UConn ECE Marine Sciences Symposium

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By: Claudia Koerting, UConn ECE Faculty Coordinator, Marine Sciences

 

The annual Marine Sciences Symposium took place again this year, even though it looked a bit different than in past. The symposium featured student research that has been conducted over the academic year. This year over 80 students from six high schools joined in WebEx to present their work. The students who presented at the symposium are currently enrolled in MARN1003: Introduction to Oceanography with Laboratory or MARN 1001E: The Sea Around Us. The MARN 1003 students demonstrated the true experiential nature of the course by applying the fundamentals of oceanography to their field work and laboratory experiments. In addition, one Marine Science Magnet High School of Southeastern CT student enrolled in MARN 1001E presented on human interactions with the marine environment. The high involvement in this event was a testament to the dedication and creativity of high school teachers and the commitment of their students to find ways to meet and “do” science.

 

 

While some teachers, such as Mrs. Emily Lisy from the Morgan School and Mr. Kirk Shadle from The Bridgeport Aquaculture School were able to meet with their students regularly, others had to get creative. There was a presentation on methods for disrupting harmful algal blooms, as well as a study on shark behavior and how to entice bivalves to consume starch based microplastics. The Morgan School took advantage of their proximity to the water and went on field trips to conduct field sampling and analyses on Long Island Sound ecosystem quality. Ledyard High School students conducted thoughtful sampling on the Thames River and the shoreline for microplastics. Even though they had to analyze their samples either at home or safely spaced apart in school, they were still able to yield very interesting and surprising results. Mrs. Laura Francis’ Coginchaug High School students also presented very impressive research in the face of multiple hurdles throughout the year. What do basil and raising tilapia have in common? A Coginchaug High School student can tell you through his sophisticated hydroponics experiment he conducted at home! Lastly, Mrs. Kathy Howard’s student from her MARN1001 course did an outstanding job presenting on the state of plastics in the world’s oceans.

 

 

After hearing all the great research that has gone on this year in the morning presentations, the day concluded with Mr. Mike O’Conner’s Waterford High School students who introduced a community service component of their yearlong project with a 20-minute recording. The inspirational project showed students who are working with the town of Waterford to develop signage for Alewife Cove in Waterford. The signage includes information on the ecology of the marsh, its importance, and threats to its existence. Students have also proposed a new kayak launch to help protect the marsh.

 

 

This year, presenting a group project virtually at the Symposium made the most of limited time the students could be together. Even with all the obstacles the students faced this year, their work was very impressive. We appreciate the flexibility and willingness of the instructors and students to make this virtual format a success, and we look forward to next year when we can once again spend the day at UConn’s Avery Point campus together!

 

UConn ECE Faculty Coordinator Latino and Latin American Studies Anne Gebelein Presents to Schools: Mass Deportation – A Nation Controls Its Identity

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By Carissa Rutkauskas

 

At a recent combined UConn ECE Instructor Professional Development Workshop between American Studies, Latino and Latin American Studies (LLAS), and US History, Dr. Anne Gebelein (Professor and UConn ECE Faculty Coordinator of Latin American Studies) presented Mass Deportation – A Nation Controls Its Identity. She offered a deep dive into mass deportation, and the ethnic politics of moving a lot of people where they don’t want to go. The presentation was well- received, and many Instructors found it extremely relevant to their current UConn courses. Hoping to share the information with her UConn ECE Students at New Fairfield High School, UConn ECE American Studies Instructor Karon McGovern reached out to Dr. Gebelein with a request – would she offer the live online presentation to her class? Dr. Gebelein was pleased to offer it to Karon’s students at New Fairfield, as she regularly lectures for her LLAS ECE instructors in schools such as Manchester , E.O. Smith in Mansfield, and Branford High Schools. This past year, she offered lectures on cyclical violence in Central America, human rights at the US/Mexico border, and on her most recent lecture, Latino and Puerto Rican activism and social organizing.

 

 

“I am lucky to have such a dedicated group of teachers in Latin American Studies – I learn as much from them as they do from me,” said Dr. Gebelein. “As we are a small group, it is possible for me to guest lecture at least once a year in each classroom and model for teachers what I consider a solid college-level lecture. Given that I also have the pleasure of observing them in action in the classroom, as they model their own creative approaches to the history, culture and literature of Latin America, it is a wonderful exchange of teaching knowledge. I feel privileged to be able to be inside the classroom of so many talented instructors.”

 

Dr. Gebelein’s presentation on mass deportation provided an overview of deportation in general, vocabulary around deportation, consequences of deportation, within a critical race theory framework. The primary focus was of the deportation of Mexican and Mexican-Americans during the Great Depression and during “Operation Wetback” of 1954. An examination of the history leading up to these removals of Mexican-looking peoples reveals a stage long set for drastic action, as the precedent of systemic racism was established in the Mexican-American War that ended in 1848. The following summarizes this prelude as well as the thrust of her presentation.

