Author: Carissa Rutkauskas

Additional UConn ECE Benefits

 
By Jessica Dunn

Discount Tickets

As part of the UConn ECE Community, Students, Instructors, Site Represen­tatives, Library Media Specialists, and Faculty Coordinators have access toattend select UConn athletic events and performances at the JorgensenCenter for the Performing Arts at discounted rates! UConn Early CollegeExperience has partnered with UConn Athletics to offer YOU the opportuni­ty to be in the stands and show your Husky pride with your friends andfamily. We have also partnered with Jorgensen who offers UConn EarlyCollege Experience Students and high school partners, with a valid UConn NetID, FREE tickets to a selection of their annual performances.
 
Available athletic event tickets and Jorgensen performance offers are an­nounced throughout the academic year to the UConn ECE Community. Take advantage of these great offers and opportunities to immerse yourself in the UConn culture. Hundreds of UConn ECE partners did this year! You may not be in Storrs, Avery Point, Hartford, Stamford, or Waterbury, but you are a part of UConn wherever you are. Bring your class, your friends, or your family to a game or a show! This is just one of the many benefits of being part of the UConn ECE family, and we hope to see you on campus.
 
Find your tickets here: s.uconn.edu/ece-discount-tix
 
Don’t forget, show your Husky Pride and tag us in your photos from the games and shows you attend!
 
Facebook | Twitter | Instagram | TikTok

 

UConn Recreation Center Access – just for our partners

UConn ECE Instructors, Site Representatives, and Library Media Specialists are eligible foraffiliate membership to the UConn Recreation Center. UConn ECE administrative partners must provide a UConn One Card for purchase of membership.

 

Connecticut History Day Returns to Storrs

 

By Christopher Todd | Body and participant data by Cyndee McManaman, CT History Day Regional Coordinator

 

On a brisk Saturday at the onset of UConn’s spring break, over 200 students accom­panied by family, friends and educators descended upon UConn’s Storrs Campus to participate in the Connecticut History Day’s Mansfield/Storrs Regional Contest. Organized by the Connecticut Democra­cy Center, in partnership with the De­partment of History at UConn as well as UConn’s Office of Early College Programs, Connecticut History Day (CHD) success­fully returned to in-person on the Storrs campus after a three-year hiatus during the Covid pandemic.

Connecticut History Day

Connecticut History Day is an affiliate program of National History Day (NHD) which annually engages nearly 5,000 middle and high school students in histor­ical research, interpretation, and creative expression through project-based learning. As stated by the CHD, the program seeks to bring students, teachers, museums, and scholars together to support young peo­ple as they engage in history. Led by the Connecticut Democracy Center, CHD is presented with major funding and partner­ship support from CT Humanities.
 
CHD offers a wide array of free resources for teachers and students to assist them with the History Day process, including:

 

  • Teacher Handbook (English and Spanish)
  • Student Handbook (English and Spanish)
  • Educator Workshops
  • In-class student workshops
  • Digital resources for research and writing

 
Mansfield/Storrs Regional Competition
 
Throughout the Northeastern Con­necticut Region, 23 teachers repre­senting 27 schools brought History Day into their classrooms during the 2022-2023 school year. The North­eastern region supported 536 of the statewide 4670 school-level partici­pants, with 224 students attending the Mansfield/Storrs Regional Contest at UConn on Saturday, March 11th. In all, CHD held 6 regional contests around the state with the state con­test held at Central Connecticut State University (CCSU) on May 6th. As 47 Connecticut students head to Univer­sity Maryland – College Park this June for the National Contest, 22 of them are students from the Northeastern Region.
 
Because of the unique design of CHD, teachers have the flexibility of using the History Day program in a format that meets their diverse needs: inte­grated into the content area or hon­ors/enrichment curriculum or as an after-school activity or club. Students have the flexibility of working alone or in a small group to create a project in one of five formats: documentary, exhibit, historical paper, dramatic per­formance, or a website. The students select a topic that interests them and then use the annual theme as a lens through which to view and analyze their research and frame their projects.
 

 
While at the Mansfield/Storrs Region­al Contest, CHD teachers Dr. Matt Cieslowski (UConn AMST 1201:  Seminar in America Studies) and Ian Webster (UConn HIST 1501 & 1502: US History to 1877 & Since 1977; HRTS 1007: Intro to Human Rights) from Manchester High School were recognized as this year’s recipients of the Patricia Behring History Day Teacher of the Year Award-Senior Division for Connecticut. Patricia Behring was a longtime benefactor of National History Day, and each affiliate selects a teacher for the Junior and Senior divisions to then compete for the honor of becoming recognized as the National History Day Teacher of the Year at the national contest in June.
 
