Author: Raj

Farewell with Gratitude: Nella and Melanie’s Decade of Dedication

By Christopher Todd

As we bid a heartfelt farewell to several long-time UConn Pre-College Summer (PCS) staff members, we celebrate the profound impact two very special staff have had on the growth and success of the program. Collectively, Nella Quasnitschka and Melanie Banks represented a
combined 30+ years of experience for UConn, having served in numerous roles for the Office of Early College Programs (OECP) but also having been instrumental in the rebranding and expansion of the Pre-College Summer Program (PCS), which launched in 2014. When Nella and Melanie joined the program in 2016 with a clear mission to expand and revitalize it, their leadership played a major role in driving the program’s significant growth over the past decade. As the Director and Associate Director of Pre-College Summer respectively, their leadership, creativity, and unwavering commitment to student development transformed PCS into a nationally recognized experience
for aspiring college students. Whether it was designing engaging residential experiences, mentoring high school participants and UConn graduate students, or building strong campus partnerships, their contributions created a supportive and inspiring environment that will continue to benefit future cohorts for years to come. Their legacy is woven into the fabric of PCS—reflected in every student who left our program more confident, curious, and prepared for college life. Celebrating the combined impact of Nella and Melanie is
easy for members of the Office of Early College Programs team. One doesn’t have to look very hard to find their professional and personal imprints on colleagues, stakeholders and programmatic offerings. But what better way to celebrate Nella and Melanie, than to hear from some of their former PCS colleagues who capture the true impact both incredible staff members had during their time at UConn. The voices below come from former UConn Higher Education and Student Affairs (HESA) Graduate Students who worked directly with Nella and Melanie to support the expansion of the PCS program during their two-year Graduate Assistantships:

MEGAN GO
Program Coordinator | Brooklyn College AANAPISI Project (BCAP)
M.A in Higher Education and Student Affairs | University of Connecticut ’24
PCS: 2022-2024

Nella: thank you for giving me a wonderful experience with UConn Pre-College Summer. You made it feel like home for all the GAs and student workers, and my grad school experience wouldn’t have been the same without it! Thank you for your support throughout my time at PCS and Neag. Sending warm wishes and good vibes your way with your next steps! Also, I still have all the cool socks you gifted me. 🙂

Melanie: you were the first person to welcome me to Pre-College Summer in-person. Thank you for a great 2 years! You were always so caring and understanding and made the office environment a comforting place to be in, especially in the midst of grad school stress. Wishing the best for you and your family! You took such good care of the GAs at PCS, there’s no doubt that you’re giving your family the utmost love and support!

CODY OLSON
Academic Advisor
Commonwealth Honors College at UMass Amherst
PCS: 2018-2020

Nella: Nella is one of the most thoughtful and caring supervisors I’ve ever had. She made work fun. And even when life was complicated and challenging in the Pre-College Summer world, I knew that I would leave work smiling because of Nella’s positivity and empathy. During the pandemic, we would have 3+ hour Teams Meetings. On paper, this sounds horrible, but I loved digging into projects with Nella and innovating within our program.

Melanie: Melanie was a joy to work with, and I learned so much
from her in our time together. Melanie saw me transition from being an undergrad to a graduate student to a young professional and helped me each step of the way. I will forever be grateful for our friendship and her mentorship.

JOSEPH R. FISHER
Associate Director of Facilities Management
Harvard Radcliffe Institute
PCS: 2017-2019

Nella: Congratulations, Nella, on your successful tenure at UConn! I am so grateful to have been a part of your professional journey during my time as a Graduate Assistant for UConn Pre-College Summer. I remember fondly my interview with you and Melanie, your enthusiasm for the program, and interest in bringing on the first Higher Education and Student Affairs (HESA) graduate assistant. You helped make my 2+ year of graduate study exponentially powerful, exposing me to new projects, asking me to solve complex challenges, and pushing us all to use technology in more useful and efficient ways. I miss our PCS days so much with our dream team — and do know that your professional legacy (and laugh) will be so missed!

Melanie: Congratulations on a wonderful journey at UConn! I am so grateful that our paths crossed to work together and that we were able to collaborate on many aspects of the Pre-College Summer program. I remember our short brainstorming conversations, “oh yes!” moments when we found a new way to do something better, and when those short conversations turned into long sessions where we’d create and build together. I admire your commitment to learning, to your professional career, your education, and of course, your growing family. I always miss our days of sharing our cubicle wall and window — and of course miss the vibrancy and professionalism you always brought to your work. Congratulations again!

As we will miss Nella and Melanie deeply, this moment of transition brings exciting possibilities. As we welcome new team members and fresh leadership into the PCS fold starting with our new Director, Dr. Bobbi-Jo Wathen, we look forward to reimagining the program with renewed energy and perspective. This is an opportunity to innovate, expand, and strengthen our offerings to meet the changing needs of students and families. By honoring the foundation laid by Nella and Melanie while embracing bold, forward-looking ideas, UConn Pre-College Summer is poised to continue shaping transformative experiences that prepare high school students not only for college, but for a lifetime of learning and leadership.

Professional Development Workshops

By Caroline Lynch, UConn ECE Graduate Assistant, Master’s Student, UConn, Higher
Education and Student Affairs

We’ve had yet another eventful semester for the UConn Early College Experience Program, including 22 unique professional development experiences for our certified ECE Instructors. A mix of on campus and virtual events were held, for our wonderful instructors from Allied Health, American Sign Language, Animal Sciences, Art, Asian & Asian American Studies, Digital Media and Design, Earth Sciences, Education, Educational Psychology, Environmental Science, French, German, History, Human Development & Family Sciences, Italian, Kinesiology, Latino & Latin American Studies, Political Science, Spanish, and Statistics as well as our Library Media Specialists. Please enjoy a brief overview of the professional development highlights from the Spring 2025 semester!

February 26, 2025: Political Science Workshop

For our first professional development event of 2025, we hosted a virtual conversation with our Political Science instructors on the theme Bringing Politics into the Classroom. The morning opened with a faculty discussion surrounding the effects of rising authoritarianism in world politics, with the goal of equipping instructors with strategies for teaching their students to understand and recognize harmful trends
and their consequences. A major highlight of the day was a guest address by Denise Merrill, UConn alumna and former Connecticut Secretary of State.