 

 

Abbreviated History

 

The Mexican American War (1846 to 1848) and subsequent Treaty of Guadalupe Hidalgo resulted in the US annexation of Texas and land that makes up all or parts of present-day Arizona, California, Colorado, Nevada, New Mexico, Utah and Wyoming. Mexicans did not cross the border, but rather, the US border crossed Mexico. Due to the shift in the political boundary, Mexicans who found themselves suddenly part of the US were considered a colonized people and their land open for repossession as part of spoils of war. After some debate, US officials decided to consider these new members of the nation “white” and to grant them federal citizenship to appease Mexican peace treaty negotiators and elicit their cooperation in fighting Indians. This move created a color shift in the evolution of distinct racial logistics, making lesser whites (Italians and Irish), “more white” in a nation trying to maintain itself as white and Protestant. This “whiteness” was in competition with strong populations of Black, Native American, and Chinese people, in addition to the Irish, Italian, and increasingly Mexican populations, the latter largely Catholic.1

 

After the war, white settlers migrated west onto the newly acquired land, resulting in grand-scale disenfranchisement through tactics that included:

 

  • Acquisition of water rights displacing entire communities
  • Large-scale nationalization of thousands of acres of land
  • Anglo cattle companies arriving and displacing Mexican landowners
  • Squatting and Homestead Act of 1862 allowing Anglos to expropriate Mexican land
  • Anglos litigating and charging fines to cheat Mexicans out of mining and ranch claims
  • Raiding, killing and lynching of Mexicans without provocation
  • “OK Corral” Clanton gang widely killing Mexicans
  • Creating mining & agricultural wages different for Anglos & Mexicans; peonage, “Company Store,” indentured servitude practices widespread
  • TX Ranger massacre following De La Rosa movement for autonomy
  • Women and men forcibly sterilized starting in 19072

 

Emboldened by the success of their expansion and domination of Mexican land and peoples through violence, yet dependent on Mexican labor for food, transport, and wealth generation, US government officials began to debate the value of Mexicans as “lesser whites” who were disposable laborers, who could be sent to Mexico should their labor no longer be needed. The challenge was that many officials could not distinguish Mexican Americans from Mexicans.

 

 

Mass Deportation

 

Soon after the stock market crash of 1929 and the resulting Great Depression, the US began deporting “Mexican-looking” people in an effort to alleviate unemployment and welfare rolls and maintain “Jobs for real Americans.” These efforts included coercion tactics leading to “self-deportation” and raids, resulting in relocating Mexican citizens back to their country, and the mistaken deportation over a million US citizens.3

 

Diego Rivera,  “Detroit Industry Frescos”

 

Not even 25 years later the US began Operation Wetback (1954), a deportation strategy primarily targeting the Bracero Program (1942-1964). The Bracero Program, a federal program designed to provide necessary male manual labor during World War II, welcomed 4.6 million Mexican workers to the US. Over the years, unsponsored wives and children joined their husbands, as did undocumented brothers, cousin, and friends. Texas’s refusal to participate in the program added to additional undocumented workers. The US launched a campaign of stereotypes and propaganda visualizing Mexicans as child-like to encourage communities to round up for deportation 1.3 million workers and family members, many of them US citizens.4

 

Dr. Gebelein then used the historical context of this harsh and callous treatment, and creation of policy and laws against Mexicans and Mexican Americans, to draw parallels to current topics of containment and racialization in the United States.

 

UConn ECE is grateful for Dr. Gebelein’s expertise and willingness to extend her research to her Instructors. She is a shining example of how UConn ECE Faculty Coordinators not only provide academic guidance to their discipline’s UConn ECE courses, but are an invaluable resource in sharing their research and knowledge.

 

1 summarized from Gebelein presentation
2 quoted from Gebelein presentation
3 according to the research of Joseph Dunn, former CA state senator
4 summarized from Gebelein presentation

 

ECE American Studies teacher Karon McGovern reflected on the lecture’s impact on her students:

 

“I teach AMST1201 at New Fairfield High School through the lens of race and gender issues in America spanning the 20th and 21st centuries and, within the context of race, I am constantly striving to recognize the many different people who have been, and continue to be ‘othered’ in our country. I ‘met’ Anne when I attended an UConn ECE professional development session when she delivered a history of the treatment of Latinx people in America. From the title slide, “Mass Deportation” I was captivated, as I use the text Michelle Alexander’s The New Jim Crow, a commentary on mass incarceration in America. I approached Anne to speak at our school, virtually, and she enthusiastically accepted. To say my students were stunned to learn this part of the history of their country, would be an understatement. I feel Anne should do a roadshow around Connecticut schools, delivering this important information, to educate students and beyond, that ‘walls do not a tolerant society make’.”

 

Dr. Gebelein concluded. “UConn ECE Instructors’ work is more important than ever, in a country in which we have recently seen legislation introduced in multiple states to bar teachers from teaching slavery and from critically theorizing about race. We have to be brave enough to tell the truth about hard history, as it teaches students to recognize the harm that comes from reproducing old ethnic divides, as well as the value of building ethnic coalitions.”

