By Janet Belval, CT State Director, CT Science Olympiad, UConn ECE Instructor at South Windsor High School

UConn Early College Experience was proud to host the 2026 Connecticut State Science Olym­piad Competition. This premier annual event brought together some of the brightest young minds from across the state to showcase their scientific skills, problem-solving abilities, and teamwork. The day was filled with immense excitement, collaboration, and intense competi­tion as these budding scientists left no stone unturned in their quest for victory.

 

Science Olympiad is a highly regarded competition that challenges students across a wide ar­ray of scientific disciplines, including biology, chemistry, physics, engineering, and more. With an impressive lineup of more than 23 distinct events, the participants were required to exhibit rigorous content knowledge, innovation, and analytical thinking. Over 50 dedicated Science Olympiad teams from around the state prepared for months leading up to the event, showcas­ing a remarkable commitment to excellence.

 

Tournament Champions & Highlights

 

The battle for the state title showed incredible depth this season, culminating in a spectacular repeat victory.

 

Division C (High School): South Windsor High School fiercely defended their title to emerge once again as the Division C State Winners. They will advance to proudly represent Connecti­cut at the National Tournament.

 

Igniting Curiosity and Inspiring the Future

 

Participating in Science Olympiad is far more than just a bid for med­als. It is a profound opportunity for young minds to explore their passions and ignite a lifelong curiosity about the world around them. Teams are pushed to their limits in structural building and engineering events, and rigorous written examinations and hands-on experimental design.

 

Across the campus, the energy of dis­covery was undeniable. Visitors could witness everything from helicopters being flown to a high-stakes Foren­sic Crime Lab being run inside the Chemistry Building.

 

These are the exact hands-on, im­mersive experiences that create lasting memories for Connecticut students, actively inspiring them to step up and join the next generation of world-changing scientists. The overwhelming success of this year’s Connecticut Science Olympiad com­petition reflects the critical impor­tance of cultivating scientific curiosity in our schools. This massive under­taking would simply not be possible without the foundational support of dedicated coaches, passionate parent and community volunteers, and the exceptional staff of the UConn ECE program.

 

Final Standings & Special Recognitions

C DIVISION

Gold – South Windsor High School

Silver – Avon High School

Bronze – Staples High School

4th place – Wilton High School

Best New Team – West Haven High School

 

 

Introduction by Christopher Todd

Participant data by Cyndee McManaman, CT History Day Regional Coordinator

 

The University of Connecticut and the Office of Early College Programs are proud to support Connecticut History Day (CHD), an enriching program that empowers students to explore the past through rigorous research, thoughtful analysis, and creative expression. This year’s theme, “Revolution, Reaction, Reform in History,” invited students to examine the dynamic forces that have shaped societies across time and place. By investigating moments of transformative change, the responses they inspired, and the reforms that followed, students gain a deeper understanding of how history informs the pres­ent. Through this partnership, UConn and Connecticut History Day foster the curiosity, critical thinking, and civic engagement that prepare the next generation of informed leaders to make meaningful contributions to their communities and beyond.

 

On Saturday, March 7th, UConn Storrs hosted 30 schools comprised of 29 educators and 514 students for the Mansfield Regional Connecticut History Day Contest. In total, 4,805 students participated in Con­necticut History Day contests this year, with the State Contest held at Central Connecticut State University (CCSU) on Saturday, May 2nd.

 

56 Connecticut students traveled to the University of Maryland June 14–18, 2026, for the National History Day Contest, joining more than 2900 students from around the world. Fifteen Connecticut entries received awards or recognition at the National Contest; eight of these entries hailed from the Mansfield Region.

 

Cyndee McManaman, Mansfield Regional Coordinator: “I was happy to have new schools participate in History Day this year. The standards and inquiry-based skills students acquire and hone while completing a His­tory Day project speaks to the rigor embedded in the program. Watching students grow and improve throughout the contest season is powerful. Students aren’t just learning about the history of their chosen topic, but of our country’s and world’s history through the lens of the annual theme.”

 

Teacher quotes

History Day is a fantastic program that challenges students to develop a long-term project using a wide range of resources. As such, it requires persistence and time management, analytical skills when reading high-level text and historical documents and then adapting those resources into a high-quality project.