It was wonderful to support the return of CHD’s Mansfield/Storrs Regional Contest to the Storrs UConn campus. All the hard work and planning by participants, families and program staff alike translated into an amazing day for CHD. Who better to share some highlight than the participants themselves.

 
Comments from students at the Mansfield Regional Contest:

 
“The thing I liked best about the Re­gional Contest was that I got to be an expert on a topic I had a lot of inter­est in. I truly feel like I know a large amount of information regarding my topic and am happy to have this knowl­edge that really no other experience could provide me with.”

 
“I thought that it was really fun to be a part of something that so many people were invested in and took so much pride in being a part of this contest.”

 
“The thing that I liked best about the contest is that I got to do a project on a topic of my choosing.”

 

 
Comments from parents at the Mansfield Regional Contest:

 
“She gained significant research and writing experience, honed her time management skills, speaking with judges was a good public speaking experience.”

 

“Great learning and growing experience! An overall beneficial experience in character building.”

 

Comments from teachers at the Mansfield Regional Contest:

 
“History Day offers a variety of academic challenges for students. Developing a long-term, well-researched project is quite a daunting task for students who often have been asked [at best] to complete a ‘research’ project over the course of a few weeks. Scheduling time to work on a project over a few months’ time and meeting deadlines for registration, paper­work upload and finally project submission is an excellent learning experience for all participants.”

 
“Participation in History Day enhanced their research skills and attention to detail in formal academic work; challenged them to reach higher standards for their work.”

 
Comments from judges at the Mansfield Regional Contest:

 
“As a future teacher, I found it a great experience not only the judging but also seeing the students work, and talking with other professionals in History, and hearing not only their approach to judging but what they do in their work and their experiences. It’s a great way to connect with people!”

 
“I am always so impressed by the students’ knowledge, level of commitment, and energy.”

 

Professional Development and New Instructor Orientation

 

By Stefanie Malinoski
 

Professional Development Workshops

UConn Early College Experience Faculty Coordinators offer annual professional devel­opment workshops for their Instructors. This spring, UConn ECE hosted twenty-nine different professional development workshops for certified Instructors. Many of these events occurred in person on the Storrs and Hartford campuses and others were held in a virtual capacity. Some highlights are below. Please be sure to check out the UConn ECE Professional Development Blog on the ECE website for details and pictures from our events.
 
Animal Science

Our certified Animal Science Instructors along with Faculty Coordinators Dr. Jenifer Nadeu and Dr. Amy Safran took a tour of UConn’s animal facilities including the voluntary milking system, and Molly Riser, UConn ANSC PhD student, provided an overview of the domestication and breeding of dogs.
 
Anthropology

Along with ECE Faculty Coordinator, Dr. Alexia Smith, certified UCo­nn ECE Anthropology Instructors met for a virtual workshop where they focused on practical strategies for teaching anthropology today and recent changes within the field. Hot topics such as participation agreements, accessibility issues, and engagement modalities were the main topics of discussion. UConn’s Dr. Noga Shemer served as a guest facilitator for the workshop. Dr. Shemer is an Assistant Professor-in-Res­idence of Anthropology at UConn, where she also serves as an Affiliate faculty member of El Instituto (Institute of Latina/o, Caribbean, and Latin American Studies) and as an Assistant Director of Faculty Development at the Center for Excellence in Teaching and Learning. As a cultural anthropol­ogist with many years teaching experience, she provides workshops across the university focusing on diversity, equity, and inclusion in the classroom and has pub­lished journal articles focusing on her use of person-centered ethnographies to build empathy.
 
Art

UConn ECE Faculty Coordinator for Art, Prof. Cora Lynn Deibler, met with UConn ECE Art Instructors for their virtual professional development session and invited Dr. James J. Hughes to speak with the group about artificial intelligence (AI) in the art world. Dr. Hughes is an American sociologist and bioethicist. He serves as the Executive Director of the Institute for Ethics and Emerging Technologies and as Associate Provost at UMass Boston. He writes and speaks often on topics of bioethics, technology, and Buddhism. The group listened to Dr. Hughes’ presentation and engaged in a lively conversation discussing the rise of tech­nological art-generating tools that use artificial intelligence. While students are interested in new AI tools, established artists are skeptical – even fearful. The group discussed strategies for talking about, contextualizing, and using or discouraging use of AI artmaking in our classrooms.
 
Biology

Dr. Thomas Abbott, Associate Professor In-Resi­dence and ECE Faculty Coordinator for Biology, met with a group of fifty Instructors for an on-campus workshop. The Instructors engaged in hands on laboratory experience dealing with Maltose Transport Assays with Dr. Chris Malinoski, Assistant Professor in Resi­dence and Rebecca Newcomer, Laborato­ry Manager for UCo­nn’s undergraduate Biology 1000 courses.
 