2021 UConn ECE Wallace Stevens Poetry Contest Winners

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By Sean Frederick Forbes, PhD

Assistant Professor-in-Residence

Director, Creative Writing Program

UConn English Department

 

As my fellow judges and I read through the submission packets for this year’s UConn ECE Wallace Stevens Poetry Contest, we were impressed by the varying subjects and topics that students chose to write about. What the three of us discovered was that many of the poems moved us to think about why one chooses to write poetry and what does one hope to convey in poetic verse? We considered why poetry, if not the written word in all genres, matters as we continue to live through a devastating global pandemic. As I write this, I’m reminded of the last two lines of the poem “The Summer Day” by the late Mary Oliver, in which the speaker invites the reader to ponder this direct and undemanding, yet highly philosophical, question: “Tell me, what is it you plan to do / with your one wild and precious life?” If one is a writer, especially a poet, the theme of “Finding Joy, Finding Beauty, Finding Purpose” might very well be an earnest and awe-inspiring response. It’s a theme that best conveys how I’d like to introduce the first, second, and third prize-winning poems, respectively.

 

<<Text redacted>>

 

Charlotte Watts’ “After ‘Chinese Satellite’ by Phoebe Bridgers” is an ekphrastic, usually a poem that describes, or is inspired by, or speaks to another work of art, typically visual art, but here we have a poem based on a song by a 2021 Grammy-nominated musician. A reader’s first impulse might be to listen to Bridgers’ song, but the splendor of this poem is in engaging with the images and phrases, and also the myriad narratives Watts creates throughout in lines such as: “maybe I would sleep easier if / there were ufos over my street.”

 

Zara Williamson’s “To Find God in Me” is a spoken word poem that acts as a homily for a speaker who confronts and analyzes how body image, the mother/daughter relationship, and religion affect a teenage girl’s life. Williamson uses the pivotal refrain “But Momma says” three times in the poem to convey that despite any misunderstandings, tensions, and upheavals that the speaker may have in her teenage life, her mother listens to understand, thus allowing the speaker to write confidently with lines such as: “I talk to the sky sometimes / I imagine She listens with her ears open as my heart / Loud as my voice ringing in the Church bathroom.”

 

A reader will find joy, beauty, and purpose in these three poems since the personalities and voices of each speaker convey so acutely what it means to live and write in the 21st century.

 

The 2022 Wallace Stevens Poetry Contest will open in January 2022 and is open to UConn ECE Students in any discipline.Look for e-mail correspondence sent directly to your school.

<<Section redacted>>

after "chinese satellite" by phoebe bridgers

maybe i wouldn't cry like i do

if i thought someone

could hold me close, whisper

the sky was carved, the mountains

whittled, the plains roped out;

all for you.

 

if they could forgive me

(when i was twelve and my genes were poisonous

fifteen and couldn't look at a boy while i broke his heart

seventeen and speeding serotonin out of myself)

if they could know everything bad in my bones and love me still.

 

i wish 'want' would turn over easy to 'belief'

but i was never skilled at self-persuasion

 

maybe i would sleep easier if

there were ufos over my street -

grand government conspiracies or just a lonely cryptid

making his way through a distant forest,

anomaly eyes locked on the same moon.

i want to be made by more than coincidence,

to have some code built within my bones, saying

here is what you do. here is what is all means.

i knew you the whole time.

 

 

Biography

Charlotte Watts is an 18 year old writer from Windsor, Connecticut. She has read at Sunken Garden and was a finalist for the 2020 Smith College High School Poetry Award. She is going to Lesley University in the fall to major in Creative Writing.

 

Context of Poem

As a lifelong agnostic Quaker, my relationship with faith is complex and fluid. In this poem, I wrestle with the emotional consequences of non-belief, as well as the longing to know a higher meaning.

 

To Find the God in Me

 

I wear this body like my Sunday morning Church dress

Like this mahogany skin does not sit right on my bones

This hair -- tight coils that dance along my scalp-- fits like a bright pink bonnet

Too tight and too much

But momma says I'm pretty

My reflection looks a lot like stained glass these days

Where my face is a puzzle of pieces that is almost unrecognizable most of the time

But momma says she sees God in me

I suppose these hands are like my Church gloves

Palms white and soft as silk

These are prayer hand s, you see

I talk to the sky sometimes

I imagine She listens with her ears open as my heart

Loud as my voice ringing in the Church bathroom

Asking what I will be

But momma says God hears me

So I earthquake the Church floorboards into pixie dust

Momma, God and I dance on top of clouds and my Church dress fits just right

I peer into the stained glass windows

And my reflection looks like someone I know

 

 

Biography

Zara Williamson is a rising senior at Westhill High School and has had a special interest in English and poetry from a young age. Throughout high school, Zara has been involved in various community service programs at Westhill and in Stamford, including her role in organizing a local poetry slam in honor of Juneteenth. She hopes to continue to be involved in the broader Stamford community through her love and involvement in the arts, and wants to thank UCONN for considering her work.

 

Context of Poem

“To Find the God in Me” explores the stressors of the teenage experience, including the developing and nonlinear journey towards positive self-image. The poem, written from the perspective of a young teenage girl, analyzes the role of religion and motherhood in soothing stressors, specifically that of imposter syndrome and body dysmorphia.

Living and Learning in 2020

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We invited the UConn ECE community to respond to Living & Learning in 2020 which resulted in some impressive student artwork submissions. Most of a spring semester, a summer, and the majority of a fall semester were like no other for students across the United States. The pieces selected for the Winter 2021 cover of the UConn ECE Magazine provide insight to how UConn ECE Students interpret living and learning during this time and in many ways depicts what many of us have been feeling: isolation, growth, and social injustice.

