Author: Carissa Rutkauskas

UConn ECE Wallace Stevens Poetry Contest

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By Sean Frederick Forbes, Ph.D.
Director, Creative Writing Program
UConn English Department

 

When I learned that the theme of this year’s ECE summer magazine was going to be “Growth Mindset: Challenging the Status Quo,” I nodded in approval. For any writer, especially a poet, it’s important to consider the role that a healthy “growth mindset” plays in the writing process. Every time one writes a poem, an essay, a text message, or even a grocery list, one is learning to write all over again. Writing a villanelle requires an understanding of the way repeated alternating refrains and a specific end rhyme scheme are employed to convey a complex narrative to the reader/listener versus texting one’s sibling to ask for a huge favor which requires one to think about effective and persuasive phrasing. The writer adapts to the nuances and limitations of each writing form, and in turn, the writer is growing by questioning and challenging the norms set before them. It’s the poet’s exuberant curiosity coupled with the impulse to take risks that allows for creative thought and expression.

 

My fellow judges, Sophie Buckner and Dan Healy, (both PhD candidates in the English department and creative writers), and I selected three poetry packets by Grace Dehnel, McKena Clemons, and Natalie Crowley, as the first, second, and third prize winners, respectively. With almost 100 submis­sions for this contest, and no identify­ing information on each packet during the review process, our three winners all happened to be students from Rockville High School. This was very exciting to find out as Mrs. Nordlund, their Rockville High School instructor, was once a Summer Institute fellow for the Connecticut Writing Project housed in the English department at UConn and she’s also a poet herself.

During the reading and deliberation process, Sophie, Dan and I thought carefully and critically about the pre­sentation of the poems in each packet. We considered the ways in which the speaker’s voice establishes tone, and the form and style employed, as well as many other factors. What was most telling to the three of us was that

these three poets were moved by their rum­bustious desires to express themselves in poetic form, and for that we are eternally grateful.
 
In Grace Dehnel’s poem “Air,” the speaker presents the denotative mean­ing of the word “free fall,” and takes on the typography that one would expect to find in an online or print dictionary such as a phonetic pronunciation guide, the part of speech of the word (“free fall” is a verb), and the word’s meaning. Typographically, the poem’s layout is a free fall-esque form that can unsettle the reader ever so slightly. This innovative decision allows the speaker to present a narrative voice to the reader in a most provocative man­ner with lines such as “A gravitational pull--/ intangible & untouchable & yet/doesn’t let you leave does it?” What’s most striking in these lines are the ways in which spacing, notably the large gaps within a line, create a tension within the narrative presented since the speaker breaks free from the constraints of traditional poetic line and stanza breaks expectations.
 
McKena Clemons’ poem “The second month” astonishes the reader with its use of a spare aesthetics juxta­posed with deep-rooted cultural and historical stings about the month of February. In the first few lines, the reader is symbolically exposed to the natural elements associated with a wintery climate—the chilled air, the dead trees, and the muddy slush of too much snow and sometimes rain. Clemons then ends the poem with three thought-provoking lines for the reader to ponder over: The streets are flooded with red hearts but they didn’t leave blood stains. / The shortest month dedicated to love and black bodies. / February is hypocrisy.” These lines can lead the reader to be con­templative and inquisitive about how some months in a calendar year can induce such deep thinking.
 
Natalie Crowley’s poem “Maybe it’s the Maybelline” the speaker confronts feminine beauty standards based on the cosmetics industry and the emotional, physical, and psychological affects and effects of applying mascara to one’s eyelashes. In the first few lines, the speaker informs the reader that in 1872 the first commercial mascara was created: a mixture of “petroleum jelly and coal dust.” In doing so, the reader becomes fixated on the human eye and the drastic and harmful “lengths” one takes in wanting to have allur­ing-looking eyelashes: “Sneaking into my sister’s makeup. / I used her mas­cara. / Got a cyst on my eye.” As one continues to read Crowley’s poem, one engages with the speaker on multiple levels in a succinct yet profoundly substantive style of voice.
 
Listen to Poetry readings

Grace Dehnel

Grace Dehnel is a junior attending Rockville High School and is enrolled in the creative writing program. She enjoys writing poetry and is a Sunken Garden finalist.
 
My ECE courses have allowed me to gain a new understanding of the world and see things through different lenses. With my pieces, I thematically and structurally explored the four elements of nature.
 