Educational Psychology

Dr. Joe Madaus invited author of “The Lottery”, Patricia Wood, to speak with our group of certified Special Education Instructors. Patricia shared her personal experiences with the group in a lively virtual discussion all the way from Hawaii!
 
Spanish

Faculty Coordinators for Spanish Dr. Guillermo Nanclares and Dr. Eduardo Urios-Aparisi invited special guest Dr. Maria Lourdes Casas to speak to a group of 40 UConn ECE certified Spanish Instruc­tors. Dr. Casas is a professor in the World Languag­es, Literatures, and Cultures Department at Central Connecticut State University.
 

UConn Early College Experience New Instructor Orientation

New Instructor Orientation occurred in May on the Storrs campus for over 150 newly certified ECE Instructors. Returning to an in-person event for the first time since 2019 the morning was spent covering all things Early College Experi­ence. Topics includ­ed: student regis­tration, instructor responsibilities and resources, creating a UConn ECE com­munity, data highlights, enrichment programs, and Pre-College Summer. After some Q&A and lunch as a group, teachers met with their ECE Faculty Coordinators for discipline-specific orientation sessions.
 
Instructors shared their feedback after orientation and some mentioned that they were happy to hear that UConn ECE is aware of the struggles teachers may face convincing their school boards that run­ning multiple UConn course offerings is beneficial to their students and faculty. They are now aware that the ECE program staff is willing and able to help teachers work with their schools to promote and “package” their UConn courses (with meetings, pro­motional materials, etc.). Most Instructors reported they enjoyed learning about how to create a UConn ECE community in their classrooms and schools and were grateful to have the opportunity to participate in orientation in person to meet with their discipline specific UConn Faculty Coordinator.
 

 

 

UConn ECE Offers Additional Courses

 
UConn ECE is continuously partnering with new UConn academic departments to offer additional UConn courses in the high schools. Here are our most recent:
 
Asian American Studies (Dr. Jason Chang)
• AAAS 2201: Introduction to Asian American Studies
A multidisciplinary and interdisciplinary introduction to major themes in Asian American Studies. Concepts of identity and community, migration and labor histories, Asians and the law, representations of Asians in visual and popular culture, gender issues, interracial and interethnic relations, and human rights.
 
 
Agricultural and Resource Economics (Dr. Emma Bojinova)
• ARE 2210: Essentials of Accounting and Business
An analysis of basic business principle, fundamentals, and concepts for agribusiness entrepreneurs.
 
 
Computer Science and Engineering (Mr. David Strimple)
• CSE 1010: Introduction to Computing for Engineers
Introduction to computing logic, algorithmic thinking, computing processes, a programming language and computing environment. Knowledge obtained in this course enables use of the computer as an instrument to solve computing problems. Representative problems from science, mathematics, and engineering will be solved.
 
 
Communication (Dr. Svetlana Kalnova)
• COMM 1000: The Process of Communication
A study of modern communication theories and principles useful in understanding how you affect and are affected by others through communication. Methods to develop your communication skills, the role of technology and media in various aspects of daily life.
• COMM 1100: Principles of Public Speaking
Theory and performance in public speaking: methods for organizing presentation and delivery skills, over coming anxiety of speaking in public; audience analysis; maximizing message impact; professional presentation skills; evidence; listening and speech evaluation.
 
 
English (Dr. Tom Deans)
• ENGL 3082: Writing Center Practicum
Introduction to Writing Center pedagogy, theory and research methods. Intended primarily for students staffing UConn ECE Partner School Writing Centers. Students taking this course will be assigned a grade of S (satisfactory) or U (unsatisfactory).
 
 
Earth Sciences (Dr. Robert Thorson)
• ERTH 1000E: The Human Epoch: Living in the Anthropocene
Introduction to geoscience focusing on human activities as agents of geologic change. Examines human planetary processes in our current epoch, the Anthropocene. Provides a novel frame for contemporary environmental issues such as climate change, sustainability, mass extinctions, land use, and waste disposal.
• ERTH 2800: Our Evolving Atmosphere
An introduction to atmospheric science, including a history of the field, features of the atmo sphere, weather forecasting, and a geologic history of climate change.

 

Congratulations to our 2023-24 Course Enhancement Award Winners!

 
By Nella Quasnitschka

 
UConn Early College Experience is happy to announce the return of the Course Enhancement Awards for UConn courses taught in partner high schools. Eligible UConn ECE partners were invited to submit proposals for two types of projects: (1) Classroom Enhancement and (2) Community Development. Below is a list of proposals that have been funded for the 2023-24 academic year. We look forward to sharing results and outcomes with you next year.

