Faculty members in the College of Biological Sciences (CBS) and graduate student teaching assistants who support CBS undergraduates have been named Aggie Well-Being Champions. The new award recognizes instructors who prioritize students’ well-being and cultivate spaces where undergraduates can thrive. 

The award was created by Student Health and Counseling Services, and the Center for Educational Effectiveness, which partnered with CBS to pilot the inaugural cycle. Senior health promotion specialist Shantille Connolly came up with the idea when looking for ways to work with faculty on improving student health and wellness. She realized that many instructors were already providing significant support to their students. “We hope this award will influence other faculty to do this work, if they can see the positive impact on students,” she said. 

Connolly solicited nominations from undergraduates, which were then reviewed by a committee. She was surprised to receive more than 120 nominations. “That shows how many people are doing this work,” she said. “I was especially blown away by the TA nominations, which made it so clear that TAs have a huge impact.” 

Although Connolly plans to expand the program across campus, the award was open only to CBS faculty and TAs nominated by CBS students this year, thanks to strong support from Mark Winey, dean of the College of Biological Sciences. 

“Whether it’s in the lab, the classroom or the field, the wellbeing of our undergraduates is supported by CBS faculty, graduate students and staff,” said Winey. “Their contributions are integral to the success of our students and, by extension, to the innovators and leaders of tomorrow. I am pleased to see so many in our community recognized for their vital contributions to the wellbeing of our students.”

The 2025 Aggie Well-Being Champions

Christian Bernal-Córdoba

Teaching Assistant
Animal Biology Graduate Group, Department of Population Health and Reproduction, School of Veterinary Medicine

Bernal-Córdoba, a Ph.D. candidate in animal biology, is deeply committed to prioritizing student wellness. He provides healthy snacks in class, offers flexible deadlines and extra office hours, and integrates campus wellness resources into course materials. His nomination noted that he goes above and beyond to show care and empathy for students and create a welcoming classroom space. “Knowing that my efforts have positively impacted my students is incredibly rewarding and motivates me to continue advocating for a welcoming, inclusive, and supportive academic environment,” Bernal-Córdoba said. 

Gabriela Del Toro Rivera

Teaching Assistant
Molecular, Cellular and Integrative Physiology Graduate Group, College of Biological Sciences

“I know the workload of undergraduate students is heavy and stressful,” said Rivera, a Ph.D. candidate in molecular, cellular and integrative physiology, so she prioritizes flexibility and making herself available to students for practice problems or extra office hours “to make their load a little lighter.”  The student nominating Rivera noted her understanding, her openness, and inclusion of stress-relieving activities during class time (including goodie bags at Halloween), called her “one of the most caring, empathetic, and observant TAs I’ve had at Davis.” 

Marina Ellefson

Associate Professor of Teaching
Department of Molecular and Cellular Biology

Ellefson’s research focuses on improving undergraduate education, so it’s no surprise that her nomination cited her learner-centered approach: “From practicing equitable teaching strategies to demonstrating kindness and positivity toward her students, Ellefson provides a first-rate example of how to center wellness in the classroom.” Ellefson said she recognizes that her students’ health and wellness must take priority and models that herself. “Reading the students’ nomination nearly brought me to tears because of the significance of a student taking the time to nominate me,” she said. “I’m incredibly honored.”

Aldrin Gomes

Professor and Vice-Chair
Department of Neurobiology, Physiology, and Behavior

“Prioritizing the wellness of all students is an essential aspect of effective teaching and research,” said Gomes, whose research focusing on cardiovascular disease also centers health. “Whether it’s through flexible office hours, mental health resources, or integrating wellness practices into my course content, I hope to help students thrive academically and personally.” The students who nominated him cited his humor, dedication to inclusivity, and frequent sharing of resources for mental health, resilience, and stress management—including blog posts he wrote to help students.

Jordan Graves

Teaching Assistant 
Animal Behavior Graduate Group, College of Biological Sciences

“Jordan is the fiercest advocate for physical and mental wellbeing that I’ve met,” wrote a nominating student. Graves, a Ph.D. candidate in the animal behavior graduate group, is motivated to center student wellness by her personal history and deliberately models openness and self-care: “Part of my recovery for my own mental health struggles has been being open about my own experiences, to students, colleagues, and advisors,” Graves said. “My goal is to make sure students know that they’re not alone and there are people and resources to help them through challenges.”

Samantha Kelly

Teaching Assistant 
Graduate Program in Physics, College of Letters and Science  

As a graduate student in physics, Kelly taught required, rigorous courses in physics for biology majors, and found her students were often stressed and overwhelmed. “I tried to carve out as much time as possible to touch base with students individually and as a class to identify and support their learning needs,” said Kelly, who was herself undergoing the stress of chronic illness and grief following her late father’s cancer diagnosis. “I did my best to use those reminders as motivation to let my students know that I was on their side and cared about their well-being.” 

Brittany K. Long

Teaching Assistant
Plant Biology Graduate Group, College of Biological Sciences

Long, a Ph.D. candidate in the plant biology graduate group, “has been a strong and empathetic advocate for all students, including those who are neurodivergent, disabled, or struggling in any other way,” wrote a student who nominated her, adding that Long found them a better chair and a standing lab setup to address severe back pain. “In my short time as a TA, I have seen a range of mental health difficulties in my undergraduate students,” said Long. “I meet them where they are, and if needed I walk them to the finish line. Winning this award is an affirmation that I am doing my job as an instructor.”