I love poetry because it allows me to explore the dark side of human nature through the use of metaphors.
 
 

 
Air

 

free fall

/ˈfrē ˌfôl/

verb

“to move under the force of gravity only; fall rapidly.”

Vertical   descent--

I   was   weightless.

My   body   began   rapidly

approaching   the   ground--

reaching   its   terminal   velocity.

Time   is   impermanent   &   I

wondered   who   it   was   going   to   take   next.      [Was I the one chosen on Time’s waitlist?]

A   gravitational   pull--

intangible   &   untouchable   &   yet

doesn’t   let   you   leave                   does   it?

My   body  steadily   becoming   limp.

My   eyes   feel   dry,         my   mouth   arid   &   my

arms   sting   from   the   harsh  gusts  of  air

that   tear   at   my   skin.         [Razor blades]

I   think   I’ve   accepted   that   this   is   it   for   me--

Perhaps   my   body   will   become   a   cloud

&   overlook   the   sky--

Transitory   clouds

do   not   have   worries   or   fears.

I   feel   my   body   shutting   down--

My   eyes   unfocus   as   I   stare   at   the   sky

littered   with   clouds--

I   see   nothing   anymore         [Dead before I had hit the ground.]

McKena Clemons

McKena Clemons is a Junior at Rockville High School where she is on the Varsity Golf Team. McKena is a proud advocate for social and environmental justice.
 
Sophomore year of high school I dealt with the transition of growing into my skin and where I fit socially. I began writing poetry which helped me grow and continue to grow into a better artist, activist, and a better person.
 
I have taken two ECE UConn classes and they both have been my favorite. The classes are challenging but I know they have prepared me for college.
My poetry has always been a tool so I could express myself. Throughout my poems there are themes of racial identity, gender identity, and coping with difficult moments in life as a child.

 

The second month

 

The air is chilled but days are warm.

The trees are dead but they dance in the wind more.

The pure white snow is nothing but a muddy slush.

The ground is frozen but grass still grows.

The weatherman promises just rain but no one is surprised by snow.

The month is second to all and first to some.

The streets are flooded with red hearts but they didn't leave blood stains.

The shortest month dedicated to love and black bodies.

February is hypocrisy.

 

 

Natalie Crowley

Natalie Crowley is a junior at Rockville High School and is a member of the creative writing program. She enjoys painting and is a part of the lacrosse team at her school.
 
Poetry has allowed me to express my opinions and commentate on issues in an artistic way.
 
My UConn ECE experience has given me a broader perspective on United States history as well as current social and political issues.
 
My poetry addresses my own experiences in the school system as well as how creativity is suppressed in modern education.

 
Maybe it’s the Maybelline
 
In 1872, the first commercial mascara was created:

Eugene Rimmel’s plumping serum--

a formula consisting of petroleum jelly and coal dust.

A rite of passage for middle school girls.

Cheap drugstore Maybelline,

pulled over lashes,

over and over,

until the hairs clumped together--

Just like how those girls stick together,

traveling in packs that I pretended to hate.

I wanted to be more like them.

Sneaking into my sister’s makeup.

I used her mascara.

Got a cyst on my eye.

I will never do that again.

It was like the Universe told me,

No, it’s not your time yet.

I settled for an eye lash curler and Vaseline.

 

I am jealous of those girls now.

When the tiny bottle and wand don’t fit in my hand,

I try over and over.

Black smears on my fingertips,

a constant reminder of who I am not.

Uneven, stuck together–

I practice at night instead of studying.                  I’ll do it in the morning.

 

The mascara weighs my eyes down in class.

I’m fighting sleep as I watch those wide-awake girls

Is there a HIIT for eyelids?

No one looks at me differently.

No one looks at me.

I wonder if Mr. Rimmel is a scam artist.

Do guys even like it?

Do I even like it?

Sitting in my chair with a test

I barely passed--

I let my finger run over the still wet ink--

my fingers coated in another layer of black.

 

UConn ECE Chinese Talent Show

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By Jessica Dunn | Photos by Gordon Daigle and Mike Illuzi
 
UConn ECE Faculty Coordinator of the Year, Dr. Chunsheng Yang, brought back the UConn ECE Chinese Talent show to the benefit of 175 students this past March. With 100 UConn ECE Students, and about 75 UConn undergraduates, this event provided a space for students to work together to demonstrate their Chinese skills through various abilities and learn to embrace cultural diversity. As Dr. Yang explained in an interview for the UConn Daily Campus, “the Chinese talent show provides an avenue for both high school Chinese learners and UConn undergrad Chinese learn­ers to showcase their Chinese language skills and have fun while socializing with peers both from other CT high schools and UConn undergraduate students.”
 