Bullard Havens Technical High School

ECE Instructor: Bridget Wrabel

UConn Course: ENGL 1007: Seminar and Studio in Academic Writing and Multimodal Composition

Description: A class set of “Worn Stories” by Emily Spivack will be purchased to help build their classroom library.

Christian Heritage School

ECE Instructor: Jamie Cosgrove

UConn Course: BIOL 1107: Principles of Biology I

Description: Students will have hands on experience to new technology that they otherwise would not be exposed to be­cause of Professor Cosgrove’s effort to secure funding for a new CRISPR lab set.

East Hampton High School

ECE Instructor: Kasey Tortora

UConn Course: HDFS 1070: Individual & Family Development

Description: A Reality Works Pregnancy Profile Simulator will be purchased to help students understand pregnancy’s impact on the body. The goal of these simulation experiences is to give students real hands-on exposure to pregnancy and stages of life.

Glastonbury High School

ECE Instructor: Laura Haddad

UConn Course: ENGL 1007: Seminar and Studio in Academic Writing and Multimodal Composition

Description: Microphones will be purchased to script and record informational podcasts. This multi-modal project allows students to have a voice and to practice putting their writing into real-world applications.

Hall High School

ECE Instructor: Connie Xu

UConn Course: CHIN 1114: Intermediate Chinese II

Description: Lanterns, dragons, mahjong, tea set, and calligraphy are great authentic materials that will be acquired for the classroom over the years. What was missing was a karaoke machine – a very popular form of entertainment among Chinese culture across age groups.

Lewis S. Mills High School

ECE Instructor: Laura Faga

UConn Course: FREN 3250: Global Culture I

Description: This award will allow students to attend the French Quiz bowl in the Fall of 2023. Students will return to their school and share the knowledge they have gained with younger students.

Middletown High School

ECE Instructor: UConn ECE team

UConn Course: HIST1300: Western Traditions Before 1500, HIST1400: Modern Western Traditions, ENGL 1007: Seminar and Studio in Academic Writing and Multimodal Composition, ANSC 1676: Introduction to Companion Animals, ANSC1602: Behavior and Training of Domestic Animals, SPSS 1110: Fundamentals of Horticulture, and HRTS 1007: Introduc­tion to Human Rights

Description: This award will be used to support an all-day community event for Middletown High School students. Stu­dents will be able to network with community members and explore resources available to them. Middletown High School Pride Leaders, who are students that take UConn ECE courses, will lead events, direct students, and be positive role mod­els. This event will benefit all involved parties.

Newington High School

ECE Instructor: Carla Toney

UConn Course: ILCS 3239 & ILCS 3240: Composition & Conversation I & II Description: With the goal of increasing opportunities for students to access authentic materials, funds have been provided to create a readers’ library in the classroom.

Ridgefield High School

ECE Instructor: JR Condosta

UConn Course: ERTH 1051: Earth’s Dynamic Environment

Description: Funding for this award will support the development and implementation of a self-guided geoscience walk­ing trail on the Ridgefield High School campus. This educational walking trail will be a valuable resource for students in various high school courses and members of the community. It will provide an engaging way to learn about the geology and natural history of the area.

Trumbull High School

ECE Instructor: Gregg Basbagill

UConn Course: ECON 1201: Principles of Microeconomics

Description: One major deficiency in Mr. Basbagill’s course is the gap between the economic models being taught and the lived experience in the real world. To address this gap, microphones will be purchased so students can begin podcasting. This will allow students to develop a more empathic understanding of how inflation, unemployment, and output affect actual people.

University High School of Science and Engineering

ECE Instructor: Caryn Baseler UConn Course: MARN 1001E: The Sea Around Us

Description: Students in the UConn ECE Marine Sciences class will visit Meigs Point Nature Center and participate in their Three Shoreline Ecosystems program so students can visualize and apply what they have learned in class to the rocky shore, sandy beach and salt marsh ecosystems.

Waterbury Career Academy

ECE Instructor: Frank F. Marcucio, III

UConn Course: AH 4092: EMT Training

Description: Funds for this award will go towards the purchase of cardiopulmonary resuscitation mannequins that record their performance and interface with AEDs. This will provide immediate feedback to Mr. Marcucio’s students. The mannequins will allow students to develop and hone their skills and address inadequacies in a scientific method based on recorded performance.

The Woodstock Academy

ECE Instructor: Sharon Geyer

UConn Course: CHEM 1127Q & CHEM 1128Q: General Chemistry I & II

Description: This classroom enhancement award is for the acquisition of Go Direct sensors and probes that will allow the implementation of science experiments in UConn ECE courses. The sensors will be used throughout all UConn ECE Science courses, allowing approximately 160 students annually to benefit.