 

 

COVER: On the Inside Looking Out
This is an 18” by 24” acrylic painting that I created at the beginning of the pandemic for my studio art class. Essentially, it’s about seeing one’s friends or family being together and feeling the fear of missing out. We are just spectators, watching other people live their lives while we try to maintain our health. I’m trying to convey the hopelessness of seeing loved ones together and knowing that you could just go out and be with them, but being unable to. It’s just out of reach and it’s the dilemma that we all face at this time. Thus, this raises the question: how can one balance their social needs with their health? – Kara Rondinelli

 

 

 

RUNNER UP: Light in Darkness

My understanding of Living and Learning in 2020 is the concept of growth. As individuals, this time in our lives has asked us to expand and all for copious amounts of personal growth which has evidently changed and matured our communities as a whole. It is clear that though the future is cloudy, as the mirror in this piece represents, we will continue to grow, change, and learn from each other. This time will be forever captured in history. – Rosemarie LaChance

 

 

 

 

 

RUNNER UP: As the Sun Rises

This painting depicts the situation of Korean comfort women, which has been a politically divisive topic as well as a source of modern animosity between Japan and Korea for many years… In this painting, a lone comfort woman sits in the corner of the room while the parted curtains allow the sun though. I made the sun the Japanese imperial flag, the rising sun, to show that although the women are “free” from enslavement, Imperial Japan still dictates their legacy and future. The girl sits beside five empty beds, all of which have the traditional Korean dress, hanbok, folded at the edge. – Madison Lee

UConn ECE Student Perspective: Learning in Today’s Environment

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By Elizabeth Kindt

 

Being a high school student is difficult enough without any additional pressures or major world crises going on. In March of 2020, Connecticut high schoolers experienced a sudden switch to online learning due to COVID-19, and just two months later on May 25th witnessed widespread political action in the United States in response to the murder of George Floyd. Between the uncertainty and fear brought on by the pandemic, and the injustices of our country finally coming to light, our students are facing extreme global events as they try to navigate their own personal and educational growth. To better understand the challenges our UConn ECE Students are facing during these trying times, UConn ECE staff conducted interviews with some of our students to learn more about how the online educational changes and the current political discourse has impacted them in both their education and lives at home. We asked each student two specific questions to start the conversation; “How has the current political discourse and injustice affected you? How has it affected your classes and learning both inside and outside the classroom?”

 

Valerie, a UConn ECE Student from Cromwell High School answered, “For the first part of the school year, I have been virtually learning from home and I must admit, it has been challenging in multiple ways.” Her response to courses switching online was similar to other students, who found the transition difficult at first, but manageable towards the end of the school year. In making the most of a challenging situation, Valerie has been using her time at home to “continue to educate myself and keep updated on what has been going on in the world. I’ve also been making sure to keep myself in the mindset that there is always room to learn and improve.” Valerie concluded, “Overall, the current political discourse and injustice has really made me see how much I can do to help the community become a better place and continue to encourage others to do so as well.” Once again, her response mirrored other students who wanted to help their communities, despite setbacks as a result of the pandemic.

 

Another UConn ECE student, who wishes to remain anonymous, explained how the political discourse has affected their learning directly. This Manchester High School student answered, “[The political discourse] affected my classes and learning because more people are talking about it and spreading awareness to it, so more people…can take action.” This was a common theme among students as many wanted to discuss what was affecting classroom learning. This student also mentioned that, “The most memorable [course] was UConn Human Rights because we were able to talk about current situations happening in the world.” Many other UConn ECE Students mentioned that in courses such as UConn Human Rights, and UConn U.S. History, instructors allowed for a more open discussion about the current events going on in the U.S. since these topics were aligned with their course curricula. Students were pleased when this happened and open to a discussion about how these events affected them and those around them.

 

We also had the opportunity to interview Camila Lopez, a sophomore at J.M. Wright Technical High School who spoke about the political events that affected both her family and her education. When asked about how her peers were getting involved with political issues she answered, “Here in Stamford, there have been a lot of protests downtown,” and continued by saying, “there are issues going on that need to be spoken about, and I’m a big fan of peaceful protesting.” When asked if today’s current events have also been addressed within the classroom she said, “Yes, especially since I’m taking the UConn ECE Human Rights course our teacher was like, ‘yeah we’re talking about this’. What I really like about it, and what a lot of students I’ve seen like about it, is there’s more real-world subjects.” She went on to say that she liked the platform students were given in class to speak their minds, especially in her UConn Human Rights course. She mentioned that, “What I like about it is the flexibility that the teacher has, like if there is a problem going on [our teacher will say], ‘does anyone want to talk about it?’ He’ll give us the platform so we can say what we’re thinking and then we start discussing it. There aren’t necessarily debates or arguments about it, it’s just discussing it in general which is really nice.” Camila also mentioned that she and other students believe bringing up these issues in class is the first step to bringing about change. “There’s a curriculum but because it’s a human rights class you can kind of go off of it in different directions. You can have an assignment on race, but because there are still racial inequalities today, you can talk about what’s going on today.” Camila also mentioned that although students were quieter in their online classes, once a conversation was started on a controversial topic or current event, students were more willing to jump in and share their thoughts. She reminisced about being in the classroom in the beginning of the year and explained, “Once one person starts [the conversation], it kind of goes from there, and with a couple of people joining it leads to more. I feel like with online classes a lot of kids are quieter than I’m used to seeing in class.” And although high school students may not be as outgoing or willing to participate over Zoom, Camila emphasized that their voices are still being heard. Towards the end of the interview, we asked Camila how the political discourse had affected her family. Her response was, “I’m Guatemalan and I love talking about politics with my dad.” Once again she mentioned that talking about these issues is one of the most important things students are doing. At the end of the interview Camila reiterated how important it was to spread awareness about current topics in the class room, and to keep students involved in the conversations.