We encourage students to participate in History Day to engage in rigorous research and presentation of information. Students learn valuable skills all along the journey – academic research related, social, and personal.

 

Student quotes

I loved seeing other projects and gaining a better insight about other parts of history.

I truly enjoyed doing research and creating a nuanced understanding of history.

 

By Aidan Stimac, UConn Chemistry Graduate Student and Dr. Michael Kienzler, Assistant Professor of Chemistry

 

This spring, UConn Early College Experience welcomed nearly 200 high school students from across Connecticut to campus for two UConn ECE Chemistry Lab Days, held on April 30 and May 15, 2026. Together, these events brought students from eleven high schools into the University of Connecticut’s Chemistry Building for immersive, research-based laboratory experiences that connected classroom learning with university-level science.

 

The first event, held on April 30, welcomed more than 110 students from Rocky Hill High School, Academy of Information Technology High School, Northwest Catholic High School, Enfield High School, and Somers High School. A second session on May 15 brought an additional 78 students from Lewis S. Mills High School, Jonathan Law High School, Joseph A. Foran High School, The Woodstock Academy, Berlin High School, and Orville H. Platt High School.

 

These events were coordinated by the UConn Early College Experience Program Office and Dr. Fatma Selampinar, Professor in Residence and UConn ECE Chemistry Faculty Coordinator. Each day paired students with UConn faculty and graduate researchers, offering a firsthand look at the types of experiments and analytical techniques used in modern chemical research.

 

During the April 30th session, scientific activities were led by Assistant Professor Dr. Michael Kienzler. Following an introductory presentation, students moved into undergraduate teaching laboratories, where they synthesized derivatives of azobenzene, a compound known for its light-responsive, photoswitching properties. Using ultraviolet-visible spectroscopy and thin-layer chromatography, students analyzed the compounds they created, gaining insight into how chemical structure and light exposure influence molecular behavior. The experiments reflected ongoing research in Dr. Kienzler’s lab and in­troduced students to advanced meth­ods used in contemporary chemistry.

 

At the May 15 session, students engaged with research led by Dr. Jie He, Professor in the Department of Chemistry and the Polymer Program at UConn’s Institute of Materials Sci­ence. After learning about nanoparticle surface chemistry, students conducted experiments comparing untreated and modified nanoparticles. They observed how these materials responded under different conditions and used UV-visi­ble spectroscopy to link their observa­tions to quantitative data. The activity, based on current research in Dr. He’s lab, provided students with an authen­tic introduction to materials science and nanochemistry.

Across both events, students extended their learning beyond the laboratory bench through exposure to advanced instrumentation central to chemical research. Dr. Selampinar coordinated sessions on Nuclear Magnetic Res­onance (NMR) spectroscopy with facility director Dr. Luke Fulton, while graduate students from UConn’s Chemistry Department demonstrated techniques such as mass spectrometry and X-ray diffraction. These expe­riences helped students understand how chemists identify, analyze, and characterize materials using special­ized tools.

 

Together, the two UConn ECE Chem­istry Lab Days provided students with meaningful, hands-on opportunities to engage in college-level science while building connections with faculty, graduate students, and peers from across the state. By linking high school coursework with active re­search and laboratory practice, these events reflect the shared commitment of UConn ECE and the Department of Chemistry to expanding access to academic experiences and inspiring the next generation of scientists.

 

 

 

This year, the UConn School of Pharmacy celebrated its 100th anniversary and its new name—the UConn School of Pharmacy and Pharmaceutical Sciences—recognizing the many PhD students and researchers who contribute to the school’s success.

 

The past academic year also marked an expansion of outreach efforts across Connecticut. Hundreds of high school students explored careers in pharmacy through hands-on activities, campus visits, and presentations from faculty and current students. Such events both on and off campus were made in large part due to a generous award from CVS Health. In addition, CVS pharmacists were active participants across different events, offering students perspectives from a variety of backgrounds and careers within pharmacy.