 
The Office of Early College Programs will award UConn ECE Course Enhancement Awards again next year.

 

 

Overcoming Adversity: UConn ECE Strong


By UConn ECE Program Office Staff

 

A committee of four reviewed and selected the cover for the Spring 2020 edition of the UConn ECE Magazine from student submissions responding to a call to show adaption to distance learning that embodies “Overcoming Adversity – UConn ECE Strong.” The winning photo includes the caption “Distance makes the heart grow fonder” and captures one of the many signs that the community displays in their front yards thanking essentials workers.

 

The committee recognizes the essential work that teachers continue to do from a distance during such unprecedented times and have had to adjust their lesson plans and schedules to meet the needs of their students. We have also included two runner up photos, one depicting the abstract passing of time during such a surreal experience and the other capturing what school at home looks like for a student.

Erin Blanchette Transitions to Another Office


By Brian A. Boecherer

 

The office is experiencing another transition – Erin Blanchette – our long-time colleague has transitioned to another job at the University in the accounting division. We are sad to see Erin go, and her departure has left a noticeable hole in the office. We are, however, so happy for her, as this is clearly a good progression and a new exciting adventure for her. Erin joined the office in 2006 and has filled many positions over the years. Some may remember her as the registration coordinator and also assistant to the previous director. In more recent times Erin has led our financial area – modernizing student billing, collections, and developing a billing customer service presence for the office. Erin is also responsible for deepening our relationship with the Avery Point Campus and working with the leadership on that campus to host a UConn ECE Cardboard Boat Race in conjunction with Avery Point’s boat race. Erin created the UConn ECE store and has been a big part of our student outreach and UConn ECE marketing and branding. Not only has Erin accomplished much, she has created relationships that will last. Erin has been an important team builder in the office, instigating office lunches, holiday parties, birthday parties, and being one of the “special ingredients” that have made the office fun and familial. Erin leaves a lasting mark on the program and with whom she has worked. Thank you, Erin, for all that you have done to support the program and the people who make the program.

Registration 2020-2021


By Todd Blodgett

 

As colleges, universities, and K-12 education moved to distance learning due to school closures, UConn proved to be no different. With the conclusion of the 2019-2020 academic year, UConn Early College Experience (ECE) moves into the new registration year. Our program has made some adjustments to our application in order to better accommodate students who are applying while physically away from their high schools.

 

1. Students do not need to obtain a Site Representative or school counselor signature on their consent form. High schools will confirm student enrollment in the Fall.

 

2. There will be no additional $25 administrative fee for students who cannot apply before June 30th and need to apply in the Fall.

 

While the Spring 2020 semester was not what our students expected, we are excited to get everyone back in classrooms and engaging in our UConn ECE courses soon. Please continue to monitor your e-mail, our website (ece.uconn. edu), and our social media platforms for registration news. Students should continue to engage with their school counselors about taking UConn courses through Early College Experience.

 

Have a great Summer and we look forward to collaborating with you this Fall as we begin a new academic year!

UConn First Summer: The Transition to UConn


By Melanie Banks

 

How do students prepare for the transition to a university after graduating high school? There are many different ways and approaches a student can take. At UConn, incoming first-year and transfer students are able to receive academic and social engagement support through the UConn First Summer (UCFS) program. We are delighted to share the adoption of UCFS to the Office of Early College Programs as part of our mission where students can explore the transition to collegiate life prior to their first semester at college.

 

Students participating in UCFS take two General Education courses during the 5-week residential program, with the goal of providing participating students a strong start to their academic, residential, and social experience at UConn. Available courses include ANTH 1000, COMM 1000, ECON 1202, HDFS 1060, MUSI 1003, PHIL 1104, PSYC 1100, and SOCI 1501. But college is not all about academics! Students reside on campus with a roommate, have meals at the dining halls, network with campus departments, explore interactive activities, attend social and career development workshops, and make long-lasting friendships.

 

As one chapter closes, another begins. The months prior to becoming a Husky can be overwhelming, but we are here to help! The staff at UCFS partners with campus departments to ensure students feel prepared and have resources available to take on their undergraduate career.

 

UConn ECE Strong


By Kathrine Grant


It goes nearly without saying that the past few months have changed lives fundamentally and profoundly. Schools and offices are closed, graduations are cancelled or postponed, and our daily lives have been disrupted in ways that will radically change our future. The ramifications of COVID-19 are unlike anything anyone has seen before. Yet, in like, the strength of our Students, Instructors, Site Representatives, Library Media Specialists, Faculty Coordinators, and the entirety of the UConn ECE Community has been unmatched.

