  

    I was also featured in a UConn student highlight, which gave me the chance to share my story alongside others in the program. Most recently, based on my academic achievements, I was inducted into Pi Alpha Alpha, the global honor society for public affairs and administration. 

    Q7: What are your future ambitions now that you are graduating? 

    Right now, I’m focused on continuing my work in criminal justice research and policy through IMRP.  Long term, I’d like to pursue a doctorate and keep contributing to meaningful change in Connecticut. That goal is personal to me because I would be the first in my family to earn a doctorate. And I realize how valuable it is to continue to expand my knowledge. 

    Q8: Why is public service important to you? 

    A man holds a certificate
    Jordan at his Pi Alpha Alpha induction ceremony

    Public service is about making changes that improve people’s lives over time. Working in criminal justice policy is one way I can do that right now.  For me, it’s about making the most of the opportunities I have and giving my full effort. Whether things go perfecty or not, I know I’mdoing everything I can to make a positive impact at every step. 

    Q9: Why advice would you have for students interested in exploring a master’s program at SPP? 

    If you’re interested in research or policy, SPP is a great place to build your skills and explore different areas across all agencies in Connecticut. The classes, along with GA and IPP (Internship and Professional Practice Program) opportunities, give you real experience and help you grow professionally, while also gaining new friendships and connections through the SPP cohort.  

    There are a lot of opportunities here, but you have to be willing to seek them out while also staying open to learning. It’s important to never be in a place where you think you can’t learn more or stop being willing to grow.  Even if you’re not sure exactly what you want to do, the program can help guide you and open new doors. 

    Q10: What’s something most people don’t know about you?  

    Music is a big part of my life. In high school, I interned at Saint Francis Hospital, where I shadowed a therapeutic musician and saw how music can improve experiences for patients, including the senior population and those undergoing cancer treatment. 

    Until I got the research bug, I was interested in music therapy. Now I still enjoy music as a former member of a band and with the worship team at my church. My faith, along with support from my family and loved ones, is what keeps me grounded and motivates me to keep growing and doing my best. Everything that I do is with the purpose of serving. 

    a family posing with a baby
    Jordan says his faith, along with support from family and loved ones, is what motivates him to keep growing

     —-

    To learn more about future IMRP internship opportunities, visit our Work with Us page.

    IMRP Supports UConn Student’s Directorial Debut with Racial Profiling PSA 

    April 27, 2026

    The Connecticut Racial Profiling Prohibition Project’s (CTRP3) recent public service announcement is a carefully crafted 60-second spot that educates viewers about statewide efforts to ensure traffic safety and eradicate racial profiling. 

    What you won’t see is the more than six months of production work that provided an opportunity for a recent graduate of UConn’s Digital Media & Design group to make his directorial debut. 

    “It felt like a big stepping stone,” said Matt Johnson (‘25 BFA), an Old Saybrook native who directed the spot. “It was real work, not just a school project, but still connected to UConn.” 

    CTRP3 is a statewide advisory board that oversees implementation of the Alvin W. Penn law which prohibits racial profiling by police. Run by project manager Ken Barone, associate director of the Institute for Municipal and Regional Policy at UConn’s School of Public Policy, the organization examines traffic stop data and works to promote transparency, accountability, and trust between law enforcement and the communities they serve. 

    While the subject matter is complex, the goals of the PSA are twofold: communicate clearly, concisely, and in a way that resonates with a broad audience. And guide viewers to the CTRP3 website for more information. There they can learn about the law and how to file a report if they believe they have been racially profiled during a traffic stop.  

    A man directing behind the camera
    Matt Johnson behind the camera

    In hiring a visual storyteller for this project, IMRP drew from an internal pipeline. Assistant professor Justin Liberman connected the Institute with students from his narrative production class. Among them was Matt Johnson, whom Professor Liberman recognized for both his technical ability and his readiness to take on a larger role.” 