 
Participants from Connecticut high schools were students enrolled in UConn Chinese 1114 through UConn ECE and represented Amity Regional High School, Simsbury High School, Granby Memorial High School, Hall High School, Miss Porter’s School, and Norwich Free Academy. Along with attendance from high schools across the state, there was also a wide variety of talents showcased at the event. From a Kung Fu performance from Amity Regional High School and a Gourd Flute performance from Miss Porter’s School to an authentic Dragon Dance from Hall High School, the talent was extraordinary, and it was evident the students worked very hard through­out the year to improve their Chinese language skills and gain the confi­dence to perform at UConn in front of their peers.
 
We commend all students for their willingness to participate and look forward to offering this event to fu­ture UConn ECE students.

 


 
UConn ECE项目负责人杨春生是 2023 年度 ECE Faculty Coordinator Award获得者，他于今年3月组织了UConn ECE中文才艺秀。此次活动汇聚了100 多名UConn ECE 学生和75名 UConn 本科生，为学生提供了一个共同展示中文技能、欣赏文化多样性的平台。正如杨博士在接受UConn Daily Campus采访时所说：“中文才艺秀为高中中文学习者和 UConn 中文学习者提供了展示中文技能、与其他高中和 UConn本科生社交的机会。”
 
才艺秀的高中参与者都是UConn ECE中文课程的学生，包括Amity Regional High School、Simsbury High School、Granby Memorial High School、Hall High School、Miss Porter’s School 和 Norwich Free Acad¬emy。来自不同高中的同学展示了各种各样的才艺，从 Amity Regional High School 的功夫表演，到 Miss Porter’s School 的葫芦丝表演，到 Hall High School 的正宗舞龙表演，同学们个个才华横溢，在展示中文语言能力的同时，也表现出精湛的表演才能。
 
我们为所有参与的同学喝彩，并期待将类似活动扩大到UConn ECE的其他项目中去。
 
Translated by UConn ECE Chinese Faculty Coordinator, Dr. Chunsheng Yang
 

News to Know

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NEACEP Conference 2023

In their first post-pandemic regional conference, attendees from the six New England states and beyond gathered at the University of Rhode Island, Feinstein Campus in Providence for the New England Alliance of Concurrent Enrollment Partnerships (NEACEP) on Friday, May 5, 2023. The theme was “Upward and Outward” and over a dozen breakout session centered on themes of equity, policy, and teaching and learning. Dianne Lassai Barker, National Alliance of Concurrent Enrollment Partnerships (NACEP) Director of State Engagement, addressed a group of nearly 100 people with an overview of NACEP and thoughts on equity and inclusion. UConn ECE was well-represented: on the planning committee, as a sponsor, and through presentations. University High School of Science & Engineering (Hartford) Principal, Sean Tomany, and UConn ECE American Studies Instructor, Jennifer Todisco, presented “Expanding ECE Offerings and Equity”; Jake Skrzypiec and Sarah Wiederecht (Manchester High School) and Chris Buckley (Brookfield High School) UConn ECE Human Rights Instructor presented “Building Bridges: Human Rights & the Early College Experience Classroom”; and our own, Chris Todd, represented UConn ECE in two sessions. His first presentation, “Navigating the Tide: Expanding Pathways to Concurrent Instructor Certification in an Era of Teacher Uncertainty,” Todd spoke to the struggle with the recruitment and retention of teachers. He was also part of a panel for the “Expanding Pathways to Postsecondary Readiness through Dual Credit” session with others from the state: Ajit Gopalakrishnan, CT State Department of Education; John Maduko, President, CT State Community College; Anne Dichele, Quinnipiac University, CT; Karen Hynick, CEO, Quinebaug Valley Community College; and Thomas Coley, Executive Vice President of Strategic Partnerships and Enterprise Performance, CT State Community College.