 

Led by Associate Dean Dr. Rickles, outreach visits brought pharmacy directly into schools and at the Connecticut Science Center, where students practiced administering injections on simulation arms and learned about the profession firsthand. On-campus visitors toured the school, compounded lip balms and scrubs, and participated in interactive demonstrations, including Dr. White’s human body simulator, which allowed students to see how medications are used to make emergency clinical decisions. During the summer, 15-18 high school students from across the region come to UConn’s Storrs Campus to learn about pharmacy and engage in many interactive activities. These students graduate from the ome-week immersive experience with the designation of being CVS Health Junior Scholars. Dr. Rickles had a team of faculty, staff, as well as the project coordinator and recent UConn grad, Alexandra Torres Munoz, to collaborate with to make all events successful and enjoyable.

 

In addition to the hands-on events and school visits, the School of Pharmacy and Pharmaceutical Sciences has rolled out PHARM 1002: Fundamentals of Pharmacology, as a UConn course offering through the Early College Experience program. In this course, high school students can gain a strong foundation in essential components of drug therapy and key aspects of pharmacy practice. The plan is to offer more UConn courses through Early College Experience that lead to a pharmacy technician certification pathway for high school students, providing them with the tools and credentials required to work as certified pharmacy technicians. By establishing programs like these, we aim to provide students with meaningful opportunities to gain hands-on pharmacy experience and earn college credit early, helping to set them up for future success. We look forward to inspiring the next generation of pharmacists and sparking excitement for one of healthcare’s most vital professions.

 

Through partnerships with schools such as New Haven’s Hill Regional Career High School, Seymour High School, Norwich Free Academy, Glastonbury High School, and more, the School of Pharmacy and Pharmaceutical Sciences is inspiring the next generation of healthcare professionals and demonstrating the impact of pharmacy in communities across Connecticut. n

By Alexandra Torres Munoz, UConn ’25 (CAHNR) (CLAS)

 

On March 17, 2026, the UConn ECE Program and Math Faculty Coordinators launched a new event—and (hopefully!) a future annual tradition—the UConn ECE Integration Bee. After an initial attempt to host the event in 2025 was canceled due to scheduling challeng­es, the first-ever iteration this spring went un-BEE-lievably well. Approximately 60 students from 5 high schools attended, and we hope to see even more join the competition next year.

This event was inspired by UConn’s annual In­tegration Bee, hosted each fall by the American Mathematical Society (AMS) Graduate Student chapter of the Math Department. The com­petition is open to all undergraduate students to tackle some tricky integrals and to earn some cool prizes! The event is open to anyone, but it is strongly advised that anyone participating has completed (at least) Math 1132Q: Calculus II.

 

We decided to adapt this event into a friendly competition open to any UConn ECE Math students that are currently enrolled in Calculus II, and we hosted the event during UConn’s spring break to make campus travel a bit easier (besides, we figured the participants wouldn’t mind a day off school to go do extra hard math prob­lems, right? …right?).

 

The competition began with a written qualifying round open to all student attendees. The top scoring students were then invited to compete in the first round (the highest score was a 5 out of 10, which was truly impres­sive!), where they worked individ­ually at the whiteboard, competing in groups of six at a time, to solve staggeringly difficult integrals. The first to finish a problem correctly earned a point, and the best one or two students from each group moved to the next round.

 

The final round was a head-to-head match between Chidubem from Fairchild Wheeler High School and Tommy from Trumbull High School. Despite a few questions stumping both competitors, we were able to crown a champion!

 

Trophies were awarded for the top three finishers—first place went to Chidubem from Fairchild Wheeler High School, second place to Tom­my from Trumbull High School, and third place to Ted from Trumbull High School—along with some awe­some medals for the top 10 partici­pants (which hopefully helped take away the STING of defeat!).

 

Thank you so very much to the amaz­ing staff in the UConn ECE office for helping us to organize and run the event and thank you to all the instruc­tors and students who helped us make this first Integration Bee a resounding success. We look forward to hosting the event again in March 2027! Will the integrals be even more diabolical- you’ll have to find out then!