    “I hadn’t heard of the IMRP or CTRP3 before the first call,” Johnson said. “But with video, you get thrown into these projects, and it’s your job to figure out how to communicate them.” 

    That challenge quickly became part of the appeal. 

    Johnson had been producing his own content since high school and came to UConn hoping to capitalize on its strong program and local connections. He earned his degree in just three years and was ready to put his skills to work. 

    The PSA project came at a pivotal moment, just as he was transitioning from student to professional. For the first time, Johnson was managing a full production with a budget, coordinating a team, and navigating the expectations of multiple stakeholders. 

    “It wasn’t just making a video. It was running a production,” Johnson said. “I’d never done a project on this scale with fiscal responsibility. Figuring that out was huge.” 

    To help him manage the budget and the hiring process, Johnson brought on board a producer – Kevin Mezick, a commercial and narrative director who has served in other UConn collaborations. While Mezick assisted with location scouting, production planning, and scheduling, Johnson could focus on the visual aspects, his preferred area, and directing the spot. 

    “Once we did the location scout and broke everything down, I realized this is totally doable,” he said. “That’s when the vision really fell into place.” 

    From concept through final editing, the PSA was developed through close collaboration between Johnson and IMRP staff, with script input from the CTRP3 advisory board. 

    That collaboration helped ensure that the message was both accurate and effective, particularly given the complexity of the topic. At the same time, it required translating creative ideas into terms accessible to partners less familiar with video production and securing and maintaining buy-in on the concept.  

    “It was a huge awakening,” Johnson said of multiple meetings with CTRP3’s Community Outreach subcommittee members who weighed in on the script. “Understanding how people feel in those (traffic stop) situations was something I hadn’t experienced before. I wanted to be sure to represent those experiences thoughtfully and accurately.” 

    The PSA captures the power of perspective. It reminds us how important it is to listen, understand, and find common ground.

    “The PSA captures the power of perspective,” agreed CTRP3 project manager Ken Barone. “By centering each person’s lived experience, the video reminds us how important it is to listen, understand, and find common ground.” 

    a filming scene on the side of a roadway

    Scripting was not the only challenge. Production was scheduled over two days with the primary scene featuring an interaction between a driver and a police officer on the side of a roadway. The shoot was pushed back from late summer to fall and then early winter. By then, the weather was a factor. 

    On the day of the shoot, a looming snowstorm added another layer of uncertainty. Rescheduling would not have been ideal given the number of on-camera and behind-the-scenes people involved. The crew anxiously watched the weather and made alternate arrangements for stand-in participants.  

    Despite the risks, the filming on location enhanced the production. Under overcast, gray skies, the roadway scene wrapped just before sleet and rain began, capturing conditions that enhanced the tone of the final piece. 

    “To get something authentic, you have to do it for real,” Johnson said. 

    IMRP connections and CTRP3 advisory board helped bring that authenticity. While Johnson hired an actor to portray the driver, a real-life officer from the Madison police department played the role of the on-scene officer. And local police supported and ensured the safety of the crew during the roadway shoot.

    The remainder of the filming took place indoors, at UConn’s Hartford Times Building, where the IMRP is housed, and on a second shoot day with West Hartford’s Chief of Police Vernon Riddick at his offices. Several in-house contributors appear on-screen including CTRP3 project manager Ken Barone, program administrator Erica Escobar, and Anya McGlaughlin, an IMRP research intern and School of Public Policy master’s candidate. 

    For Johnson, who had often worked independently or with students and classmates, the experience marked a shift. 

    “Having a full team, that was huge for me,” he said of the six crew members he supervised. “It changes what you’re able to create.” 

    In addition to editing and creating graphics for the PSA, Johnson also took on music creation. Music licensing for the original spot is limited to digital distribution, so Johnson scored his own music for a broadcast-friendly version of the video.  

    View the PSA here

    “It was exciting to support a recent UConn graduate at the beginning of his professional filmmaking career,” said Ken Barone. “I am confident that his work will continue to make a difference as he uses his skills to inspire these thoughtful conversations.”  