March 12, 2025: Animal Sciences Workshop

Animal Science instructors met on the Storrs Campus in early March, where they had the opportunity to observe a class section of ANSC 1602: Behavior and Training of Domestic Animals. The true bonus highlight of the day was a trip to the UConn Dairy Bar, where instructors got to experience our world-famous UConn ice cream!

March 14, 2025: French Workshop

On March 14th, our ECE French Instructors convened on the UConn Storrs Campus for their annual professional development conference. The morning consisted of a lecture on the theme of childhood and its manifestations in French cinema, led by Assistant Professor in French
Studies, Dr. Raphaël Koenig. Then, in the afternoon our instructors were given the opportunity to visit UConn’s Ballard Institute and Museum of Puppetry for a tour and a lecture on puppetry in France and French-speaking countries led by Dr. John Bell, Director of Ballard Institute and Museum of Puppetry and Associate Professor in the Dramatic Arts Department.

April 4, 2025: Italian Workshop

Our Italian instructors took a field trip to the Wadsworth Atheneum Museum of Art in Hartford, CT for a private tour of the galleries. Following the tour, instructors got to experience an informative lecture courtesy of Stephanie Barnett, School & Teacher Programs Manager for the Atheneum.

April 11, 2025: Spanish Workshop

Marking our largest professional development workshop of the semester, over 85 certified Spanish instructors joined us on the Storrs Campus on April 11th. The group was joined by Professor Oscar Martin, chair for the Department of Languages and Literatures at Lehman College. Professor Martin delivered a lecture entitled “Estudiantes, hay camino y se hace camino al andar” (Translation: “Students, there is a path, and the path is made by walking”). Following the keynote address, instructors had the opportunity to work on a collaborative group project with their peers.

April 25, 2025: EDLR 2001 Workshop

It was a beautiful day in Storrs when we were joined by a group of 15 EDLR 2001: Contemporary Social Issues in Sport instructors. Thanks to the continued efforts of Dr. Danielle DeRosa, our Faculty Coordinator for Educational Leadership, this group has grown to include teachers from a variety of unique disciplines, including History, English, Health/Physical Education, and Social Studies. Each provides a unique lens through which to teach their students about the industry of sport. Instructors were given the opportunity to meet with Eric Schneider, Associate Director of Athletics and Compliance at UConn, to discuss the ever-evolving landscape of college athletics, including NIL (name, image, and likeness) policies. The afternoon was topped off by a walking tour of several of UConn’s athletic facilities, including Gampel Pavilion, the flagship site of the “Basketball Capitol of the World”, along with the baseball, softball, volleyball, and ice hockey facilities.

April 24 and 25, 2025: English at the 14th annual Conference on the Teaching of Writing

This semester, our ECE English instructors were invited to attend the 14th annual Conference on the Teaching of Writing, entitled “Joy to You and Me: Making Space for Joy in the Writing Classroom.” This conference challenged our instructors to embed joy into their pedagogy, finding it in unexpected places amongst upheaval and dread, and encouraging their students to embrace it. The keynote address, titled “Hell Yes, Joy is a Strategy: Reclaiming Play in Writing Assessment,” was delivered by Dr. Stephanie West-Puckett, Associate Professor of Writing & Rhetoric at the University of Rhode Island. Attendees of the conference were treated to a wide variety of sessions and workshops to choose from and had the opportunity to connect with individuals across the UConn First Year Writing community and beyond. It’s been an incredible semester! To find more information and photographs from these and the rest of our professional development events, please feel
free to visit the “ECE PD Blog” on our website. As the spring comes to a close, we extend our thanks to our Faculty Coordinators, guest contributors, and instructors for their time and commitment to the ECE program. We’ll be back come Fall with plenty more professional development experiences, and we look forward to seeing many of you then!

CT Science OLYMPIAD

State Finals 2025

The University of Connecticut’s Storrs campus hosted over 40 high school teams from across the state for the 2025 Connecticut Science Olympiad State Finals. Sponsored by UConn’s Early College Experience program, the competition showcased the creativity, problem-solving skills, and scientific expertise of Connecticut’s brightest young minds.

This year’s event featured a dynamic mix of challenges, from hands-on engineering events like Helicopters and Electric Vehicles to rigorous knowledge-based tests in Anatomy and Chemistry. Each competition pushed students to think critically, collaborate effectively, and apply their scientific knowledge under pressure.

After a day of intense competition, South Windsor High School emerged as the state champion, earning the opportunity to represent Connecticut at the National Science Olympiad Tournament at the University of Nebraska in Lincoln. Hopkins School claimed second place, while Wilton High School secured third, followed closely by Avon High School in fourth. Their achievements reflect months of hard work, dedication and a deep passion for STEM subjects by students and their dedicated coaches.

While trophies and rankings highlight the competition, the heart of Science Olympiad lies in the experiences it creates. Students took on scientific challenges, worked with their partners, and struggled through complex problems as a team. Whether they were fine-tuning an engineering design, solving chemistry puzzles, or testing flight mechanics, every participant walked away with new skills and unforgettable memories.

This year’s tournament was a testament to the strength of Connecticut’s science education community. Thanks to the dedication of coaches, the generosity of sponsors, and the continued support of UConn’s ECE program, Science Olympiad remains a transformative experience for students across the state. We look forward to seeing what next year’s teams will do in the competition!

ECE Wallace Stevens Poetry Contest

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

I’ve been writing narrative poetry and creative nonfiction for over twenty years, and when I am teaching undergraduate introductory level creative writing courses, my students often ask me a variation of two questions: “what inspires you to write?” and “what topics do you write about?” I respond by telling them that the familial and personal narratives my maternal grandmother told me as a child spurred a deep curiosity within me about how to tell a story, even if it may seem mundane to me. While I do prefer to write about my family’s ancestral
lore acting in conversation with my grandmother’s stories, sometimes “big ideas come from out of the blue,” as is the theme of this year’s ECE magazine, in which I have found myself writing a poem about visiting the Dachau Concentration Camp Memorial Site in Bavaria, Germany in December 2015, or writing an ekphrastic poem (from the Greek, is a poem that describes a work of visual art, such as a painting, sculpture, or other form of visual art), about a painting titled “Misty Morning” by the Connecticut-based artist D. Stone. Memories, images, facts, emotions, questions, longings, yearnings, etc. are what people experience on a daily basis, a major and vital part of the human condition, and expressing oneself in the written word has the ability to be transformative and meaningful to the listener/reader, as well as the writer.