These are trying times. Students and Instructors have shifted to online learning, both synchronous and asynchronous, in the matter of days; Faculty Coordinators gone through the same transition in their courses and shared resources with the Instructors they support. Parents, families, and school communities have gathered around their students to support them as they transition to online learning, make decisions about post-secondary plans, and grieve the many losses that have come as a result of this pandemic.

We wanted to highlight the strength, ingenuity, and resilience of our community that has shown through in these uncertain and challenging times. As we have seen in our community and beyond, profound challenge requires creativity, adaptation, and compassion: it is in our greatest challenges that we come to know the true depths of our strength, resilience, and courage. Our community has shown time and time again, together we are UConn ECE strong.

Note: Interviews have been edited for clarity.

Juan Jose Vazquez-Caballero, UConn ECE Instructor: Lyme-Old Lyme High School (SPAN 3179)
Mr. Vazquez-Caballero grounded his transition to distance learning through using the goals of his original, in-person curriculum to inform online learning and create an analogous digital environment through the effective use of technology. Three days a week, Vazquez-Caballero hosts synchronous learning with students, where they converse in Spanish to check in about their learning and upcoming work. He found the greatest challenge to be supporting students as they continue to develop listening and speaking skills in a digital space; he has begun using Screencastify to create mini-lessons with questions and pause points for students to answer as they would in the classroom.
The biggest success that Mr. Vazquez-Caballero has seen with the transition to distance learning is how his school “gathered feedback from families and spent a lot of time discussing how to best adapt to the circumstances and support our students and their families. We have given a lot of thought to make the curriculum flexible, engaging, and meaningful, and we have set up a structure to focus on continual improvement.”

Ann Trapasso, UConn ECE Instructor: Central High School (ENGL 1010)
During the transition to distance learning, Ms. Trapasso shifted her ENGL 1010 course to task students with coming to terms with the pandemic, where “they would notice what most interested them about the pandemic and collect materials that, when curated, would develop into a multimodal project.” She shared that “the need for each student to ‘make sense’ of the pandemic was very real and immediate,” and so she recalibrated her class to be a space where students could document, process, and understand their own experiences. Providing students with this creative outlet allowed students to develop projects that were intimately tied to their experiences; one student, whose mother is a nurse, is creating an infographic “that clarifies how much these nurses are contributing and the conditions under which they must work, including those who are the least skilled and must work at more than one facility in order to earn a living.” The strength and humanity of this project is twofold: it has provided some students a lifeline to document and process their experiences and the opportunity to create something that “allows them to send a message out—where it might be heard and might do some good.”

Tina Riccio, UConn ECE Instructor: Southington High School (SPAN 3178, SPAN 3179)
Ms. Riccio is using a blend of synchronous and asynchronous learning in her transition to distance learning: she hosts small groups with students in seminar formats and uses the “room” feature in their video conferencing platform for students to take part in group discussion. Her students were eager to participate in the live breakout sessions and shared how much they missed school and were excited to see one another. She grounded their smooth transition partly in the strong relationships that were already established with SHS students.
Ms. Riccio’s school took on the adaption to technology through collaborating with their district technology director who trained teachers. Her department then taught themselves many different educational technologies and created tutorials to share with one another; they hosted Q&A sessions for department members to troubleshoot any issues or problems. The use of technology also allows all live sessions to be recorded and then posted for any student who may have to miss class so that teaching and learning are more responsive the lives of students under current circumstances. The collaboration between professionals allowed her department to “keep the integrity of their curriculum and teach the big ideas” so that their essential questions and enduring understandings have not changed. She shared that “we have made the best of a difficult situation, but teaching and learning were not meant to occur in this format.”

Joshua Welch, UConn ECE Instructor: The Woodstock Academy (PHYS 1402Q)
Mr. Welch has found that the transition to distance learning “has presented some challenges but nothing that some creativity and flexibility can’t address.” This perspective has propelled him to incorporate a variety of lesson structures across his classes to allow students the same laboratory experience with his Physics courses—but all classes begin with a wellbeing check in with students. This has allowed him to continue to build a classroom community even as they are physically apart. As he shared:
“We just need to listen to the kids, keep an open line of communication, and move with them. Spending a moment to just talk every day and really consider their feedback is important. Being able to evaluate our teaching, and being willing to start all over if needed, requires a lot of effort, but we owe it to these kids who are missing out on so much right now.”
The transition to distance learning has been a challenge for all, but Mr. Young finds his inspiration in the motivation and resiliency of his students.

Christian Chlebowski, UConn ECE Student: Somers High School (ENGL 1011)
It is important to remember, in this time of uncertainty that everyone is struggling to deal with their emotions. Reaching out to anyone and everyone can not only help you, but help them, too.