Although this school year has been an unexpected one to say the least, we found that
students are ready to get involved in both their communities and classrooms to make positive changes in the world. Despite the pandemic, many students feel more empowered and encouraged, even if it is through a computer, to speak out on the current political discourse and other issues they are passionate about. As we reflect on 2020, we are hopeful the new year will bring peace and good health to all our students and community partners, and the passion for change, dedication to taking action and raising awareness will continue to grow and their voices will be heard.

Something Old and Something New: How Pre-College is Changing

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By Nicole Hyman and Cody Olson

 

Over this past year, hundreds of thousands of couples have had to move or postpone their wedding day due to Covid-19. Is it the responsible and safe decision? Yes, absolutely, but, that doesn’t make it any less difficult. A wedding takes months to plan and coordinate, and there are so many variables to account for. Countless engaged couples are now grappling with the arduous task of rethinking their special day, and all the difficult feelings that come along with that process. We, at UConn Pre-College Summer (UConn PCS), can’t fully relate to this feeling, but we know a thing or two about having to cancel a “special day.”

 

After months of planning, we made the difficult decision to cancel our 2020 Pre-College Summer program to prioritize the health and safety of our students, faculty, and campus partners. As a team that works year-round to prepare for a few special days in the summer, we did not make this decision lightly.

 

While we did not host a program, we made sure our summer did not go to waste. We spent time reflecting on the best aspects of our program, rethinking a few of our offerings, and retooling as we prepare for next summer. Our 2021 program will certainly look different, but that doesn’t mean it will be any less engaging, exciting, or enriching. While we were planning and preparing this summer, we came to the realization that we
would need to figure out how to marry our typical offerings to the university’s e-learning and technological capabilities. Weirdly enough, the marriage of technology and our program was not the only wedding related thought we’ve had. In fact, as we reflect on the work we completed since March, we can’t help but notice a matrimony motif emerge. Our efforts may be best categorized with the old wedding day adage: Something old, something new, something borrowed, and something blue. Our major projects from this past summer reflect these categories, and we are optimistic they are helping us work towards a “ring”er of a summer.

 

“Something old, something new, something borrowed, and something blue. Our major projects from
this past summer reflect these categories, and we are optimistic they are helping us work towards a “ring”er of a 2021 summer.”

 

Something Old: Rethinking Student Workshops

For the UConn PCS team, summer 2020 meant adapting an older and integral component of our program: exploratory workshops. Traditionally, workshops allowed students a safe, in-person space to explore a wide variety of emerging academic and personal interests in addition to their class. Many of our wonderful workshop presenters worked with the PCS team to transition their work shop into a recorded virtual mini-workshop that was shared out with students who registered for the program. We understand that many students spend their summers preparing for their futures, and we were pleased to continue supporting students in their college and career preparations in a virtual space. These workshops all pertain to college preparation, and can still be accessed on the Pre-College Summer YouTube Channel.

 

Something New: A New Graduate Assistant
For the UConn PCS team, summer 2020 brought a new teammate: a new Graduate Assistant, Deanna Gallegos. Deanna joined the team in August and hit the ground running working on social media and preparing to recruit, hire, and train our summer staff. While summer 2021 is looking different than those prior, Deanna is working to ensure that our student staff will have a safe and engaging experience. She has spent the last month rethinking the role our student staff will play and making sure that by the end of the summer our staff will have enhanced their leadership capabilities and grown in their professional competence. Deanna is from West Sacramento, CA and graduated from the University of California – Davis in 2019 with a double major in English and Chicana/o Studies. She is now pursuing a Master’s in Higher Education and Student Affairs in the Neag School of Education at UConn. We are elated to have her on the team!

 

Something Borrowed: Relationship Building and Benchmarking

Collaboration is a key component of our work as a program. Conferences provide our team with opportunities to connect and network with other pre-college programs across the country and the partnerships we’ve formed with other UConn offices are integral to creating a dynamic summer program. Building and maintaining relationships has been a challenge as of late, but this summer we set out to create a community of practice with similar programs on and off campus.

 

The community we are building came to fruition after our Program Coordinator, Cody Olson, conducted a benchmarking analysis this past summer. Since the completion of that project, we’ve been able to develop stronger relationships with other programs, share new and innovative ideas with our peers, and in many ways “borrow” unique practices and strategies that we will
implement in coming summers. A project like this would not have been possible to complete in a typical summer, and the community of practice we are building will benefit us for years to come.

