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.
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.
Engineering, Waterford High School, Ledyard High School, and The Sound School—to present their yearlong research projects.
MARN 1001E is a marine science course for non-science majors that focuses on human interaction with the marine environment. Over the course of the year, students conducted an in-depth exploration of scientific literature across a range of topics. Their projects examined issues such as climate change impacts on marine species, microplastic pollution, shifting ocean ecosystems, marine conservation and policy, and emerging scientific and medical applications inspired by ocean research. MARN 1003E students presented hands-on research that included ocean acidification resilience, alternatives for fish bait, and even an app developed to identify fish in Long Island Sound.
Dubois, UConn ECE certified physics instructor at Torrington High School. His insight was valuable as geophysics is an important part of the Earth Sciences.
Contest held at Central Connecticut State University (CCSU) on Saturday, May 2nd.
Fast forward a decade and a half later, I live in the U.S. Year 2016 brings chatter of not one, but two Great American Eclipses heading our way: 2017 and 2024. And now the knowledge that solar eclipses are not very rare, but totality is happening over populated areas. In 2017 I would have only seen a partial solar eclipse, but now a new idea: I could travel to see totality. And that’s how I became an eclipse chaser. Like sunsets, no two eclipses are identical. I’ve seen three and plan to see more.