“‘Congratulations again, Class of 2020. I wish you the best of luck in college, the military, or wherever your life path takes you!’” That phrase is one I had been rehearsing in my head for months – the traditional farewell the senior class president confers upon his or her peers during their class address at graduation. But this year, no one knows if I will ever get to say it.’

Senior year is supposed to be the pinnacle of high school achievement; after the stress of eleven long years of academic and social pursuits, one’s final year in high school is a celebration. While the fall semester is difficult, especially due to college applications, the spring semester at my high school includes prom, the senior outing to Boston, the senior banquet, senior awards, and, the ultimate achievement: walking at graduation.

For the Class of 2020, none of those might happen.

Adjusting to that reality, and the unknown that accompanies it, has been the greatest challenge of my academic career. And while myself and my fellow class officers are working closely with school administration about how to handle this and how to make the conclusion to our senior year meaningful, barrier after barrier seems to have been erected. It’s tough to plan for something that might never happen. It’s tough to work with peers who are as emotionally distraught as you are. It’s tough to deal with the unknown.

Unknowns permeate throughout life, and how we deal with them often shapes our futures. But nothing – no challenge I can foresee – will ever surmount this one. The world is at a standstill; it would be nice to be wearing a cap and gown, marching through that standstill and up to receive my diploma, but that is cast in doubt.

It seems that, out of four graduations I have played (or will play) a role in (either by playing in the band, conducting the band, or marshaling for the senior class), this will be the defining one, and the most challenging one to boot. No academic or social pursuit can surpass that.

Perhaps, instead of the traditional class president remark, I will have to adapt it.

‘Congratulations again, Class of 2020. Although we cannot be together celebrating right now, we have survived what may well be the greatest challenge of our lives – surviving a global pandemic. No matter what you do in college, the military, or wherever your life path takes you, remember that you survived this challenge, just as you can survive any other challenge you face.’”

Anindita Chakravarty, UConn ECE Student: South Windsor High School (HIST 1400)
I now understand how important it is for people to work and come together during times of crisis such as the COVID-19, and how it is time to change not only what we think about ourselves but the world around us.

When distance learning all started, the transition from a normal school day to distance learning was overwhelming and tough. The students, as well as the teachers, were confused about how the material was going to be presented. During the first week of distance learning, I had to figure out a plan of how to finish up all my schoolwork and be able to study for exams, as there was material constantly being posted every day on google classroom. The biggest help through the whole transition process were the teachers. Their compassion and understanding during this difficult time are what really helped the transition process go smoothly. Many teachers were very lenient when work was handed in and were more than happy to give extra credit and help students out in any way possible. Since then, distance learning has been a very positive experience in my life.

Many people around me are constantly dealing with consequences due to this virus, one of the main issues being people's jobs. It is lucky that many people still have them and are able to work and provide for their families. What worries me is the families that are having a difficult time providing for themselves, either because they don't have a job or due to many necessities being limited around us. This thought really boosts the emotional empathy and motivation I feel, and the willingness to help other people. This idea of coming together was shown to me just a couple of days ago when my community came together to drive their cars around different neighborhoods alongside firetrucks and policemen to show our support and appreciation to the first responders. Each person holding out a "Thank you" sign from their car to everyone around the community. This just showed me the strength and power we all have within us when we come together. Just seeing smiles on all the first responder's faces as we passed them was enough to show them that there are people who care and are rooting for them.

Esther Deutsch, UConn ECE Student: Bais Yaakov of Waterbury (AH 4092, ENGL 1010)
Yes, we are covering less, and things have changed. But we haven’t lost the beautiful atmosphere that makes our school what it is. The love, care, happiness, determination, and laughter that keeps our school running will always be with us, no matter what.

The coronavirus. COVID-19. Pandemic. Quarantine. Social distancing. Stuck at home for weeks. Stores closed. School canceled. One tiny, miniscule virus has brought the world to its knees. What the virus has done to the world is beyond belief. It’s unimaginable. And we are just trying to figure it out. We are confused. How could this happen? And the hardest question of all… now what?

Being stuck at home is definitely tough. But what's tougher is the thousands of people fighting for their lives. I think of children that have lost grandparents, adults losing their parents, and the elderly, who have lost their husbands and wives. I think of the doctors and nurses, risking their lives, working endless hours to take care of our nation. I see the bigger picture, and I pray for them every day.