 

Something Blue: A New Pre-College Website
For our new website and branding, “something blue” means adopting a dynamic, minimalist design to bring us closer to our UConn Nation roots. This summer, we had time to develop a new website and rebrand the program- a major undertaking and something we may not have been able to do without the extra time we had this summer. It’s not just the look of our website that has changed. We have also restructured the website to better address the specific needs of three different populations. We want to directly communicate with students, parents and guardians, and high school and community partners as well as other program stakeholders. With education entering a new age of online and blended learning, we are excited to share our new website and to use it to better serve our students and their families.

 

Rain Date: Planning for Summer 2021
Like most happy couples planning to celebrate in 2020, we have a rain date for Summer 2021. We are thrilled to be in the midst of preparing for this upcoming summer as we utilize the old, new, borrowed, and blue ideas from our unexpected summer of collaboration and growth. We are excited to announce that #SummerAtUConn for 2021 will be held virtually. This includes online course offerings, workshops, and social programming for our student participants. Students can now submit an application at no cost by navigating to connect.pcs.uconn.edu/apply. For a list of courses that will be offered, please see this link: pcs.uconn.edu/courses. Among the many courses that will be offered, we have a great opportunity for students interested in Geoscience. Through a collaboration of UConn’s Department of Geoscience & UConn PCS, scholarships will be awarded to students to participate in the three-week virtual GEOPATHS: Introduction to Geosciences course at no cost. Visit pcs.uconn.edu for more information on this scholarship and overall program details.

 

2021 Summer Dates:
• Session 1A & 1B: 6/14/2021 – 7/2/2021
• Session 2A & 2B: 7/5/2021 – 7/23/2021

 

“We want to directly communicate with students, parents and guardians, and high school and community partners as well as other program stakeholders. With education entering a new age of online and blended learning, we are excited to share our new website and to use it to better serve our students and their families.”

 

Principal Confidential–People, Places, & Pedagogy

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Crosby High School, Waterbury
Cathleen Newmark, Interim Principal

“Crosby High School is an urban school in the City of Waterbury. It serves 1,220 students and has a staff of 140. The demographics of the student populations are: 733 Hispanic, 303 African American, 135 White, 20 Asian, 17 two or more race categories and 12 American Indian.”

 

 
 

J.M. Wright Technical High School, Stamford
Phyllis Bartoli, Principal
“There are 450 students who are currently enrolled at J.M. Wright Technical High School. Our students primarily come from Stamford; however, other communities represented are Greenwich, Norwalk, Wilton, Westport, Darien, Fairfield, and Bridgeport. There are 9 trades (Automotive Technology, Carpentry, Culinary Arts, Digital Media, Electrical, Health Technology, Hospitality Management, Information Technology, and Plumbing & Heating), each with 2 instructors. On the academic side, there are 20 teachers.”

 

The Woodstock Academy, Woodstock
Christopher Sandford, Head of School
“The Woodstock Academy is an independent “Town Academy” which was founded in 1801. There are only 22 Town Academies in the United States and three of them are in Connecticut. The majority of our day students come from six of our nearby towns. In addition, we have day students from the local area who pay tuition to attend along with up to 200 students who enroll through our boarding program. This boarding environment attracts students from all around the country and the world. In total, we have about 1,100 students in grades 9-13. While our school sits in a very rural area in northeast Connecticut, we have students in our boarding community who come from more diverse areas all over the world.”

 

 

Xavier High School, Middletown

Brendan Donohue, Principal
“Xavier High School is an all-boys, Catholic, College Prep school located in Middletown, Connecticut. We are co-sponsored by the Xaverian Brothers and the Diocese of Norwich. We have 662 students enrolled in grades 9-12. We have 55 full- and part-time teaching faculty.”

 

 

 

 

Principal Confidential–People, Places, & Pedagogy

By Brian A. Boecherer

 

 

They say, tough times make for resilient people. If so, we are in a period of reinforcing our resilience and as a result we have become and will even still become stronger and wiser. What have we learned in 2020 that challenges and also reinforces our previous thinking and what will we carry with us into the future? As the pandemic rages on, most of us are still trying just to manage the current situation. Instructors are thinking about which parts of their curriculum can be restructured to fit a new course pace and how to offer compassionate assessments that suit the moment, but still require students to deeply engage. Principals are thinking about their students as well, along with district mandates; the health, well-being, and obligations of their teachers; and their high school as a cohesive society. This became clear from my interviews with four UConn ECE high school principals [introduced to the left]. They are thinking about the people, the place, and the pedagogy.
These four high schools show four very different spaces and highlight unique situations as well as some important similarities. To set the scene, all four schools have different demands based on whether their students are mostly onsite, mostly remote, and somewhere in between. The students who attend Xavier High School are mostly in-person, with a small percentage of students opting for distance learning. The Woodstock Academy, on the other hand, has gone completely remote, although they have a residential student population to consider as well. Crosby and Wright Tech are hybrid, with the majority of their students at a distance, but about a third of their students are on campus at any given time.

 

How does structure influence teaching and learning?

Cathi Newmark, Crosby High School: “Waterbury Public Schools is in a hybrid learning model. ALL students and their families were given the option to choose to attend school in-person or enroll in the district’s Virtual Academy. At Crosby, ALL students (in-person and virtual) participate in synchronous learning every day from 7:20 to 11:20 a.m., with an additional 80-minutes of asynchronous learning when they return home. In addition, all students and families are afforded the opportunity to meet with teachers from 1:25-2:00 p.m. for additional individual/small group assistance.”

