Faculty member honored with DAISY Award

A faculty member at the College of Nursing has been recognized with the DAISY Extraordinary Nursing Faculty Award, a prestigious honor that highlights nursing faculty who demonstrate unwavering commitment and serve as an inspiration to their students.

Assistant Professor Mackenzie Misane received this year’s award, which honors educators who go above and beyond to support and mentor the next generation of nurses.

Misane, who teaches in the area of behavioral health nursing, is known for her dedication to creating inclusive, student-centered learning environments that challenge stigma and empower students to find their voice as advocates.

“I am passionate about providing safe spaces for our students to learn about behavioral health nursing, teaching students how to be strong advocates for their patients, and reducing the stigma surrounding mental health. The students inspire me through their vulnerability and eagerness to uplift each other," Misane said. “Their empathy and support for one another reminds me why I teach,” she added. “I want to help shape the future of nursing—where mental health is prioritized, stigma is dismantled, and students feel empowered to advocate for and educate those around them.”

"In her short time with the college, Makenzie has already made an impact," said Dean Leigh Small. "Makenzie has inspired students to be prepared for their future professional nursing role by her passion for high quality patient care. This passion and dedication to her faculty role make her well-deserving of a DAISY Award, and we are proud that she is on our team!"

The DAISY Foundation established the faculty award to recognize nursing educators who consistently demonstrate excellence in their teaching and serve as role models for both their students and peers.

“To be selected as the recipient of the DAISY award is such an honor and I am truly humbled and grateful for this inspiring award,” Misane said. “The award has stoked my fire to continue implementing innovative and inclusive teaching strategies.”

 

Published Sept. 18, 2025.