 

By Danielle DeRosa, Assistant Professor in Residence, Sport Management and UConn ECE Faculty Coordinator for Educational Leadership and Gemetta Neal Goulet, CREC Greater Academy of the Arts, EDLR 1162 Health & Education in Urban Communities UConn Instructor

 

At CREC Greater Hartford Arts Academy High School, Gemetta Neal Goulet, fond­ly known by her students as Mrs. G, has transformed her UConn course offered through Early College Experience course into a pathway to purpose. Beyond the opportunity for students to earn college credits by engaging in college course­work, Mrs. G uses the classroom as a space to bridge academic learning with real-world application. EDLR 1162: Health & Education in Urban Communities pro­vides a meaningful lens for students to examine topics like access to healthcare, mental health awareness, nutrition, and community wellness. Instead of learn­ing these concepts in isolation, students are encouraged to think critically about how these topics are experienced within their own lives, neighborhood, and larger society. This relevance increases engage­ment and gives their learning a deeper sense of value.

 

A major way that the coursework is brought to life is through the course’s service-learning com­ponent, which brings together learning from the course and engages students within their community. Rather than relying solely on traditional instruction, the course encourages students to investigate real problems, collaborate with peers, and create solutions that have tan­gible outcomes. Incorporating service-learning strengthens the connection between the classroom and the community by engaging students in mean­ingful experiences that address real community needs. Through collaboration with community partners, students deepen their learning while developing a greater sense of civic responsi­bility, empathy, and commitment to creating positive social im­pact.

 

Since its inception in the 2022-2023 academic year, students enrolled in EDLR 1162 have cre­ated projects that touch on mental health, opioid addiction, and obesity. Modeled in a gal­lery walk format, the students create a day of learning for their peers and the larger community. These projects push students to think beyond memorization—they analyze, create, and apply. Elke Hernandez, Instructional Coach, shares, “Mrs. G’s (UConn) ECE Health projects turn real-world health challenges—mental health, opioids, social media, and gambling, to name a few—into student-led action. Students design, plan, and execute every­thing from events to advertising and media. These projects bring the community together, foster collaboration across subjects, and build transferable skills while making complex health topics engaging, creative, and mean­ingful.”

 

Most recently, students who took EDLR 1162 in fall 2025 explored the impacts of youth gambling, with specific focus in better understanding how the nega­tive impacts of youth gambling are amplified when considering racial and socio-economic dis­parities. Not only did the students create posters to engage in a school-wide presentation for peers, administrators, and district leaders; they also had the opportunity to visit the State Capitol to meet with Representative McCarthy Vahey to share their research and experience in the course. Carter Stevens describes EDLR 1162 as “a class that matters.” Angeliz Rivera shares that EDLR 1162 “was different from my other classes because it focused more on real-world experiences instead of just textbook learning. It is more hands-on, allowing me to apply what I’ve learned in actual urban settings. It also emphasizes diversity, culture, and challenges in urban communities, which my other classes don’t focus on as much. Overall, it feels more practical because I’m solving real problems and reflecting on my own experiences.”

 

Through her innovative teaching, Mrs. G has created an educational experience for her students that allows them to explore issues that directly impact their communities while building the skills they need for life beyond high school. The service-learning component develops essential skills such as communication, teamwork, and time management. Students learn how to divide responsibilities, hold each other accountable, and present their ideas with confidence. These are the same skills they will need in college courses and future careers. Mrs. G shares, “What I appreciate most is watching students take ownership of their learning. When given the space to explore and create, they begin to see themselves as capable of making an impact. They are no longer just completing assignments—they are engaging with content that matters.

 

 

 

 

By Eduardo Urios-Aparisi, Associate Professor and Celinés Villalba-Rosado, Associate Professor, Literatures, Cultures, and Languages, UConn ECE Spanish Faculty Coordinators

 

 

On May 22, UConn ECE Spanish hosted our first event on the Storrs campus. More than 50 students from four high schools participated in the first ever UConn ECE Spanish Film Fest. The event was organized for students and teachers to come to cam­pus, watch a selection of short films, have a conversation with the directors of those shorts, and have the oppor­tunity to interact with students from other high schools in Connecticut.

