UNC School of Education faculty members Ethan Hutt, Ph.D., and Kristin Papoi, Ph.D., have been honored as the 2024-25 recipients of the School’s Teaching Excellence Awards.
The awards, given annually, recognize School of Education faculty members who demonstrate expertise, creativity, and innovation in their classrooms; who make learning engaging, vibrant, and relevant to students; and whose work and accomplishments set a standard of excellence.
Each award winner receives a monetary prize and plaque. This year’s recipients were recognized at the School’s State of the School Address on Sept. 18, 2025, at The Carolina Inn.
Hutt and Papoi were selected from nominations submitted by current and recently graduated students, with finalists and winners selected by a faculty committee led by Dana Riger, Ph.D.
“As one might imagine, the School of Education’s faculty members are incredible teachers, and this year’s Teaching Excellence Award recipients, who transform their expertise into meaningful classroom experiences for our students, are no exception,” said Jill V. Hamm, Ph.D., dean of the School and William C. Friday Distinguished Professor of Education. “Ethan and Kristin exemplify the student-focused approach we as a School take across programs and degree levels. Their nominators graciously reminded us of the power of exceptional teaching and mentorship and impact it creates in the lives of our students.”
About the award recipients
Ethan Hutt, Ph.D., an associate professor and Gary Stuck Faculty Scholar in Education,
was celebrated by nominators for creating intellectually rigorous courses that connect complex ideas to real-world applications. His nominators also highlighted his ability to provide thoughtful feedback, foster meaningful discussions, and mentor them toward their academic and professional goals.
One student described one of his courses as “a masterclass in academic reading, writing, and argumentation,” crediting Hutt’s humility, flexibility, and availability as essential to their growth as a scholar.
As a researcher, Hutt focuses on the numbers used to describe, define, and evaluate American schools. From determining the length of the school year to defining passing grades or measuring school effectiveness, numbers permeate modern education. Hutt’s work takes a historical approach, emphasizing the role of law and policy in shaping these developments.
“Ethan deserves unique recognition for his excellent pedagogy,” the nominator continued. “…He taught us how to get under the hood of an article, examine its engine, and evaluate its effectiveness. He modeled humility and flexibility, incorporating student feedback mid-semester to allocate more class time toward collective processing.”
“He constructed one assignment as an opportunity to practice presenting in the job talk format, in turn demystifying a step on the path to an academic career,” the nominator said. “He is always available to meet about our class and our scholarly aspirations. Taken together, this demonstrates Ethan’s deep commitment to his student’s success and well-being. I have cherished my time in his class. Ethan is an exemplary teacher, and he should be honored accordingly.”
Kristin Papoi, Ph.D., a clinical associate professor, was recognized for her ability to create warm and engaging learning environments. Nominators also acknowledged her for her skill in making students feel valued, respected, and confident in sharing their perspectives.
One nominator noted, “Dr. Papoi has certainly made my experience in the School of Education a memorable one. She is one of the few professors I have had that makes me feel whole-heartedly welcome and actively listens to my input or discussion points. I usually have a fear of speaking up in my lectures, but I raised my hand frequently in both of Dr. Papoi’s classes because of how comfortable of a learning environment she created for us.”
Papoi has extensive experience in K–12 teacher education, with a focus on elementary literacy, language learning, teacher education, arts integration, and the social contexts of learning. She is particularly interested in the role of reflective dialogue and writing in pre-service teacher preparation.
“I also have never comprehended so much material in one course (or, in this case, two), which I attribute to her culturally relevant pedagogy and willingness to apply course concepts to real-world scenarios,” the nominator continued. “Any and all challenges I faced while in her courses (even with factors outside of her classes, such as personal struggles), she was receptive to and understanding of. I can honestly write that Dr. Papoi genuinely cares for the academic and mental well-being of her students.”