    To that end, IMRP has contracted Johnson to create a second CTRP3 outreach video and another featuring the community forums it runs around the state. He’ll add that to his busy post-graduate schedule. In addition to running his own media company, Matt Johnson Media, he is working part-time as a video specialist with Miranda Creative, shooting commercial and social content for a variety of clients. 

    I want to be part of projects at this level. I want to be the one shaping what people see on screen.

    “I want to be part of projects at this level full-time,” he said. “I want to be the one shaping what people see on screen.” 

    For IMRP, the collaboration reflects an ongoing effort to expand how its work is communicated and who helps tell those stories. Partnering with students and creating opportunities to connect with the Institute and its mission is a key priority, particularly for upcoming filmmakers interested in using media to explore issues related to public policy and social justice. 

    “This project showed what’s possible,” Johnson said. “When you bring together the right people, you can create something that really connects.” 


    A film director next to a car
    on site in Madison, CT

    By the Numbers: Bringing the PSA to Life 

    1 minute (60 seconds): Final runtime of the PSA 

    1 professional actor cast for the primary role 

    1 active-duty police officer featured on screen 

    2 days total filming, including on-location and interview shoots 

    3 IMRP staff and interns in on-screen roles 

    3 locations: Madison, Hartford, and West Hartford, CT including the main shoot at UConn’s Hartford Times Building 

    7 crew members including student and early-career collaborators 

    10+ hours production during winter conditions 

    TBD: PSA reach across web and social channels 


     

    CTRP3 Releases PSA Highlighting Efforts to Address Racial Profiling

    April 23, 2026

    The Connecticut Racial Profiling Prohibition Project (CTRP3), housed within the Institute for Municipal and Regional Policy (IMRP) at the University of Connecticut’s School of Public Policy, announced the release of a 60-second public service announcement titled “We Want You to Know…” to raise awareness about racial profiling and inform the public how to report concerns.

    The PSA is part of CTRP3’s ongoing outreach efforts to ensure that individuals across Connecticut understand their rights and have access to resources related to fair and impartial policing. The video highlights Connecticut’s commitment to transparency, accountability, and data-driven oversight of traffic stops.

    The video is designed to raise awareness and encourage action. Key messages include:

    • Racial profiling is prohibited in Connecticut and undermines trust between law enforcement and the communities they serve 
    • Connecticut supports fair and impartial policing through data collection, analysis, and ongoing oversight 
    • CTRP3 works collaboratively with community members, law enforcement, and policymakers to identify and address disparities in traffic stops 
    • Individuals have the right to report concerns about racial profiling 
    • Reporting promotes transparency, accountability, and continuous improvement in policing practices 

    “Public awareness is a critical part of this work,” said Gail Hardy, CTRP3 Community Outreach Subcommittee Chair. “Through outreach and education, we want individuals to understand their rights and know that there is a process in place to report concerns. This PSA is one way we can help ensure that information is accessible to communities across Connecticut.”

    Racial profiling is prohibited under Connecticut law and undermines trust between law enforcement and the communities they serve. Through data collection, analysis, and collaboration with community members, law enforcement agencies, and policymakers, CTRP3 works to identify and address disparities in traffic enforcement practices.

    The PSA also emphasizes that individuals have the right to report concerns about racial profiling. Reporting plays a critical role in strengthening accountability and supporting continuous improvement in policing practices across the state. The video was directed by Matt Johnson, a UConn 2025 graduate. It features IMRP and CTRP3 staff and advisory board members, along with an officer from the Madison Police Department.

    The video is available on the CTRP3 website, where viewers can access additional information, including reporting resources.

    ReConnect CT: Digital Pathways Program Launches with Partner Event

    March 19, 2026

    The Institute for Municipal and Regional Policy (IMRP) at the University of Connecticut School of Public Policy convened public library leaders, researchers, and community partners this week at the UConn Hartford campus to officially launch ReconnectCT: Digital Pathways Program, a statewide initiative aimed at expanding digital access and technology education for people who are currently incarcerated or returning to Connecticut communities after incarceration. 