This year the ECE Wallace Stevens Poetry Contest received forty-five poetry packets. My fellow judges, Kyle Barron and Anh Le—both are PhD candidates in the English department at UConn and are creative writers—and I selected five poetry packets by Hannah Guo, Sapphira Costa, Yimin Wu, Hermione Ildefonso, and Naima Garcia as the first, second, third, and two Honorable Mention winners, respectively. On a Thursday morning in mid-March, Kyle, Anh, and I held a Zoom meeting to discuss and select the winners, and after an hour of deliberating,
the three of us were impressed by the subjects and topics expressed in all of the submissions. There were five poets whose writing mesmerized us greatly for the levels of craft, creativity, imagery, depth of language, and range of topics and poetic forms and styles.

In the first two lines of the poem “Listening” by Hannah Guo, the reader is advised to “Stop in your tracks—let the autumn wind / gently caress your face and lift your chin skyward,” a gesture that allows one to experience a season and all that it offers. The speaker employs the use of the directive by addressing the reader as “you,” and while this tone may seem demanding, if not commanding to some readers, often times one needs to be reminded about the benefits of embracing an autumnal atmosphere of “distant bonfires, fallen leaves, rain-soaked bark— / a hint of cold earth, and the ghost of sunburnt grass.”

The speaker in Sapphira Costa’s poem “Bisavó,” the Portuguese word for grandmother, employs the literary technique of the braided narrative to highlight how three generations of women in her family approach personal silences. The speaker’s great-grandmother was regulated to domestic duties and took on hidden silences about her pains and worries, “her hands learned to hide her heart / to place away her strengths and burdens,” and the speaker’s grandmother took on the same domestic roles and responsibilities and inherited even deeper silences about her concerns and sorrows, “the quiet steadiness of hands that knew work.” The speaker is a young poet, writing about these
silences in open forum, and at the end of the poem ponders if hiding these silences is a kin to drowning, in an emotional and psychological sense, as “if the flood isn’t the water rising, / but the weight of everything that is left unsaid.”

In Yimin Wu’s poem “Anticipating Ardor,” the speaker employs tercets, stanzas of three lines, to create a typographical juggling act of imagery and sound enacted on the page. The scene depicts a speaker sitting on a cold park bench deeply engaged with the architectural landscape of the park juxtaposed with the wild, creature-laden lushness of the forest nearby, and the mysterious wonders of the universe
that surrounds, with each stanza offers a range of sonic and visual stimuli: “cicadas still chirping, my eyes snap open. / The trail of a shooting star glimmers above, / Almost akin to a strand of blond hair.”

Hermione Ildefonso’s poem “Gemini Syndrome” recounts the moment a speaker confronts, and transforms into, the dual persona of the Gemini zodiac sign via their reflection in a foggy mirror. The speaker asks, “what is a twin soul in a singular body?,” which is signaled by an inner desire and longing to comprehend their mercurial nature and patterns of behavior. The speaker understands that they’re changing as the world changes, and there is deep complexity, but also splendid wonder in who they are: “So, here I am, at the edge of knowing / with trembling hands, I scatter petals of possibility.”

The speaker in Naima Garcia’s poem “The Dead End at Daybreak” offers the reader a narrative about the Second Battle of Ypres that was fought between April 22 and May 25, 1915 during the First World War. This battle was a means to gain control of land to the east and the south of the Flemish town of Ypres in western Belgium. The use of the historical perspective and the speaker’s tone of voice provides the reader with a closer lens into this moment of war, in which the speaker states that “…Ypres / would never be the same glistening, tourist
attraction it had been / before;” a startling image of the future juxtaposed with the “fruity scent of the lavenders.”

Hannah Guo
Hannah Guo is a senior in high school from Woodbridge, CT. She plans to attend Rice University in the fall and is passionate about the interactions of writing, community, and civic engagement. Watching words move, inspire, and unite people fills me with purpose. Since the very beginning, we have all been feelers. We have been storytellers. Leaning into that gives me strength.

Listening
Stop in your tracks—let the autumn wind
gently caress your face and lift your chin skyward
It wraps around your feet and whispers,
I can take it from here,
so you listen, and let it.

The wind smells like distant bonfires, fallen leaves, rain-soaked bark—
a hint of cold earth, and the ghost of sunburnt grass—
You smell like the wind.

Tell me, have you called the wrong people home?
Have you left your heart on regret’s shelf ?
Have you cradled your fear
when you should have been grasping at joy?
Have you forgiven yourself?

Speeding up, you feel your heart thumping,
Two feet trying to leave the ground,
The wind is trying, trying! trying!
Hair unfurling, winding into yours the way yarn binds itself to a spool
Only to stop at a foundation of solid wood,
chest rising, breathing precious life in—
The egrets keep soaring, their wings fanned out, spelling goodbye

Breathing hard you ask
the grand Oak
if he loves all his old selves
He says not necessarily—but they have made me so
I hold them every day and tell them they have done
a good job

And the Willow and Birch trees chime in, rustling,
You can also live a hundred lives
You can keep each one
And you realize they are right; you have—
And you will.

Sapphira Costa
Sapphira Costa, a senior at Manchester High School, has been writing stories for as long as she can remember, finding a second home between dusty library shelves and thrifted notebooks filled with poems about longing, girlhood and becoming. She dreams of studying neuroscience to better understand the mind, but it is through poetry that she has always understood the soul. Her work has been recognized with two Gold Keys, two Silver Keys and an honorable mention from the 2022 and 2024 Scholastic Arts & Writing contest.

Bisavó
Born from the shadow of terracotta roofs,
where my great-grandmother once danced beneath the orange
blossoms,
growing among the vineyards and olive groves.
Her bare feet kissed the earth, dusting it with centuries of soil.
Her hands heavy with the weight of the harvest,
the patterns of the season etched into her skin.
She learned early to bear the weight of others as her own.