 

The UConn ECE Executive Director, Christopher Todd, welcomed students from the following high schools and their instructors: East Lyme High School (Jessica Garcia), John F. Ken­nedy High School (Catalina Rincon), Lewis S. Mills High School (Pamela Thomas), and E.O. Smith High School (Amy Nocton). Chris emphasized the importance of this event in UConn ECE Spanish’s history. Event orga­nizers Celinés Villalba-Rosado and Eduardo Urios-Aparisi gave an over­view of the line-up of event activities and thanked not only the students for their participation but also film producer Ivonne Cotorruelo-Perez. She curated the films and moderated the post-screening conversation with the directors.

 

The four films were made by Caribbean directors and had a connection to the present situation in the Caribbean and the USA. We started by watching Ana y la distancia, (Cuba, 2024), directed by Hansel Porras García. It is an emotional short about a Cuban woman who lives in Florida and struggles with anxiety as her son is trying to join her in Florida by taking the dangerous route from Nicara­gua to the US border. DEPEYIZE, (República Dominicana, 2024) is a short directed by Pa­mela Bencosme about a young Haitian boy whose mother is taken back to Haiti by migration police and, alone, he is adopted by a family of poor fisher­men in the area. Mano Santa (Puerto Rican, 2020) is a short directed by Stephanie Camacho, that focuses on a gay man who escapes from his father and homophobic prejudices and takes refuge with his grandfather, a man who lives in the mountains in the interior of Puerto Rico and who practices non-conventional medicine. The final short, Parole (Cuba-USA, 2024), is a documentary that tells two stories: the life of the director, Láza­ro González, in San Francisco and Berkeley, California and the voice messages his mother and sister leave him in his phone. The film shows the contrast between the life of the director in the US and that of his family in Cuba.

The students noted questions in their handout after each short. The discussion that ensued exceeded our expectations. One by one, students came to the podium and asked the four directors very relevant and meaningful questions about the films. Some students from the Dominican Republic were particularly affected by Pamela Bencosme’s DEPEYIZE since they had lived or knew people in a similar situation. They asked about unusual elements like the repeated presence of a canary in a cage in the film Ana y la distancia. They wanted to know whether Lázaro González was finally able to meet his family. They also asked about the use of the camera in Parole and its connection with the other Cuban short, Ana y la distancia. They wondered about the presence of music and its narrative role in Mano Santa. The conversation was lively, and we felt it could have continued when we had to break for lunch.

 

While we were having lunch, we asked students to write down which was their favorite short and why and then to ask students from another school about their favorite film. The hall immediately came alive with young people talking amongst each other, discussing, and interacting, sharing their own tastes and interests. This was the perfect ending for the activity which was meant to engage, discuss, and learn from each other by reflecting on what movies allow us to experience.
The beauty of a short film is the capacity to create poetry and narratives with very few images, and the students showed great sensitivity towards the beautiful images, the characters, the glimpse into their lives, and demonstrated an interest in getting to know more about what happened to the people in the stories. We often have the need to continue the story with our imagination. Short movies are perfect tools to learn about language, culture, and storytelling.
The event was an excellent conclusion to a very successful year. We had a large number of certified teachers. By all accounts, the workshop by Dr. Dolores Juan-Moreno (Clark University) was excellent and we awarded the first UConn ECE Spanish language award to Sophia D’Angelo from Lyme-Old Lyme High School. We look forward to next year’s event.

 

James Hillhouse High School Students Celebrate the Roaring Twenties  

Thomas C. Foster writes, “Generally, eating with another is a way of saying, “I’m with you, I like you, we form a community together.”    

 

On May 1, Mr. Kevin Barbero’s ENGL 1007 students put on a “Roaring Twenties” gala at Bregamo’s Community Theater in New Haven, inspired by F. Scott Fitzgerald’s The Great Gatsby and Tender is the Night. Completely planned by students, the night included French salon-style intellectual conversations, eulogies for Jay Gatsby and Dick Diver, and sumptuous food. The project concluded with students writing an essay about why dining together and geography matter symbolically across literature.

 

A Student Perspective: HRTS 2200—Introduction to Genocide Studies 

Enrolling in HRTS 2200: Introduction to Genocide Studies through the UConn Early College Experience program introduced me to major global issues and taught me the importance of protecting human rights on the global level. The course challenged me to think critically about the historical, political, and social aspects behind genocide, its warning signs, and how we can prevent it. For my final project of the course, I created a website to raise awareness about the humanitarian crisis in South Sudan, using sources from the Bosnian War, case of Darfur, and Indigenous Genocide in Guatemala. 