    The kickoff summit brought together more than 35 participants representing library partners, evaluation teams, technical assistance providers, and community collaborators to align program goals, strengthen partnerships, and begin implementing the initiative across participating sites. 

    “It was a great event for partners to meet, to network, and learn from each other,” said ReConnect CT project lead Irvine Peck’s-Agaya.

    ReConnectCT: Digital Pathways is supported by $3.5 million in American Rescue Plan Act funding through the Connecticut Office of Policy and Management’s Criminal Justice Policy and Planning Division. The initiative addresses a growing digital divide that limits access to education, employment, health care, and essential services for justice-impacted individuals. 

    Research conducted through the Connecticut Center for Digital Equity Research has highlighted the significant barriers many incarcerated individuals face in accessing technology and building digital skills. As everyday activities increasingly move online – from job applications to health care systems – people returning from incarceration often face additional obstacles navigating a technology-centric society. 

    ReConnectCT aims to close this gap through a comprehensive strategy that combines digital literacy education, expanded technology access, and partnerships with public libraries, higher education institutions, and reentry organizations across the state. 

    The program includes a Digital Pathways curriculum designed to teach practical skills such as basic computer use, internet navigation and online safety, digital communication, job searching and applications, and accessing essential services online. 

    Public libraries play a central role in this effort. Through a competitive funding process, several Connecticut libraries are launching initiatives to expand services and digital literacy opportunities for justice-impacted individuals in their communities. 

    Partner organizations attended the project launch at UConn’s Hartford campus

    Among the early partners are the Hartford Public Library, which will expand digital literacy, financial literacy, and reentry support services in correctional facilities, halfway houses, and neighborhood library branches; the Hamden Public Library, which will offer digital navigation courses, individualized coaching, and legal resource programming; and the Douglas Library, which will expand technology access, digital learning resources, and workforce readiness services in a rural community; and Fairfield University’s DiMenna-Nyselius Library, which will provide hands-on digital literacy workshops and technology access for individuals returning from incarceration through a partnership with EMERGE Connecticut 

    Tuesday’s kick-off included a presentation from the Brooklyn (NY) Public Library that demonstrated the scope and reach of their current projects, and how similar programs have been replicated across the country.

    “This is new for us in Connecticut,” said Peck’s-Agaya. “Hearing what Brooklyn (Public Library – Outreach Service Department for Justice Initiatives) has done firsthand from people who have utilized the service and are now working at the library showed what’s possible. Many of our partner libraries are inspired to further expand their service proposals based on opportunities they can now envision.”

    The initiative also includes partnerships with higher education institutions and reentry programs to support digital readiness and technology access for formerly incarcerated students continuing their education. Current partners include the Yale School of Medicine, Unlocked Labs, Urban Institute, and Full Citizen’s Coalition.

    “The technical assistance discussion set the tone that support will be ongoing, which made the process feel more team-oriented,” said IMRP Policy and Research intern Leslie Sical, who assisted with the planning of the kickoff event. “Having been part of ReConnect CT from its inception, it’s rewarding to see partners come together with a shared understanding of the goals and a willingness to work through the details together.”

    By bringing together libraries, educators, and community organizations and pairing them with technical support services, ReconnectCT seeks to expand opportunities, strengthen reentry outcomes, and build long-term partnerships that advance digital equity across Connecticut. 

    “Partners in the state are accepting this bold vision and moving forward with normalizing their services inside prisons and halfway houses,” said Peck’s-Agaya, who notes the work is just getting started. “After a year and a half of planning, I’m really excited to see the program come to fruition.”

    CTCIP Releases Annual Activities Report

    February 24, 2026

    Connecticut Children with Incarcerated Parents (CTCIP) released its 2025 annual report, highlighting activities to expand outreach, strengthen partnerships, and create meaningful, hands-on events and opportunities.