In Portugal, a women’s role was carved into the land,
she was the earth.
Her roots ran deep into the soil,
unshaken by the weight of family, traditions and expectations of
silence.
Her hands prepared meals, washed clothes, and raised children.
They sewed respect into every seam, served faith onto ever
plate,
all while a man who claimed her loyalty,
lingered in the arms of others.
Her hands learned to hide her heart,
to place away her strength and burdens.

The Church whispered to her,
reminded her that god watched the patient,
as if her silence was the way to sainthood.
Her faith instructed her that to speak of pain was a sin.
That her worth lied in her sacrifice,
in her ability to carry the burdens without complaint.

My great-grandmother inherited these beliefs like heirlooms,
tucked into the folds of a life lived passed down between kitchen
walls
and church pews, stitched between the pages of prayer books.
She never spoke of sorrow,
because sorrow was the quiet hum
of wind through azulejo courtyards,
where the walls held everything she couldn’t say.

She hemmed her sorrow into the edges of tablecloth and
dresses too long,
whispered them into the bread and malassada she baked,
but she never let them surface.
Emotions were a luxury,
an indulgence she could not afford.
They belonged to fado songs that carried her pain,
its melancholy seeping into the edges of every conversation
she never had.

In America, there is no room for this kind of quiet.
Here, feelings must be displayed like the fruits
at a Saturday market, ripe and open to touch.
But my grandmother,
she inherited her silence,
like the faded yellow on the Barcelos Rooster of her grand-
mother’s apron,
the quiet steadiness of hands that knew work
and “sim senhor”
but not words.

In the kitchen, caldo verde simmers,
the steam rising like the breath of something long held back
and I feel the weight of generations in every spoonful.
There is no fado here, only the chatter of this new land
that asks for too much and understands too little.
How can I explain the way my grandmother loves
in a language with no space for silence?

My great-grandmother never questioned her role.
Her days were spent in service
to family, to faith,
to the land that gave little but asked for much.
And my grandmother too, learned to swallow her voice,
to wear her silence as armour.
to carry the weight of expectation,
with silence, with grace.

But I live in a country that demands my voice,
where I am expected to be open,
to name my hurts, to name my struggles,
but my mouth is filled with saudade—
the longing for what is lost
before I ever knew it.

My great-grandmother taught my grandmother that silence
was safety,
and that to say too much
was to invite the world in too closely,
to let the sea flood the village.
But in this American land,
I wonder if silence is its own kind of drowning,
if the flood isn’t the water rising,
but the weight of everything that is left unsaid

Yimin Wu

Yimin Wu is a senior attending Hall High School in West Hartford, where she’s the president of her school’s Creative Writing Club. Beyond the pen, she also loves learning foreign languages and likes to game in her free time. I’ve loved writing since elementary school, and for me, it’s a valuable way to express my authenticity and Asian-American experience. I enjoy going to local open-mic nights and share poetry together with friends.

Anticipating Ardor

Streetlights flickering, fireflies flashing,
I solemnly sit on the cold park bench,
Awaiting the right person to arrive.

From the corner of my eyes, a gleaming
Ray dashes through the frosty wind,
Flinging my body into a daze.

As we exchange a brief glance,
A blunt hammer clashes against
The anvil inside my iron lungs.

Stripping away my frigid facade,
That beaming smile melts off my steel
Skin and captures my heart of gold.

His teal eyes sparkle under the moon,
Irradiating my dilated, dark pupils.
I reach towards his curly, golden locks,

But the streak of light escapes my grasp,
Minimizing and disappearing into the stars,
Casting a silver shadow on my palm.

The shadow, emitting a tingling warmth,
Lingers in my hand, refusing to dissipate.
Clutching it to my chest, I plunge into slumber.

Cicadas still chirping, my eyes snap open.
The trail of a shooting star glimmers above,
Almost akin to a strand of blond hair.

Upon a yellow birch, a tiger owl blinks at me
In mockery. As I depart deep into the woods,
A creeping phantom of regret stalks me.

Sun emerging from the blurry horizon,
Sparrows ruffle their russet wings.
Past the bench, runs a familiar figure.

Making a double-take, he decides
To stop and sit down this time, eagerly
Awaiting the right person to arrive.

Hermione Ildefonso

Hermione Ildefonso is 17 years old and in her junior year at New Britain High School. She would describe herself as a lover of all things art and writing, and her poetry is a testament to that connection.

Poetry allows me to explore complex emotions and ideas in a creative and meaningful way. It’s how I translate the world around me onto the page.

Gemini Syndrome

In the mirror’s dim reflection,
two faces peep through the fog,
like shadows of thoughts
caught in a tornado of yearnings,
who am I when the world isn’t watching?
A whirlwind manakin,
twisting to the rhythm of others’ expectations,
each pulse, every heartbeat adds a tiny fragment
to this mosaic of selves.
On Monday, I am the rainmaker,
dancing barefoot in puddles of spontaneity,
lighting up the skies with laughter,
but by Tuesday,
the clouds gather,
and I dissolve into the calm before the storm,
a solitary figure,
huddling in the corners of my own mind.
What is a twin soul in a singular body?
One half conspirator, the other—
a reluctant participant in the play of life,
holding backstage secrets while the spotlight aches
for that dazzling performance.
But here I stand, the original and a ghost,
A dichotomy bound and unbound,
the dance of duality.
Words swirl, a cyclone of confusion;
“Be authentic,” they say,
Yet every revelation feels like a mask unmasked,
and the deeper I dig,
the deeper the chasm grows,
identity slipping like sand
between my fingers,
the essence of self caught in a paradox.
In a crowded room,
my voice shatters into tiny echoes,
each thread of laughter,
each sigh feels borrowed,
as I weave an intricate tapestry of personas—
the philosopher, the joker, the lover,
the strategist who charts the unseen pathways,
and still I linger,
a traveler in my own existence.
I ponder,
is it evolution or confusion?