 

UConn Pre-College Summer

UConn Pre-College Summer (PCS) is growing with options! With over 30 course offerings for students to experience in the areas of Fine Arts, Digital Media, Pre-Med, STEM, and Social Sciences, we are also now offering a credit course option. Students now have the opportunity to earn two credits by taking the AH 2001: Medical Terminology course. The course provides an introduction to and mastery of medical terminology. Students will be studying the location, functions, terminology and pathology of the organs of the various systems of the body. In a unique two-week format, the course will be delivered in a distance learning model during the first week followed by a second week of a hands-on, residential experience. To check out the full list of course offerings visit, pcs.uconn.edu/courses/. (contributed by Melanie Banks)

Italian Studies Workshop

This winter, Italian Studies at UConn (ILCS) launched a pilot Professional Development workshop series for teachers of Italian across Connecticut and the Tri-State area. The series, entitled, “Lasciatemi cantare: Teaching Italian Language and Culture through Music,” was generously supported by funds from the Consulate General of Italy in NY and ECE and was delivered in hybrid form – simultaneously online and in person. The workshop’s four Saturday morning sessions in January and February focused on using music theory and Italian theater, opera, and popular music in the language classroom. UConn Italian Ph.D. candidates David Lara and Rosy Pitruzzello (who is also a Plainville HS teacher) led two sessions each with presentations and interactive exercises aimed at expanding the didactic benefits of incorporating different kinds of music into language instruction. The combination of language pedagogy, songs, and music videos led to lively discussions among the participants, all of whom came away with access to new materials, a collaborative space for continued development, and many practical applications for their classrooms. ILCS hopes to bring the workshop back next year with a different topic of focus. Please contact Tina Chiappetta-Miller with any suggestions at: concetta.chiappetta-miller@uconn.edu (contributed by Tina Chiappetta-Miller)

 

Congratulations to our UConn ECE Faculty Coordinators on their promotions

Promotion to Associate Professor In-Residence

- Dr. Emma Bojinova, Agricultural and Resource Economics

Promotion to Professor

- Dr. Oksan Bayulgen, Political Science

Promotion to Professor In-Residence

- Dr. Fatma Selampinar, Chemistry

Congratulations to Educational Lead­ership UConn ECE Faculty Coordina­tor, Dr. Danielle DeRosa, for defend­ing her dissertation, Exploring Sense of Community for Undergraduate Women in Sport Management.

TEDx Talk

UConn ECE HDFS 1070: Individual & Family Development Instructor, Mr. Becker, from Daniel Hand High School gave a TEDx Talk about his passion for wellness and journey on becoming a teacher, called The skill of wellness: maximizing your health to benefit the world. He talks about, “How a transformational moment at 15 would inspire my life’s work… I teach to enhance the wellness of my students; I coach to help students be­come respectful, responsible, honest, & caring people who will impact the world for good.”

Growth by the sea

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by Carissa Rutkauskas

 

The 2023 UConn ECE Marine Science Symposium was held over two days this year, May 30-31, and saw a record number of participants. Nearly 200 students from seven schools (The Morgan School, University High School of Science and Engineering, Marine Science Magnet High School, Ledyard High School, Waterford High School, Coginchaug High School, and The Sound School) spent a day at the UConn Avery Point Campus. The first day was opened with Larissa Graham, Education Coordinator, of the Connecticut National Estuarine Research Reserve (NERR) introducing her work. NERR provides stewardship, research, training, and education at each of the 30 reserves in the National Estuarine Research Reserve System, allowing reserves to have an environmental impact at the local level, as well as at the national level.1 Ms. Graham closed her talk by sharing opportunities with students on how they can volunteer with NERR (s.uconn.edu/ctreserve). The rest of the day was student-driven with students presenting about and listening to poster presentations on the research they had done and touring different aspects of the Avery Point Campus. Capitan Marc Liebig hosted a tour of the R/V Connecticut, a 90’ steel single screw research vessel that was designed and built for the University of Connecticut in 1998 and is outfitted for year-round coastal service.2 Dr. Koerting also provided tours of the water labs and other research labs throughout campus. On Wednesday morning, 33 students presented their work, individually or in small groups, in front of their peers in the auditorium. The afternoon session featured over 30 poster presentations, including posters from the previous day. Faculty and members of the Marine Sciences Department joined the ECE Students for this part of the event to show their support and provide the students the opportunity to make connections with UConn Faculty and students.