 

Phyllis Bartoli, J. M. Wright Technical High School: “Because students at J.M. Wright Technical High School manage two programs – trade and academic – they operate on two-week cycles. On their academic cycle, students have been divided into two groups (virtual/in-school) [to de-densify the building]. There are approximately 33% of students on campus daily. There are about four students per class, and they travel in cohorts. Teachers have designed their classroom so that students are sitting six feet apart. On the trade side, all students stay in their shop except for lunch. There is very limited hallway “traffic”. It is the students’ responsibility to recognize when they are to be on campus and when they are to access their academic program from home. Even with this model, [with all students and instructors wearing masks] there are families who have opted to do their learning completely virtually.”
Chris Sandford, The Woodstock Academy: “About six years ago we started a one-to-one program where every student has been given an iPad. This initiative has been a game changer in terms of technology, equity and shifting our overall pedagogy throughout the entire school. It has led to new courses being created or courses being restructured in almost every department which has expanded our ability to meet our mission as an institution.

 

“Also, we have offered online classes in the evening for those students who may find those type of classes better suited for their schedule. We have eliminated snow days to provide a continuous educational experience that limits the movement of commencement. Right now, we are considering shifting our weekly schedule to one that has only four in-person days each week. This might be a way for students to become more familiar with the virtual format they will undoubtedly see in college, while providing more valuable and precious professional development time for staff.”
Brendon Donohue, Xavier High School: “Normally, Xavier has a seven-period day; 45-minute periods. This year we returned fully in person with a small percentage of students choosing to learn remotely due to family medical reasons. As part of our reopening plan, we reduced the number of classes per day and lengthened the periods. We now have five-periods a day [with] 60-minute classes. This was done in large part to minimize the number of times students are passing through the hallways. Of course, we have many other protocols in place that I am sure are universal in other schools. Designated dining areas [with plexiglass], directional signals in hallways, one-way stair wells, hand sanitizer in every room and in common areas, no lockers, etc.”

 

What is the most difficult part of managing a high school during COVID-19?

 

Cathi Newmark, Crosby High School: “Students have varying responses to this new way of learning. Some are more comfortable and prefer learning at home, sharing a greater ability to focus with less distractions in place, while others miss the routine and social interaction of the traditional school day. They have all demonstrated resilience and an admirable ability to adapt to the pandemic and the uncertain times we are all navigating through together.
“While we recently had a change in administration at Crosby, the staff continues to navigate the challenges of teaching and supporting students during a pandemic with resilience. The faculty has stepped up and they offer each other support and guidance where and when they see the need. They share teaching tips with each other on our new platform, ParentSquare, which is a communication tool our district launched this year. They support each other emotionally and have demonstrated empathy and understanding when challenges arise.”
Phyllis Bartoli, J.M. Wright Technical High School: “What’s most difficult is that the schedule changes daily. It is imperative to communicate the schedule on a weekly basis to families, students, and staff. Students are managing as well as possible. To establish consistency, online norms were created: Video on; Audio off, unless speaking; Arrive to class on time; Follow their schedule; Check their email; and Dress appropriately, preferably in uniform. Faculty are having a difficult time with hybrid teaching, namely, there are only a few students in their class and the rest of the class is virtual. Web cams were donated by the Parent Faculty Organization (PFO) to enhance video clarity. They feel, overall, comfortable with the way administration has managed the schedules and students. Communication is extremely important, so weekly staff update meetings have been scheduled.”

 

Chris Sandford, The Woodstock Academy: “Our largest challenge rests with meeting the social and emotional needs of our staff and students. Both our school goal and many of our Board of Trustee’s goals for this year were created with this focus. Fortunately, we have had very few issues with technology, but with our community so spread out and diverse, we are always concerned about the isolation of our students and staff.”
Brendan Donohue, Xavier High School: “A key characteristic of Xaverian education is “enduring personal relationships”. This is a hallmark of the Xaverian Brothers who have always had a presence at Xavier and who sponsor the school though the Xaverian Brothers Sponsored Schools network. Throughout the pandemic it has been hard to conduct many of our programs in the same manner that we typically do. This has hampered our ability to interact with our students in the manner we are accustomed to. Of course, it is also difficult to maintain these relationships with those students learning remotely. The freshmen are of particular concern.”

 

What is the biggest silver lining in teaching and learning that came from the pandemic?

 

Cathi Newmark, Crosby High School: “One of the greatest milestones we have achieved as a district is the increased access to technology for our students. The bar has been raised for educators and students to utilize technology to improve instructional practices and student assessment while using various online tools and platforms. This year, teachers have been afforded a wealth of professional learning time (daily) and have been using this time to focus on SEL [Social and Emotional Learning] practices, engaging students in the hybrid learning model and gaining certifications in the areas of Google and Kami as tools to guide their instruction.

 

“We have a very active Positive Behavior Intervention and Support (PBIS) team that acknowledges and rewards both staff and students on a regular basis. We recognize that this is a difficult time for all of us and have increased our efforts to boost morale among our students and staff. Some of the initiatives that have taken place include sending handwritten postcards to all students and staff that are currently learning/teaching virtually and a FALLOWEEN celebration where we distributed treats to all students as they exited the building. We have implemented a walking club during our lunch block to encourage healthy practices and camaraderie amongst our staff. We promote FineArt Fridays and Music Mondays on our social media platforms where we post Crosby student pieces. We also announce an SEL quote of the day during our student-led morning announcements.”