Am I the artist painting my own reality
or a canvas upon which
the world scrawls its impressions?
In this Gemini syndrome,
I yearn to scream,
to break free from the expectations,
to dive into the abyss
and learn to swim
in the depths of who I might become.
So here I am, at the edge of knowing,
with trembling hands, I scatter petals of possibility,
letting go of what I thought I should be,
embracing the dance of fluctuations,
not seeking resolution,
but celebrating the beauty
of being beautifully,
confoundingly me.

Naima Garcia

Naima Garcia is 18 years old and from Naugatuck, Connecticut. I connect to poetry due to my admiration for its potentially eloquent, song-like structure that provides a space for personal introspection and vivid imagery.

The Dead End at Daybreak

I remember it crystal clear, we all do. It was destined that we would never forget, the everlasting trauma would make our skin crawl, they
made sure of that.

The swiftness of the flying poison, the gory casualties that followed, my bloody terror, our anxiety-induced hearts nearly slipping out of our chests, the burden of death and gas misting the atmosphere.

I’ll never forget the visions of the piles of rotting, lifeless corpses increasing by every second, the velvet-splattered outdoor ground, the thousands of Canadians who’s souls had been ripped out at the hands of chlorine gas, the eruption of stinging slipping through my lungs. I tear up and vomit at any topic relative in the slightest to such a memory

Rights and Responsibilities in History

Connecticut History Day Scholars
Descend on Storrs

The University of Connecticut and the Office of Early College Programs is proud to support Connecticut History Day (CHD), an enriching program that empowers students to explore the past through in-depth research and critical thinking. This year’s theme, “Rights & Responsibilities in History”, resonates deeply with UConn’s mission to cultivate an informed, engaged citizenry committed to upholding democratic values. By encouraging students to investigate the historical struggles for rights and the responsibilities that accompany them, UConn and Connecticut History Day together help nurture the next generation of civic-minded leaders ready to contribute meaningfully to their
communities and beyond.

On Saturday, March 29th, UConn Storrs hosted 25 schools comprised of 29 educators and 468 students for the Mansfield Regional Connecticut History Day Contest. In total, 4,106 students participated in Connecticut History Day contests this year, with the State Contest held at Central Connecticut State University (CCSU) on Saturday, May 3rd.

Cyndee McManaman, the Mansfield Regional Coordinator, wrote: “While we have quite the growing library of resources on the CHD website, the workshops are a powerful tool to support our educators and students. It’s so exciting for me to travel to
different classrooms and work with our History Day participants! Seeing history through the eyes of our students, and understanding their passion for what they’ve learned, is inspiring!”

Several Mansfield Region students received awards or recognition at the National History Day Contest held at the University of
Maryland-College Park June 9-13, 2025.

MEDALS
Seniors Amanda Zadnik and Simonne Thibeault (E.O. Smith High School) finished third in Senior Group Exhibit, “Rewarded by Death: How Operation Columba Exemplifies the Rights and Responsibilities of Civilians in Wartime”

SPECIAL PRIZES
Julianne Pashe and Katie Smith (Ellington Middle School) received the World War II History Prize for their Junior Group Exhibit “Civilian Public Service Camps: The Compromise between Personal Rights and National Responsibility”

Vivaan Pandey and Vyom Kadegaonkar (Timothy Edwards Middle School) received the George Washington Leadership in History Award for their Junior Group Documentary, “Shays’ Rebellion: The Uprising that Shaped a Nation”

AWARDS
Bhaavni Kirshna (South Windsor High School) was awarded the Outstanding CT Award (Senior Division), finishing 7th place overall with her Senior Individual Performance “Noor Inayat Khan: A Responsibility to Resist”

FINALISTS
Lillian Magnoli (Timothy Edwards Middle School) 4th place Junior Paper, “Don’t Call Her a Business Woman; Call Her a Woman in Business; Beatrice Fox Auerbach’s Pioneering View of Rights and Responsibilities in History”

Emma Hennessey, Emma O’Brien and Lily Flynn (Timothy Edwards Middle School) 10th place Junior Group Performance, “The Abolitionist Who Never Stopped Writing: The Liberator’s Fight for Anti-Slavery”

Aarna Jaggi (Timothy Edwards Middle School) 10th place Junior Individual Website, “A Line in the Sand, A River of Blood: The Partition that Stole Millions of Rights”

Salma Hassan and Sohyla Hassan (Madina Academy) 9th Place Junior Group Website, “Luminous Lives, Remarkable Legacy: The Radium Girls’ Fight for Workplace Rights and Employer Responsibilities”

Salma Mahmoud, Sidra Bedir, Tasneem Zoghol and Zainah Khaliq (Madina Academy) 9th place Senior Group Performance “Nellie Bly, Asylum Spy: Exposing the Abuse of Patient Rights and Neglect of Medical Responsibilities”

Faqiha Faheem, Noora Mahmoud and Sarah Elsherbini (Madina Academy) 9th place Senior Group Website “The Triangle Shirtwaist Factory Fire: From Tragedy to Reform”

HONORABLE MENTION (Top 20)
Kalyani Tihaiya and Mia Chen (E. O. Smith High School) Senior Group Performance “From California’s Campuses to Communities: Asian Student Activists’ Fight for Inclusivity”

Jacob Brown (Rockville High School) Senior Individual
Exhibit “Sheff v. O’Neill: Equal Education in Connecticut”

Noor Hassan (Madina Academy) Senior Individual Website “Rights Denied, Responsibilities Betrayed: The Veiled Injustice of the Untreated Syphilis Study”

It is important to remember that the National History Day is not just a day, but an experience. Once students met with judges, they enjoyed a myriad of activities ranging from button trading to an Ice Cream Social and a day spent in Washington D.C. where the group met Senators Blumenthal and Murphy and toured the Capitol. Avner Wilson-Spiro from Wilton High School was one of only ten students invited to participate in the prestigious writers workshop at the White House. Jacob Brown from Rockville High School
represented CT with his exhibit on Sheff v. O’Neill at the National Museum of American History as part of a daylong display of 47 History Day projects.