UConn ECE Marine Science Faculty Coordinator and event organizer, Dr. Claudia Koerting, explained that participants were from two very different courses - MARN1003E: Introduction to Oceanography with Laboratory or MARN 1001E: The Sea Around Us. Introduction to Oceanography is designed for marine sciences and environmental sciences majors. Students study the processes governing the geology, circulation, chemistry, and biological productivity of the world’s oceans. Laboratory experiments, hands-on exercises, and field observations are a required component. UConn ECE Students may meet this requirement through their year-long projects which were presented during the symposium. The Sea Around Us helps students understand the relationship of humans with the marine environment. This non-majors course teaches students about the ocean processes they need to understand marine resources, the development and use of the coastal zone, and the impact of technology on marine ecosystems. The students enrolled in MARN 1001E reviewed the literature to take complex topics that could then be accurately communicated to the general public.

1estuarineresearchreserve.center.uconn.edu/ct-reserve/
2marinesciences.uconn.edu/rvct/

2022-2023 UConn ECE Professional Recognition Awards

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by Jessica Dunn

 

UConn Early College Experience and the University of Connecticut publicly recognize and thank outstanding Instructors and administrators whose dedication and commitment help make UConn ECE successful. Those recognized have exceeded program expectations and excelled in preparing their high school’s students for the next level in their education.
 

UConn ECE faculty, staff, and award winners look forward to the annual Professional Recognition Awards Ceremony each year as a momentous time to decompress and celebrate the accomplishments and successes of the community. This year, we were finally able to host a fully in-person Awards Ceremony for award winners, family, and friends on the UConn Storrs Campus, something we have not been able to do for the past four years. Our award winners and guests gathered for the Awards Ceremony at the UConn Alumni Center on April 21st for an elegant sit-down dinner where they were welcomed by OECP Executive Director, Christopher Todd as well as UConn’s Associate Vice Provost, Dr. Peter Diplock.
This year there were many outstanding nominees, who were nominated by colleagues, students, and UConn Faculty for their exemplary instruction and management of the UConn ECE Program. We had the great honor to select and recognize eleven Professional Recognition Award winners along with six award winners of the Silver Jubilee Award, newly recognized at this event. The Silver Jubilee winners were recognized for their dedicated partnership with the UConn Early College Experience Program for the last 25 years. These instructors have successfully maintained their certification by attending workshops and have remained engaged with the UConn ECE program as a dedicated partner, advocate, and ally. Recognizing partners with at least 25 years of service is the first step in rolling out our years of service recognition program, and we look forward to identifying and honoring those with long standing partnerships with the UConn ECE Program.
 

The UConn ECE Program would not be successful without the passionate and dedicated partners we are honored to work with, and we are grateful for all you do.

Thomas E. Recchio Faculty Coordinator Award for Academic Leadership

Dr. George Chunsheng Yang, Chinese, University of Connecticut
 
Principal Award for Program Support & Advocacy


Katelyn Miner, Manchester High School
 
Site Representative Award for Excellence in Program Administration

Kathleen Deane, Conard High School
 
Instructor Award for Excellence in Course Instruction

Sarah Lindstrom, Spanish, Bristol Central High School
 

Joseph Mancino, Physics, Glastonbury High School
 

Joshua Hersh, Political Science, The Spire School
 

John Lizzi, Political Science/Human Rights, Housatonic Valley Regional High School

 

Jennifer Todisco, American Studies, University High School of Science and Engineering
 
“Rookie of the Year” Award for Excellence in First-Year Course Instruction

Christopher Kerr, Educational Curriculum and Instruction, Newington High School
 

Joseph Tarantino, English, University High School of Science and Engineering
 
Award for Outstanding Research in the Field of Concurrent Enrollment

Pamela Peters, University of Connecticut/ Michigan State University
 
Silver Jubilee Award

David Bittel, Physics, Bristol Eastern High School
Joanne Choquette, Spanish, Portland High School
Richard Fritz, Biology, Marine Science Magnet High School
Michelle Graveline, Statistics & Mathematics, Conard High School
Margaret Kimmett, Chemistry, Valley Regional High School
Marcie Vázquez, Spanish, Lyman Hall High School

Ways to Change Language Learning | Un camino hacia cambios…

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by Dr. Sarah Lindstrom
SPAN 3178 and 3179
Bristol Central High School
UConn ECE 2023 Award Winner for Excellence in Course Instruction

 
 
Ways to Change Language Learning: Advocacy and Courses for Heritage Speakers

 

When I moved back to my hometown and began work¬ing at one of the high schools in 2020, I hoped to make a difference in a district that had done so much for me. After surviving the challenges and growth of that first year, the next year I felt energized to more closely examine the way things were in our language program in an effort to reach students who I felt were not engaged like I knew they could be even when back in the classroom.