 

 I am incredibly grateful to UConn ECE for an experience.   

 

The website explores the history of the conflict in South Sudan, debates its classification as a genocide, raises awareness of the ongoing humanitarian crisis, and provides visitors with information on how they can help within their own communities. I included links to donation platforms hosted by humanitarian organizations like Save the Children and the International Rescue Committee, which support relief efforts. https:// tavaresroanderson.wixsite.com/hopefor-south-sudan 

– Tavares Anderson, Crosby High School 

 

Civil Engineering Faculty Coordinator Sarira Motaref   

Professor-in-Residence and UConn ECE Civil Engineering Faculty Coordinator Sarira Motaref is featured in the latest issue of UConn Magazine for her innovative approach to teaching CE 2110: Applied Mechanics I. The article highlights her commitment to student success, her nationally recognized work in inclusive engineering education, and the ways she helps students connect complex engineering concepts to the world around them. From supporting neurodiverse learners to creating engaging, real-world learning experiences, Motaref exemplifies the dedication and excellence of UConn ECE faculty. Read the full article to learn more about her teaching philosophy, research, and impact on students at UConn and across Connecticut. https://magazine.uconn. edu/2026/06/11/ce-2110-applied-mechanics-i/   

 

 

Expanding Opportunities with New Courses for 2026–2027  

UConn Early College Experience is expanding its academic portfolio for the 2026–2027 school year with a diverse lineup of new courses that provide students with even more opportunities to explore their interests while earning college credit. New offerings include Elementary Arabic I and II, introducing students to Modern Standard Arabic and global language study; Fundamentals of General Chemistry I and II, expanding access to a wider array of Chemistry coursework and strengthening preparation for STEM and health-related majors; Introduction to Theater Arts and Playwriting, which foster creativity and communication through the performing arts; Computer-Aided Design and Manufacturing, providing hands-on experience with industry-standard CAD software and manufacturing principles; and two new pharmacy courses, Fundamentals of Pharmacology and Discovering the Leader Within that introduce students to healthcare careers while building essential leadership skills. Together, these additions reflect UConn ECE’s commitment to offering rigorous, relevant coursework that prepares students for success in college and beyond. 

 

• ARAB 1001: Elementary Arabic I  • ARAB 1002: Elementary Arabic II  • CHEM 1124Q: Fundamentals of General Chemistry I    • CHEM 1125Q: Fundamentals of General Chemistry II    • DRAM 1101: Introduction to Theater Arts  • DRAM 3141: Playwriting  • ME 2140: Computer-Aided Design and Manufacturing (previously ME 3295)  • PHAR 1002: Fundamentals of Pharmacology  • PHRX 3057: Discovering the Leader Within  

 

   

Deep Impact Study 

The UConn Early College Experience Deep Impact Study is conducted every five years to better understand the long-term impact of UConn ECE on students, instructors, schools, and college readiness. The information gathered from instructors, site representatives, and principals’ helps guide program improvement, inform future initiatives, and ensure that UConn ECE continues to meet the needs of participating schools and students across the state. The survey will open this fall, and we strongly encourage all invited stakeholders to participate. Your feedback is essential in helping us evaluate the program’s effectiveness and shape its future development. 

 

 

Congratulations to the following UConn ECE Faculty Coordinators on their promotions: 

 Vishal Baloria (Accounting) Tenure as Associate Professor

 

Michele Back (Curriculum & Instruction) Promotion to Professor

 

Jorge Paricio Garcia (School of Mechanical, Aerospace, & Manufacturing Engineering) Promotion to Professor In-Residence

 

Brian Chapman (Human Development and Family Sciences) Promotion to Associate Professor In-Residence 

 

 

Welcome New Faculty Coordinators 

Arabic

Brady Ryan, Ph.D. 

European History 

Brendan Kane, Ph.D. 

Allied Health

Lauren Corso, Ph.D. 

