Milagros Castillo-Montoya

Associate Professor of Higher Education and Student Affairs

Expertise: Equity-Based Teaching and Learning in Higher Education, Equity-Based Faculty Development; Racially Minoritized Faculty Careers; First-Generation Academic Learners; Qualitative Research Methods

Educational Leadership

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Academic Degrees:

Doctor of Education in Organization and Leadership, Higher and Postsecondary Education, Teachers College, Columbia University
Master of Social Work in Administration, Policy, and Planning, Rutgers, The State University of New Jersey
Bachelor of Arts in Sociology, Rutgers, The State University of New Jersey

Biography:

Milagros Castillo-Montoya is a first-generation scholar. She is an Associate Professor of Higher Education in the Educational Leadership Department at the Neag School of Education at the University of Connecticut and a Faculty Affiliate with the Center for Excellence in Teaching and Learning (CETL) and El Instituto. Dr. Castillo-Montoya studies teaching and learning in racially and ethnically diverse college classrooms and has over 30 publications across a variety of academic outlets including but not limited to the Journal of Higher Education, Review of Educational Research, Review of Higher Education, Teaching in Higher Education, and Harvard Educational Review. 

Honors/Awards:

Martin Luther King Jr. Legacy Award, Faculty award for Service, University of Connecticut, 2024

Inaugural Faculty Fellow, Office of Diversity and Inclusion, University of Connecticut, 2020-21

Recipient, Dr. Perry A. Zirkel Distinguished Teaching Award, Neag School of Education, 2020

Emerging Scholar, ACPA (College Student Educators International), 2016-2018.

Faculty of the Year, Honorable Mention, Puerto Rican and Latin American Cultural Center (PRLACC), UConn, 2015

Emerging Scholar, American Educational Research Association (AERA), Higher Education (Division J), 2014

K. Patricia Cross Future Leader, American Colleges and Universities (AACU), 2013

Editorships:

Senior Associate Editor, Review of Higher Education