News to Know

By Carissa Rutkauskas
New England Alliance of Concurrent Enrollment Partnerships (NEACEP) Conference

The 2025 Annual NEACEP Conference, Something More Than Dual Credit, was held on May 30 at Middlesex Community College in Bedford, MA, convening over 100educators, administrators, and stakeholders from across New England and beyond. The conference focused on advancing dual credit programs through improved student advising and pathways, expanded access for underrepresented students, and stronger academic and non-academic supports. Dr. Amanda Sterk opened the event with a compelling keynote on empowering students and families to navigate dual enrollment successfully. Among the 14 breakout sessions, UConn ECE’s Chris Todd presented on using concurrent enrollment partnerships as a strategy to attract, recruit, and retain educators, while UConn ECE Instructor Amy Bigelow (Franklin Academy) shared insights on supporting students with learning disabilities in dual enrollment math courses. Amy reflected on her experience, saying, “My first NEACEP conference highlighted the wide variety of ways high school students earn college credit nationwide. It deepened my appreciation for UConn’s dual enrollment model, offering college courses in a familiar, small-class setting. I was also honored to present about Franklin Academy’s success in providing executive functioning coaching and accommodations for neurodiverse students taking ECE courses.” UConn’s Office of Early College Programs was well represented by Chris Todd, Carissa Rutkauskas, and Jess Dunn from UConn ECE, along with Dr. Bobbi-Jo Wathen and Yamileth Lopez-Ramos from UConn Pre-College Summer. UConn ECE instructors Catalina Peñafiel Rincón (Kennedy High School) and Dawn Marie Conroy (Waterbury Arts Magnet School) also attended, with Dawn Marie recently certified to teach ECE courses. Catalina noted, “Thank you, NEACEP, for a well-organized and informative conference. I particularly appreciated the engaging sessions, insightful speakers, and the opportunity to network with
other professionals.” The conference proved to be a dynamic and collaborative event, reinforcing the value of partnerships in shaping the future of dual credit education.

UConn ECE Instructors Honored with Nation’s Highest Award in STEM Teaching

UConn Early College Experience is proud to announce that two of our outstanding certified instructors, Joseph Mancino of Glastonbury High School and Susan Palmberg of Edwin O. Smith High School, have been named recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). The awards were officially announced on January 13, when President Biden honored seven exemplary educators from Connecticut with this prestigious national recognition. The PAEMST is the highest award in the United States for K–12 STEM teaching. It recognizes teachers who have demonstrated both outstanding subject mastery and a deep commitment to fostering student achievement in science and mathematics. Each year, up to 110 educators nationwide are selected to receive this honor.

Awardees receive a certificate signed by the President of the United States, a $10,000 award from the National Science Foundation, and an invitation to Washington, D.C. for a series of recognition ceremonies and professional development opportunities. Mr. Mancino is certified to teach UConn ECE courses PHYS1201Q: General Physics I, PHYS1202Q: General Physics II, and PHYS1401Q: General Physics with Calculus I. Ms. Palmberg is certified in MATH1131Q: Calculus I, MATH1132Q: Calculus II, and MATH2110Q: Multivariable Calculus. Their dedication to academic excellence and student success exemplifies the mission and impact of the UConn ECE program.

We congratulate Joseph Mancino and Susan Palmberg on this well-deserved honor and thank them for their continued contributions to STEM education and the UConn ECE community.

UConn ECE Instructor Jessica Chapman Receives 2024-25 Milken Educator Award

UConn Early College Experience proudly celebrates Jessica Chapman of Norwich Free Academy, a certified instructor for SOCI 1001: Introduction to Sociology, who was honored with the 2024-25 Connecticut Milken Educator Award on November 12, 2024. Chapman,
a passionate and innovative social studies teacher, received the surprise of a lifetime during a schoolwide assembly filled with students, colleagues, dignitaries, and media. The award, presented by Dr. Jane Foley, Senior Vice President of the Milken Educator Awards,
and Connecticut Commissioner of Education Charlene M. Russell-Tucker, includes a $25,000 unrestricted prize and recognizes Chapman’s excellence in teaching and potential for even greater impact. As Connecticut’s only recipient this year—and one of just 45 educators nationwide—Chapman joins a distinguished network of education leaders celebrated for their dedication, creativity, and influence. Often called the “Oscars of Teaching,” the Milken Educator Awards shine a spotlight on outstanding educators who are shaping the future of education. We are proud to recognize Jessica Chapman among UConn ECE’s remarkable instructors.

Aaron Hull: Advancing Civic Education Through UConn ECE and the Spirit of the James Madison Fellowship

UConn ECE Instructor Aaron Hull of Greenwich High School has been inspiring young minds through the UConn Early College Experience
program since 2010. Certified to teach UConn POLS 1202: Introduction to Comparative Politics, POLS 1402: Introduction to International
Relations, POLS 1602: Introduction to American Politics, and SOCI 1001: Introduction to Sociology, Hull consistently brings depth, rigor, and civic engagement into his classroom. In recognition of his outstanding commitment to civic education, Hull was named the 2025 James Madison Fellow for Connecticut by the James Madison Memorial Fellowship Foundation—a national honor given to educators dedicated to improving the teaching of the U.S. Constitution. Hull’s work exemplifies the mission of both UConn ECE and the Foundation, as he continues to empower students with the knowledge and critical thinking skills needed for engaged citizenship.

Michelle Henry: Championing AAPI Education and Empowerment in Greater Hartford

As part of the Hartford Foundation for Public Giving’s “100 Influencers of Greater Hartford” centennial campaign, Michelle Henry is being
recognized for her groundbreaking contributions to education and equity. A high school English teacher at Simsbury High School and certified UConn Early College Experience Instructor in UConn AAAS 2201: Introduction to Asian American Studies, Michelle created Connecticut’s first concurrent enrollment Asian American and Pacific Islander history course through the UConn Early College Experience program, in collaboration with UConn’s Asian and Asian American Studies Institute. Her course not only allows students to earn college credit while still in high school, but also equips them with tools to confront racism and xenophobia through deeper cultural
understanding. With Connecticut’s K-12 AAPI curriculum mandate beginning in 2025–26, Michelle’s course has become a blueprint, now adopted by schools across the state. Her work reflects a commitment to creating inclusive, transformative learning experiences that amplify underrepresented voices and empower the next generation to lead with empathy, awareness, and action.