But then, there’s me. The smaller picture. Me in my daily life. Without school, without my teachers. Without my friends, without shopping. And while I’m aware of the bigger picture, I know that there’s something I can take out from this. There's a message for me. And suddenly, I look around, and I know. I know exactly what coronavirus is here to teach me. I start to appreciate life. Appreciate the normal. Embrace the regular. When have I ever been grateful for merely getting in the car, going to the store, meeting people, and driving home? Just visiting my neighbors. Hanging out with my friends. Attending family obligations. Celebrating weddings. Going to school. Connecting with my teachers, my friends. Never. Never have I once thought, wow, it's so beautiful that we are all able to be here together. I just take it for granted. That’s what happens because it’s normal. Usual. Expected. But what gives us the right to expect everything to go right for us?

Coronavirus has made me a grateful person. It has changed me. I have realized that I can lose so much in just seconds that I need to hold on to everything I have. Appreciate it. Seize my opportunities. It’s hard to learn through a screen. It’s hard to not see my teachers and friends every day. We all know distance learning is not ideal. This is reality now. So what can I do?

I can be thankful that for the past ten years of my schooling, I got to go to school every day. See my teachers and friends. And even though it’s different now, I can learn to be grateful in other ways. I am healthy right now. I have enough food. I am home, safe with my family. When we just change our perspective, the ugliest, most horrible circumstances become beautiful gifts bestowed upon us.

Emma Browning, UConn ECE Student: Norwich Free Academy (CHEM 1127Q/1128Q, HIST 1501/1502)
Now, I have the leisure to do my assignments when and where I want. Although some tests are online and have a set time, they rarely occur before 11 a.m., and my mind is fresh when I take them.

Admittedly, a lot of the distance learning process has been unprecedented. As a member of the class of 2021 undergoing the early phases of the college application process, I've seen countless schools cancel their testing requirements-even Ivies like Cornell or Columbia. Drastic changes in AP testing has also impacted my two AP classes this year and our current course load. For my UConn ECE courses, I have noticed two things: the flexibility of my teachers in continuing our education, and their utter dedication to us and our learning. Neither of these are surprises, per se, but they have been highlighted by the recent epidemic.

Regarding flexibility, my ECE U.S. History class has substituted multiple choice for graded essays that demonstrate our knowledge, interactive presentations, and voiceovers of the class notes to bolster our understanding. In UConn Chemistry, my teacher, who had almost no experience using screen recording techniques, taught herself overnight and asked for our input on what learning strategies worked.

Regarding dedication, both of my ECE teachers have done their best to make sure we walk away with the knowledge (and credit) of a UConn class, but also the utmost care and concern. My U.S. History teacher, Mr. Howard, would often discuss current events with us in class and joke around with us at times, and set up a Google Meet to check in on us and talk about the changes that occurred in light of distance learning. He also uploaded all of our unit materials to Classroom so that we could start studying and reviewing them at our own pace. My Chemistry teacher, Mrs. Trotochaud, has truly gone above and beyond. In light of these circumstances, she has done her best to make sure we receive course credit following the exacting UConn standards, and has made her expectations clear for the class-all the while doing her best to help us adjust. Simultaneously, she runs several Google Meet help sessions a week, regularly quizzes us, sends supplemental materials to aid our learning, and makes numerous explanatory screen recordings. The night before a major test, she sent me a thoughtful email checking in on me and asking if I had any questions since I usually check in with her a week before a test, and sent me an individual screen recording explaining a problem late at night.

Many of the academic changes have been unprecedented, but the UConn ECE teachers have truly, if not entirely surprisingly, stepped up to the task.

Lina Singh, UConn ECE Student: Staples High School (ILCS 3239, ILCS 3240)
The most surprising thing that has happened to me with distance learning was that I've actually learned new things about myself and my goals by having more downtime in my day.

Before quarantine, my brain was constantly preoccupied with school for the majority of the day. But now, I've had the time to be able to tap into my interests, research possible majors and colleges, improve my writing skills, and spend quality time with my family. These are all things I never realized I missed during the school year, especially junior year, but with distance learning, I feel like my life has more balance to it and I've surprisingly grown as a person and knowing who I am and what I want to be.

While living in quarantine and hearing about the turmoil due to COVID-19 has been distressing, I’ve taken some time to think about what’s truly important in life, and that’s the notion of living in the present. As cliche` as it may sound, this mantra has never been so apparent. I put my own spin on the saying: “make time for memories”. Prior to quarantine, I was constantly worrying about the next test, homework assignment, researching colleges, and everything else in a junior’s agenda. But this extraterrestrial-like pause in time has forced me to live in the moment. I finally have the time to do the things I’ve always said I would but never had time for. I’ve opened my eyes wider to the world around me. Every day, I’m either cooking meals, talking with friends and family, or refurbishing old clothes. While the current conditions of our world are truly unfortunate, I know we will bounce back stronger than before. I know that when things return to normal for me, I will definitely be making more of an effort to halt the brakes of everyday life once in a while, wave to a stranger, and ultimately, “make time for memories.”