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 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 Dr. Tina Chiappetta-Miller , Associate Professor In-Residence, Literatures, Cultures, and Languages and UConn ECE Italian Literature and Cultural Studies Faculty Coordinator

 

Now, in its third year, the UConn ECE Italian Multimedia Contest continues to offer students of Italian an original, engaging, and creative way to apply their language skills. This year’s theme, “Il linguaggio del…vero io” (“The language of… my true self ”) struck a special chord with the high school participants. The theme inspired more than 35 submissions that explored students’ intimate feelings and lived experiences.

 

Students responded in a wide range of creative formats, including poems, drawings, photo col­lages, and even an original song, which earned an honorable mention. This year’s winners expressed deeply personal images of their complex identi­ties, highlighting the intersection of cultures that shape who they are.

 

The contest jury, composed of Professor Federica Anichi­ni’s 10th grade class at the Istituto Agrario in Florence, Italy, were very impressed with this year’s submissions. Students Ettore, Viola, and Niccolò stepped up to record an enthusiastic video announcing the winners.

 

The best part about the “Il linguaggio di…” contest is that it showcases the strength and vitality of high school Italian programs across Connecticut while reinforcing UConn ECE’s connection and commitment to language learning and creative expression.

 

1st place: Virginia Akide Ndunge of Holy Cross High School with her essay, “Troppo, Non Abbastanza” (“Too much, not enough”) and her original collage “Sono Abbas­tanza” (“I am enough”).

 

2nd place: Jose Taveras of Bristol Central High School with his poem and photo collage, “Il mio cuore” (“My heart”).

 

3rd place: Isabella Cacnahuaray of Holy Cross High School with her poem “Mio Mondo Pieno di Somiglianza” (“My world full of similarities”) and drawing, “La Bellezza della Cultura” (“The beauty of culture”)

 

Honorable Mention: Emersyn Miller of Staples High School for her original song, “Scopri chi sono” (“Discover who I am”).

 

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 Todd Blodgett 

 

The annual UConn Early College Experience Site Representative Conference was held this May at the UConn Storrs campus. The ECE Program Staff hosted 145 Site Representatives from 118 partner high schools. The conference attendees started the morning hearing from the Associate Director of Undergraduate Admissions, Jayson Hodge, and the Vice Provost of the Institute for Student Success, Dr. Tadarrayl Starke. Both shared messages of the relevance and importance that UConn courses offered through UConn ECE have in preparing students to be desirable and well-rounded applicants for post-secondary education as well as successful in their post-secondary endeavors.   

 

The focus of this year’s conference was on providing different opportunities and the knowledge of resources that non-degree students have through the UConn courses offered in their high schools and the UConn ECE program. Breakout sessions were led by members of the UConn Writing (W) Center, UConn Quantitative (Q) Center, UConn Center for Students with Disabilities (CSD), UConn Pre-College Summer (PCS), and UConn ECE program staff.   

 

The annual conference continues to aim to bring together representatives from each high school in Connecticut to help support them in offering UConn courses to their students and provide them with resources to be successful. We appreciate all the work that our Site Representatives do to make their UConn ECE programs successful at their schools and are excited to continue offering a diverse selection of course offerings to their students!

 

 

 

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 Stefanie Malinoski  

 

This spring, UConn Early College Experience certified 248 new instructors, including 189 new partner instructors who completed New Instructor Orientation on May 18th, expanding access to UConn courses across 45 disciplines in 126 Connecticut high schools.  

 

Led by Executive Director, Chris Todd, and the UConn ECE staff, the day-long orientation introduced educators to key program components, including instructional responsibilities, student registration processes, and alignment with NACEP standards. Breakout sessions highlighted UConn’s instructional resources, program operations, and student enrichment opportunities such as the Pre-College Summer program. Special thanks to Ery Caswell, Student Success and Engagement Librarian, Daniel Facchinetti, Director of Educational Technologies, and Samantha Hannagan, Educational Technologist, for sharing their expertise with the group. 

 

 In the afternoon, discipline-specific meetings connected new instructors with Faculty Coordinators and fellow instructors, fostering collaboration and a strong professional community across subject areas. Participation from Faculty Coordinators in each discipline reinforced ECE’s commitment to supporting its growing statewide network of instructors. 

 

As the academic year concludes, UConn ECE celebrates this milestone and remains focused on expanding access to rigorous educational opportunities for both teachers and students across Connecticut.