 
As a teacher of Spanish, I quickly noticed there was not a great path for our heritage or native Spanish speakers to get to the ECE Spanish courses we offer. I had a good number of heritage speakers in Spanish 2, where they were being underserved by verb charts, vocabulary lists, and a level of input that was far below their proficiency level. At the same time, I had a relatively small ECE class with only one native speaker, who I happened to recruit from my study hall. There was so much Spanish being spoken in our school, I could not sit back while those students missed the chance to gain college credit for their home language.

 
When I set out to challenge what the current course offer¬ings were, I was careful to do my research and bring forth recommendations that could be implemented in ways that made sense for our district. The first thing I did was ask my Spanish-speaking students what they thought of the class they were taking. I listened to their concerns and asked them what they thought of having classes that could help them learn Spanish in a different way. Each student was not only interested but excited about the idea. With this information, and some research, I created a presentation to share with district administrators that highlighted some ways we could better serve our Spanish-speaking students and families. I shared a variety of possible solutions and offered ways I could help make these a reality. Fortunately, the administration spoke to the high school administrators and with the help of a supportive guidance department, they decided to run heritage Spanish courses in both of our high schools for the 2022-2023 school year.

 
After spending the spring of 2022 writing curriculum, the course was officially approved and this year we had four successful classes run between the two high schools. We are fortunate to have two highly qualified heritage speak¬er teachers who tell me that students and families have expressed gratitude for this opportunity to not only learn Spanish in a way that is more natural for them, but also to be seen as multilingual individuals who bring a great lan¬guage legacy with them into the classroom. I have an ECE class this year that is about half native speakers and next year I am going to have even more. The students, families, teachers, and administrators would all agree that in this case the change we made was for the better and I cannot wait to see how this program grows in the future.

Un camino hacia cambios en el aprendizaje de idiomas: Apoyo y clases para los hablantes de herencia

 

Cuando me mudé de nuevo a mi ciudad natal y empecé a trabajar en una de las escuelas secundarias aquí en 2020, quería tener un impacto positivo en un distrito que había hecho tanto para mi. Después de sobrevivir los desafíos y el crecimiento del primer año, el próximo año tuve la energía para examinar bien como eran las cosas en nuestro programa con el deseo de ayudar a los estudiantes quienes mostraban menos interés de lo que esperaba estando otra vez en las escuelas.
 

Como profesora de español, en poco tiempo me enteré de que no existía un camino fácil para que nuestros es­tudiantes hispanohablantes llegaran a la clase de ECE que ofrecemos. Tenía unos hablantes de herencia en mi clase de Español 2, donde les enseñaba con tablas de verbos, listas de vocabulario, y un nivel de lenguaje mucho menos de lo que tenían. Al mismo tiempo, tenía una clase pequeña de ECE con una sola hablante nativa, quien yo había reclutado de mi hora de estudio. Había tanto español en los pasillos de nuestra escuela que me parecía impensable no hacer nada para mejorar las opciones para nuestros estudiantes hispanohablantes.
 
Cuando empecé a cuestionar nuestro programa de estudios en español, tenía cuidado con investigar y recomendar ideas que serían posibles y beneficiosas para nuestro distri­to. La primera cosa que hice fue hablar con mis estudiantes quienes hablaban español y les pedí sus opiniones sobre
 
las clases que tomaban. Presté atención a sus dudas y les pregunté sobre la idea de aprender español en una manera diferente, una manera más natural. A todos los estudiantes les gustaba la idea y estaban emocionados. Con esta infor­mación y las investigaciones que leí, presenté a la admin­istración algunas recomendaciones para mejor apoyar a los estudiantes y a las familias hispanohablantes. También ofrecí mi ayuda. Afortunadamente, la administración tenía interés y hablaron con los directores de las escuelas secund­arias. Con el apoyo del departamento de consejeros, decid­ieron añadir clases de español para los hablantes nativos en el año escolar de 2022-2023.
 