    “This past year we’ve reinvented our commitment to raising awareness of the impact of parental incarceration on children,” said Irvine Peck’s-Agaya, IMRP operations coordinator who leads the CTCIP team. “We were very intentional about reaching out to people not already part of our network and building new connections.”

    Those connections reflect expanded outreach and partnerships with the Connecticut Department of Correction, libraries across the state, and the UConn community. Highlights from the report include:

    • The continued creation and improvement of child-friendly visiting spaces at correctional facilities, including fresh paint, new furniture, books, toys, and child-centered activities designed to foster positive parent-child interaction and reduce stress during visits.
    • Hosting a post-holiday winter celebration at York Correctional Institution for children and their incarcerated mothers, including the gifting of age-appropriate toys and books for more than 30 children ranging from newborns to age 17.
    • The development and distribution of an asynchronous Training for Educators module to help teachers, administrators, and school staff better understand and support students impacted by parental incarceration.
    • Partnering with Connecticut libraries during October’s Parental Incarceration Awareness Month to distribute resources via public displays that reduce stigma and highlight available services.
    • Increasing CTCIP’s presence at the State Capitol, including testimony before the Committee on Children in support of legislation to improve higher education access for youth in foster and kinship care.
    • The release of a Statewide Action Plan in partnership with the Council of State Governments Justice Center and Rutgers University at Camden to outline evidence-based strategies to strengthen family connections, enhance parenting programs, and improve communication between children and incarcerated parents.
    • A UConn Hartford hygiene drive in partnership with The Alliance for Incarcerated Women to provide essential items to women at local correctional institutions.

    Looking ahead, Peck’s-Agaya said CTCIP will continue expanding its work through the creation of an advisory board, continued partnerships with Hartford Public Library, and additional opportunities for community engagement.

    The CTCIP team and volunteers at the winter celebration event for mothers incarcerated at York CI and their children

    “Decisions must be made with the children in mind,” said Peck’s-Agaya. “It’s one thing to look at it from the policy perspective, but talking with people who live it really does put a magnifying glass on issues that aren’t always visible. The collateral impact of incarceration isn’t just the impact of an absent parent, it’s also financial and emotional.”

    To better incorporate lived experience into its work, CTCIP will involve scholarship recipients in the planning for Parental Incarceration Awareness Month, providing leadership and professional development opportunities.

    “The experiences they’ve had are so unique and challenging – we want to get their voices involved,” Peck’s-Agaya said. “What do they want other kids or the legislature to know? Our work is to ensure services reflect their needs, so their perspective is important in all we do. More importantly, we want them to feel a sense of community.”

    Click here to read the full report.

    CTRP3 Statement Reaffirms State’s Commitment Against Racial Profiling

    At its last meeting on February 19, the Connecticut Racial Profiling Prohibition Project (CTRP3) advisory board released a statement reaffirming Connecticut’s “unwavering” commitment against racial profiling in law enforcement.

    The statement was released in light of the recent U.S. Supreme Court decision that permits federal immigration agents in Los Angeles to consider race, language, location, and type of work in certain enforcement actions.

    “It is important to note that the Supreme Court’s temporary decision applies only to federal immigration enforcement actions in Los Angeles and does not affect state or local law enforcement,” the statement says. “CTRP3 recognizes that such rulings can cause public concern. It is therefore essential to reaffirm that Connecticut’s laws remain clear: racial profiling is prohibited, and every law enforcement officer in the state is required to uphold this standard.”

    CTRP3’s ongoing work in the collection and analysis of stop data has created an accountability system that promotes fairness, transparency, and trust between law enforcement and the communities they serve.

    “Connecticut remains steadfast in its dedication to fair, impartial, and just policing for all residents,” the statement concludes.

    Document with heading and text

    CLICK HERE to download the full statement.

    For more information about the Alvin W. Penn law and the Connecticut Racial Profiling Prohibition Project’s history, mission, and recent work, please visit the CTRP3 website.