Arri Weeks: NCTE Annual Conference

Arri Weeks, UConn ECE Instructor of ENGL1007: Seminar and Studio in Academic Writing and Multimodal Composition, from New Cannan High School was awarded Conference Funding through UConn ECE and had this to say about her experience:

Thanks to a grant from the Office of Early College Programs I was fortunate enough to attend the National Council of Teachers of English annual conference in Boston in November. What an incredible four days! It was inspiring to hear from people like Bryan Stevenson from the Equal Justice Institute and United States Poet Laureate Ada Limón and attend sessions by fellow English teachers. The topics in these sessions ranged from the teaching of poetry to approaches to Generative AI in the English classroom. I came away with tons of notes, presentations, and ideas for my classroom and practice.

Additionally, Emily Genser, Ramona Puchalski-Piretti, and I led a session, “Multimodal at the Heart of the Essay,” featuring the work we do with our ECE students. For my part, I shared one of my assignments that asks students to curate a visual gallery of images that has informed their ways of seeing. Through the process of creating this show, students critically engage with images from their world and reflect on the impact these images have had in forming how they see. Our panel session was well-attended and receiving feedback from high school level and First Year Writing educators was wonderful. However, one of the most affirming experiences was collaborating with Emily and Ramona; I learned so much from them as they shared their assignments and practices with their own students. Thank you to OECP for providing the grant!

More information on UConn ECE Conference Funding can be found here: https://ece.uconn.edu/instructors/funding

Celebrating Achievement with UConn ECE Honor Cords

UConn Early College Experience (ECE) proudly celebrates the academic accomplishments of high school seniors through the UConn ECE
Honor Cords program. Following a successful pilot with several partner schools last year, the program expanded significantly. This spring,
76 of our 193 partner high schools distributed UConn Honor Cords to their eligible seniors. 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 2025—wear your UConn ECE Honor Cords with pride!

Celebrating Catalina Peñafiel Rincón: A Voice of Bilingual Wisdom

UConn Early College Experience proudly celebrates Catalina Peñafiel Rincón of John F. Kennedy High School, who has recently added
“published author” to her many accomplishments. Certified to teach UConn SPAN 3177: Composition & Reading for Spanish Speakers, SPAN 3178: Intermediate Spanish Composition, and SPAN 3179: Spanish Conversation: Cultural Topics, Catalina released her first book in 2024, Sabiduría: Poems and Reflections on Life (Wisdom: Poemas y Reflexiones sobre la Vida). A winner of the 2025 International Impact Book Awards: Poetry- Contemporary Poetry and The Regal Summit Book Award, this bilingual collection blends poetry, self-reflection, and instant writing inspired by everyday life, aiming to connect readers through shared struggles, dreams, and aspirations. Drawing inspiration from her family, students, colleagues, and friends, Catalina encourages readers to pause, reflect, and find hope and serenity in their own journeys. Her work is a beautiful testament to the power of language, culture, and connection in an ever-evolving world.

Laurie Wolfley’s Legacy

After over a decade and a half of dedicated service as a UConn Early College Experience Faculty Coordinator, Laurie Wolfley is retiring, leaving behind a legacy of mentorship, academic rigor, and unwavering support for high school educators and students. As the coordinator for Maritime Studies and American Studies, Laurie has played a vital role in certifying teachers, observing classes, and maintaining strong connections between UConn and its partner high schools. Her leadership has helped ensure that students across Connecticut experience college learning that is both challenging and relevant. In 2017, she was honored as ECE Faculty Coordinator of the Year—a testament to her
impact and commitment.

Laurie’s contributions have shaped countless student journeys, and her presence will be greatly missed in the ECE community

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

Chunsheng (George) Yang (Chinese) Promotion to Professor

Ingrid Semaan (Sociology) Promotion to Professor In-Residence

Concetta (Tina) Chiappetta-Miller (Italian Literature and Cultural Studies) Promotion to Associate Professor In-Residence

OECP Team Honored with 2025 UConn Spirit Team Award

We are thrilled to announce that the Office of Early College Programs (OECP) Team—encompassing both UConn Early College Experience and UConn Pre-College Summer—has been awarded one of the 2025 UConn Spirit Team Awards! This prestigious recognition celebrates teams that exemplify collaboration, civility, and community across UConn’s campuses. The OECP team was recognized for its dedication to fostering meaningful connections, supporting student access to college-level learning, and maintaining a positive workplace culture. This award is a reflection of the incredible efforts of our Faculty Coordinators, Site Representatives, Instructors, and staff who make our
work possible. We proudly share this honor with fellow recipients, including the Greenhouse Studios Team, Karima Jackson from First Year Programs and Learning Communities, and Unsung Heroes Sharon Daggett and Josue Zapata from Facilities Operations. Thank you to everyone who helps advance our mission—your contributions matter!

UConn Italian Multimedia Competition

May 2025

The 2025 UConn Early College Experience Italian Multimedia Competition brought Italian language learning to life through creativity, culture, and connection. Now in its second year, the contest—led by UConn ECE Italian Faculty Coordinator, Dr. Tina Chiappetta Miller—invited students to explore the theme “Il linguaggio…della natura” (The Language of… Nature) through original multimedia projects combining images, words, and sound.

More than just a language showcase, the competition encouraged students to think artistically and globally. Nearly 30 diverse and imaginative entries were submitted, ranging from poetic video essays to narrated animations and soundscapes inspired by the natural
world.

For the second consecutive year, the judging panel was composed of 9th-grade students from Florence’s Istituto Agrario (Agricultural Institute). With thoughtfulness and care, they evaluated the submissions and selected the winners. Their final selections were
shared in a special video presentation by jury representatives Lapo, Ettore, and Lorenzo, adding a personal and international
dimension to the event.

The competition reflects the mission of UConn Italian and UConn ECE—to make language learning meaningful, immersive, and creative. By blending digital tools with cultural expression, students not only practiced Italian but
brought it to life in new and powerful ways.

As this year’s entries show, Italian is more than a subject—it’s a living, expressive language. Through “Il linguaggio…della natura,” students gave voice to both language and nature, reminding us of the beauty that emerges when the two meet. Congratulations to all participants and winners!