Después de pasar la primavera de 2022 escribiendo el currículum, la clase nueva fue aprobada y este año tuvimos cuatro clases exitosas entre las dos escuelas secundarias. Tenemos la suerte de tener dos profesores muy cualifica­dos para enseñarlas y me dicen que tienen estudiantes y familias que les han comentado el agradecimiento que se sienten por tener la oportunidad de aprender su idioma en una manera más natural y además tener una clase donde se sienten como individuos bilingües quienes traen un rico legado lingüístico consigo. Mi clase de ECE este año tiene más hablantes nativos y el año que viene va a tener aún más. Los estudiantes, sus familias, los profesores, y la ad­ministración están de acuerdo que en este caso los cambios que hemos hecho han mejorado nuestro programa y tengo muchas ganas de ver cómo va a crecer en el futuro.

UConn ECE Chinese Talent Show

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By Jessica Dunn | Photos by Gordon Daigle and Mike Illuzi
 
UConn ECE Faculty Coordinator of the Year, Dr. Chunsheng Yang, brought back the UConn ECE Chinese Talent show to the benefit of 175 students this past March. With 100 UConn ECE Students, and about 75 UConn undergraduates, this event provided a space for students to work together to demonstrate their Chinese skills through various abilities and learn to embrace cultural diversity. As Dr. Yang explained in an interview for the UConn Daily Campus, “the Chinese talent show provides an avenue for both high school Chinese learners and UConn undergrad Chinese learn­ers to showcase their Chinese language skills and have fun while socializing with peers both from other CT high schools and UConn undergraduate students.”
 

 
Participants from Connecticut high schools were students enrolled in UConn Chinese 1114 through UConn ECE and represented Amity Regional High School, Simsbury High School, Granby Memorial High School, Hall High School, Miss Porter’s School, and Norwich Free Academy. Along with attendance from high schools across the state, there was also a wide variety of talents showcased at the event. From a Kung Fu performance from Amity Regional High School and a Gourd Flute performance from Miss Porter’s School to an authentic Dragon Dance from Hall High School, the talent was extraordinary, and it was evident the students worked very hard through­out the year to improve their Chinese language skills and gain the confi­dence to perform at UConn in front of their peers.
 
We commend all students for their willingness to participate and look forward to offering this event to fu­ture UConn ECE students.

 


 
UConn ECE项目负责人杨春生是 2023 年度 ECE Faculty Coordinator Award获得者，他于今年3月组织了UConn ECE中文才艺秀。此次活动汇聚了100 多名UConn ECE 学生和75名 UConn 本科生，为学生提供了一个共同展示中文技能、欣赏文化多样性的平台。正如杨博士在接受UConn Daily Campus采访时所说：“中文才艺秀为高中中文学习者和 UConn 中文学习者提供了展示中文技能、与其他高中和 UConn本科生社交的机会。”
 
才艺秀的高中参与者都是UConn ECE中文课程的学生，包括Amity Regional High School、Simsbury High School、Granby Memorial High School、Hall High School、Miss Porter’s School 和 Norwich Free Acad¬emy。来自不同高中的同学展示了各种各样的才艺，从 Amity Regional High School 的功夫表演，到 Miss Porter’s School 的葫芦丝表演，到 Hall High School 的正宗舞龙表演，同学们个个才华横溢，在展示中文语言能力的同时，也表现出精湛的表演才能。
 
我们为所有参与的同学喝彩，并期待将类似活动扩大到UConn ECE的其他项目中去。
 
Translated by UConn ECE Chinese Faculty Coordinator, Dr. Chunsheng Yang
 

Connecticut High School Ethics Bowl

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by Jessica Dunn
 
UConn Early College Experience in partnership with UConn’s Department of Philosophy hosted the Fifth Annual Connecticut High School Ethics Bowl on the UConn Storrs Campus. Dr. Mitchell Green, UConn ECE Faculty Coordinator managed and supported this year’s event. This year there were ten teams from eight high schools around the state who competed: Hotchkiss School, Choate Rosemary Hall, Masuk High School, Torrington High School, Wilcox Technical High School, the Hopkins School, Xavier High School, and Trumbull High School.
 
Students arrived for the day-long event with excitement and eagerness to engage with one another and debate the most challenging ethical issues of our time. Teams consisted of 3-7 students each who were judged by philosophers from both UConn and Yale on the breadth and depth of their thinking. This regional competition is a qualifier for participating in the National High School Ethics Bowl at UNC- Chapel Hill, and this year’s competition was very impressive, with Hotchkiss School coming out on top as the #1 winner, and Choate Rose­mary Hall as the runner up.
 