 

UConn ECE Honors 2026 Graduates 

 By Todd Blodgett  

 

For the third year, UConn Early College Experience (ECE) proudly celebrates the academic accomplishments of high school seniors through the UConn ECE Honor Cords program. This spring, 106 partner high schools distributed UConn Honor Cords to their eligible seniors. Students received their cords during college credit ceremonies, senior class nights, and other school events. These cords, in UConn’s signature blue and white, symbolize the achievement of successfully completing a rigorous UConn course while still in high school. Graduating seniors who have taken at least one UConn course through ECE and are in good standing with the program are invited to wear the cords at graduation. The colors themselves are steeped in university history: “National Flag Blue” (Pantone 289), a tradition dating back to the 1950s under President Albert N. Jorgensen, with further refinement by Athletics Director Tim Tolokan, who helped standardize uniforms and institutional branding. Congratulations to the high school Class of 2026—who wore their UConn ECE Honor Cords with pride!

 

UConn ECE Professional LinkedIn Page 

 In addition to our LinkedIn Alumni Group, UConn Early College Experience is excited to launch a new Professional LinkedIn Page dedicated to advancing the conversation around concurrent enrollment. This page will serve as a hub for educators, administrators, site representatives, and higher education partners interested in best practices, research, program outcomes, professional development, and the accomplishments of our instructors, schools, and districts. Followers can expect insights into the field, recognition of outstanding achievements across our network, and updates that highlight the impact of concurrent enrollment throughout Connecticut and beyond. As part of this transition, our Professional Development Blog will move to LinkedIn, where ECE Instructor workshop recaps, training highlights, and other professional learning content will be shared directly through posts and articles. We encourage all school professionals involved with UConn ECE to follow the page and join us as we share innovations, celebrate successes, and strengthen our professional learning community. 

 

UConn ECE Well Represented at NEACEP 2026 Conference 

 The University of Connecticut’s Early College Experience (ECE) program was well represented at the 2026 New England Alliance of Concurrent Enrollment Partnerships (NEACEP) Conference, held May 28 at Manchester Community College in Manchester, New Hampshire. The conference theme, “The Dual Credit Challenge: Expanding Access While Upholding Standards,” brought together educators, administrators, and policymakers to explore how dual and concurrent enrollment programs can increase student opportunity while maintaining academic quality and rigor. 

 

The conference featured a keynote address by Anna O’Connor, Senior Director at Jobs for the Future (JFF). Drawing on her experience across K–12 education, higher education, and government, O’Connor discussed innovative dual enrollment models, equitable access to college and career pathways, and the value of cross-sector partnerships in supporting student success. 

 

UConn ECE educators and partners contributed several presentations showcasing innovative teaching practices, pathway development, and program leadership. Jeri Brima of Staples High School presented Students are the Experts Now: Project-based Learning in American Popular Music, highlighting student-centered instructional approaches that foster engagement and deeper learning. 

 

A collaborative session, Identity, Belonging, and Academic Rigor: The Role of Ethnic Studies in Expanding Access to Dual Enrollment, was presented by Teresa Obedzinski of Naugatuck High School, Michelle Henry of Simsbury High School, and Dr. Jason Chang of the University of Connecticut. Their presentation explored how ethnic studies courses can strengthen student belonging while maintaining high academic expectations and expanding participation in dual enrollment. 

 

Career pathway development was also prominently featured. Frank F. Marcucio III of Waterbury Career Academy presented Building a Rigorous Dual Credit EMT Pathway: Expanding Access While Upholding Standards, sharing strategies for creating healthcare career opportunities aligned with college-level expectations. Linda Richard, RN, of Waterbury Career Academy presented Career Academies 101: A Blueprint for Success, offering insights into designing and sustaining career academy models that prepare students for college and workforce success. 

 

UConn ECE staff members Bobbi-Jo Wathen, PhD, and Carissa Rutkauskas presented Expanding Access While Maintaining Standards, highlighting UConn ECE as a national model for balancing growth with academic integrity. Their session examined advising structures, academic pathways, faculty oversight, and quality assurance practices that support one of the nation’s longest-running concurrent enrollment programs.

 

The strong presence of UConn ECE presenters reflected the program’s commitment to innovation, collaboration, and excellence in concurrent enrollment, helping advance conversations about expanding educational opportunity while preserving rigorous, transferable college-level learning experiences.