Growing Together: Course Innovation, Access, and Alignment

By Christopher Todd

Over the past three academic years, UConn Early College Experience has demonstrated intentional and strategic growth in its course offerings, grounded in a commitment to meet the evolving needs of students and to respond directly to the requests of partner high schools for more diverse and robust academic options. In 2023–2024, UConn ECE offered a solid foundation of interdisciplinary courses, including Anthropology, American Sign Language, Digital Media & Design, English, and Philosophy. These offerings reinforced UConn’s dedication to preparing students as informed, engaged citizens ready for academic and professional success.

In 2024–2025, the program expanded into more specialized fields such as Computer Science (CSE 1010), Mathematics (MATH 1070Q), Nutrition (NUSC 1165), and advanced Chinese (CHIN 3210 & CHIN 3211). This expansion directly addressed high school partners’ desire
for coursework that aligns with student interests and future workforce needs. At the same time, UConn ECE prioritized accessibility by enhancing support for teacher certification, allowing more high schools to offer these rigorous college courses by empowering educators to become certified instructors through clearer and more flexible qualification pathways.

The 2025–2026 academic year brings new, high-impact offerings that continue to elevate the ECE program’s relevance and reach. Notably, PHAR 1002: Fundamentals of Pharmacology and PHRX 3057: Discovering the Leader Within introduces students to the world of pharmacy and health care leadership. Additionally, ME 3295: Industrial Design for SolidWorks or AutoCAD and UNIV 1820: First Year
Seminar – Intro to Making are designed with flexibility in mind, making it possible for schools to integrate these courses directly within existing Career and Technical Education (CTE) programs. This approach allows schools to leverage their current resources, labs, and instructor expertise to offer high-quality, college coursework that seamlessly fits into established CTE pathways.

UConn ECE’s continued growth reflects a strong commitment to equity, innovation, and responsiveness. By aligning offerings with partner
school feedback, expanding instructor access, and designing courses that integrate with existing high school programs, UConn is ensuring that more students across Connecticut can access meaningful, future-focused academic opportunities—setting them on a path toward college and career readiness.

Posted in ECE

UConn ECE MELD

UC MELD

May 2025

More than 240 students from 12 high schools—Rocky Hill High School, O.H. Platt High School, Enfield High School, Berlin High School, The Woodstock Academy, University High School of Science and Engineering, Jonathan Law High School, Joseph A. Foran High School, Daniel Hand High School, Bristol Eastern High School, Academy of Information Technology & Engineering, and Lewis S. Mills High School—across Connecticut gathered at the University of Connecticut’s Chemistry Building for the annual ECE Chemistry Lab Day. Held over two sessions on May 20 and May 22, 2025, the event provided students with immersive, hands-on laboratory experiences that offered exposure to UConn lab environments and research practices.

The MELD (May ECE Lab Day) event was coordinated by the UConn Early College Experience Program Office and Dr. Fatma Selampinar, Professor in Residence and UConn ECE Chemistry Faculty Coordinator. Science activities were hosted by Assistant Professor Dr. Michael Kienzler. Following Dr. Kienzler’s presentation, students transitioned to six undergraduate teaching laboratories, where they conducted a series of experiments designed by Dr. Kienzler. These sessions were supervised by graduate students, providing participants with hands-on experience in a collegiate laboratory setting. This collaborative effort offered high school students an immersive introduction to advanced chemical research and methodologies, fostering early engagement with the scientific community at UConn. Students synthesized three different derivatives of the dye azobenzene, a compound known for its photoswitching properties—changing structure when exposed to specific wavelengths of light. The students then investigated the properties of the azobenzene they made using ultraviolet/visible spectroscopy and thin-layer chromatography. These experiments mirror ongoing research going on in Dr. Kienzler’s lab.

Beyond the laboratory work, participants engaged with UConn’s advanced scientific equipment. Dr. Selampinar coordinated sessions introducing students to Nuclear Magnetic Resonance (NMR) spectroscopy, while graduate students provided insights into mass
spectrometry techniques. These experiences aim to familiarize students with tools and methodologies prevalent in modern chemical research. The UConn ECE Chemistry Lab Day not only enriches students’ understanding of chemistry but also fosters
connections between high school students and UConn faculty and graduate students. Such initiatives underscore the UConn ECE and Chemistry Department’s commitment to bridging secondary education with higher learning, inspiring the next generation of scientists.

UConn ECE Welcomes 290 Newly Certified Instructors: Celebrating Continued Growth

By Stefanie Malinoski

This spring, UConn Early College Experience marked a significant milestone by certifying 290 new instructors. Many existing instructors with UConn ECE chose to expand their certification to include new courses. Of those, 224 were brand new partners to UConn ECE and participated in New Instructor Orientation. These 224 teachers represented new certification in 242 courses. Orientation served as an energizing introduction to their roles as Instructors with UConn ECE.

The day-long orientation offered a comprehensive overview of the ECE program, led by Executive Director, Chris Todd and staff. Key sessions covered instructor responsibilities, student registration processes, engagement strategies, and the importance of aligning with NACEP (National Alliance of Concurrent Enrollment Partnerships) standards.

Mid-morning, instructors chose from three focused breakout sessions:

• UConn Instructional Resources:
Ery Caswell, Student Success and Engagement Librarian, showcased the breadth of UConn’s library offerings, while Educational Technologies expert Jordan Vinikoor provided a hands-on introduction to Blackboard Ultra, the university’s learning management platform.

• ECE Program Operations:
Carissa Rutkauskas and Todd Blodgett provided essential information on data reporting, syllabus submission, credit transferability, and grading procedures.

• Student Enrichment Opportunities:
Jessica Dunn and Bobbi-Jo Wathen highlighted the wide range of enrichment opportunities available through UConn ECE and Pre-College Summer; both programs designed to provide high school students with college-level experiences while still a high school student.

In the afternoon, discipline-specific breakout sessions gave instructors the opportunity to meet with their Faculty Coordinators and network with fellow newcomers, fostering collaboration and community. Over 40 of our UConn ECE Faculty Coordinators participated in this event. Supporting these connections is key to ensuring Instructors feel supported and ready to deliver UConn courses in their high schools this fall.

As the academic year draws to a close, the UConn ECE program is celebrating the success of its growing instructor network while staying focused on creating enriching opportunities for teachers and students across Connecticut.