UConn looks forward to hosting this event again in 2025, as Yale University will host the 2024 regional competi­tion.

Congratulations to the UConn ECE Student Scholarship Winners

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Increased Scholarship amounts garner more competitive application pool.
 
By Jessica Dunn
 
UConn Early College Experience increased the student scholarship amount for each available award to $1,000 this year! For many years, the scholarship award was $500 each, and we are excited to be able to increase the value of these scholarships to $1,000 each. Partly due to the increase in value for these scholarships, we received a record number of incredibly competitive applications, making the selection process difficult.
 
Through a rigorous review process, the UConn Early College Experience Office selected six outstanding 2022-2023 UConn ECE Students as Scholarship winners, awarding each a $1,000 scholarship to be used at any institution. All winners are high school seniors, who have taken or are currently taking at least one UConn Early College Experience course and have excelled in the area in which they submitted their project. Additionally, applications are scored on a holistic rubric which aims to capture a variety of factors including academic success, future academic aspirations, and demonstrated financial need.
 
Winners talk about their projects in this video. Additional information about UConn ECE Scholarships can be found on our Student Scholarships page.

Excellence in the Arts, Humanities, or Social Sciences

Winners demonstrate academic achievement and a potential for future academic and professional accomplishments in a field focusing on the Arts, Humanities, and/or Social Sciences.

ZULEYDY TORRES
CREC Academy of Computer Science and Engineering
Original Project, “The Real Talk on: Anxiety and Depression”		 LUCY HOMER
Hall High School
Personal Essay, “Children of Sunshine and Rain”

Excellence in Science, Technology, Engineering, or Mathematics

Winners demonstrate academic achievement and a potential for future academic and professional accomplishments in the fields of Science, Technology, Engineering, and/or Mathematics.

KATERINA NGUYEN
Trumbull High School
Original Coding of a Murder Mystery Game		 NATALIA MOCARSKI
New Britain High School
Research Paper on Serotonin Receptors

Excellence in Civic and Community Engagement

Winners are academically successful, are already making a positive difference in their town or neighborhood, and are inspiring others to do the same. The students chosen for this award are UConn ECE Students who demonstrate ambition and self-drive evidenced by outstanding achievement in both school and their community.

ELSA HOLAHAN
James Hillhouse High School
Youth Director at Dixwell Community Q House		 OLIVER TUFF (center)
New Canaan High School
Founder of Feeding 500

Students Shine at Connecticut Science Olympiad

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By Janet Belvel
CT State Director, CT Science Olympiad
UConn ECE Instructor at South Windsor High School
(UConn AH 1000, Intro to Allied Health Professions & AH 2001, Medical Terminology)

 
UConn ECE was happy to host the return of the in person 2023 CT State Science Olympiad Com­petition (ctscioly.org) on March 11th. This 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 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 in various scientif­ic disciplines, including biology, chemistry, physics, engineering, and more. With an impressive lineup of over 23 events, the participants were required to exhibit their knowledge, innovation, and analytical thinking. Over 40 Science Olympiad teams from around the state showed remarkable dedication, preparing rigorously for months lead­ing up to the event.

 
This year South Windsor High School defended their title to emerge as the State Winners and will represent Connecticut at the National Tour­nament in Wichita, Kansas in May. Rounding out the top high school teams were Glastonbury, Hopkins, and Staples with outstanding perfor­mances. Wilton was awarded the Best New Team for this year by demonstrating their exceptional skills throughout the competition. The spirit of camaraderie was palpable as team members encouraged and supported each other, showcasing the true essence of the Science Olympiad. Their passion for science was reflected in every task. It was apparent that their hard work, combined with their commitment to excellence, propelled them towards success.

 


 

Participating in Science Olympiad is more than just a competition; it is an opportunity for young minds to explore their passion for science and ignite their curiosity. Teams are challenged in building and engineering events as well as written performance and experimental design. On campus, you could see everything from glider planes being flown in Hawley Armory to a Forensic Crime Lab run in the Chemistry Building. These are the experiences that create lasting memories for high school students and inspire them to join the next generation of scientists.
 

The success of the Connecticut Science Olympiad competition reflects the importance of cultivating scientific curiosity and encouraging students to pursue their passion for science. This would not be possible without the support of the coaches, parent and community volunteers, and the staff of the ECE program.