 

Phyllis Bartoli, J.M. Wright Technical High School: “Wednesday is now a virtual day for students. They also operate on an early dismissal schedule. While teachers are on campus, the teaching portion of the day ends at 11:30am. They can have lunch delivered to the high school or step out. They then can use the rest of the day for collaboration and planning.”

 

Chris Sandford, The Woodstock Academy: “While it has been a struggle, I can say that I have never been prouder of the individuals that work and study at The Academy. This has not been easy on anyone, but what I have seen from adults and students has been nothing short of inspiring. Sitting with students in the boarding community around a fire pit and just chatting about how things will be different after the pandemic, or meeting with students (virtually) as they advocate for social justice issues, or hearing how people have coped while struggling with sick parents or family members (or their own sickness), has brought some important things into focus this year. Even though we have been forced to distance ourselves, we have never been more connected together.”

Brendan Donohue, Xavier High School: “People are resilient and innovative. They rally around each other in difficult times. That has been the greatest takeaway for us here at Xavier. Because of the pandemic, everyone has been forced to try new things. We have had to learn new ways to educate. Many of us find this very uncomfortable. I have watched our faculty and staff and students roll up their sleeves and figure it out. When this is all over, there will be many things that we will be glad to see go, but there will also be things we retain because the challenge has made us better – better educators and students, better people. I am eager to see what a Xavier education looks like in the future because of this. Some things will always stay the same – academic excellence, enduring personal relationships, a strong moral foundation rooted in Catholic Social Teaching and Xaverian values. How we do things might look a bit different because of this experience. The Xavier community will be better because of this pandemic.”

Evolution & Adaptation: Introductory Biology Labs in the Time of SARS-CoV2

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By Dr. Christopher Peter Malinoski, Laboratory Manager, Department of Biological Sciences

 

Adaptation (noun): modification of an organism or its parts that makes it more fit for existence under the conditions of its environment (from Marriam-Webster).

 

BIOL 1107 is a large introductory course at the University of Connecticut, Storrs campus, servicing nearly 1,300 undergraduates on an annual basis. The course guides students through a rigorous life sciences curriculum delivered through both lecture and laboratory components.

 

The laboratory portion of the course is focused on teaching both concepts and techniques. Units of lab exercises are offered focusing on various broad topics, like biochemistry, cell physiology, and molecular genetics. Students are also taught to use basic laboratory equipment, like microscopes, spectrophotometers, and pipettes.

 

I mention this to emphasize that the laboratory curriculum was designed to provide students with an authentic laboratory experience. To say that we were unprepared for the sudden emergence of SARS-CoV2 and the COVID19 pandemic is perhaps an understatement. When the difficult decision was made to offer BIOL 1107 via distance learning during the Fall 2020 semester, I knew that a significant challenge lay ahead.

 

The Process of Adaptation

 

The concept of adaptation is a common one in biology. You might as well consider the sudden change from in-person to distance learning labs as a rather radical shift in the learning environment. In a biological sense, then, we were being asked to alter the structure of the laboratory portion of the course to better fit the limitations (and strengths) of this new, online environment. How could we adapt a course designed to provide in-person, hands-on experiences for a fully hands-off format?

 

I began by searching for existing commercial products. Those that I found varied in approach to the material. Some were essentially online textbooks with inline questions and feedback, whereas others offered simulated virtual lab environments, like sophisticated educational video games. The simulated lab products were technologically impressive, but I had concerns that students might not own computers powerful enough to run the software. Further, while the simulation might provide a good visual representation of a lab exercise – for example, clicking and dragging a micropipette to a given solution – such an activity was really only assessing a student’s ability to arrange the steps of a procedure in the proper order. While this might help the student understand the order of operations, so could an ordering of question-types in our typical Blackboard LMS environment (HuskyCT).

 

Ultimately, both solutions had a fundamental problem; neither would provide students with the tactile experience and muscle memory that comes from physically working in a laboratory. While I did not – and still do not – have a solution to this problem, I was not convinced that these commercial products offered significant value to the student beyond what we might be able to develop ourselves.

 

With the support of the faculty instructors for the course, we began to adapt the BIOL 1107 laboratory content to the online-only format ourselves. The general course format was as follows: Teaching Assistants would hold synchronous lab meetings at the regularly scheduled times using the Collaborate video conferencing tool on Blackboard. During these meetings, Teaching Assistants would remotely administer password-protected quizzes and deliver lectures on the relevant lab topics for the week. Students could be split up into smaller break-out groups and tasked with participating in discussion topics relevant to the current exercise. Additionally, on their own time, students are required to read through the exercises in the lab manual and to complete weekly assignments.

 

I was bolstered in my decision by the fact that the course was not starting from square-one; the BIOL 1107 labs already had a robust online presence in place. In 2015, in conjunction with the eCampus Learning Team and the Center for Excellence in Teaching and Learning, a modern Blackboard site for the laboratory portion of the course was developed. In addition to redesigning the layout of that site for more intuitive navigation, I created student-centric learning objectives for each lab exercise. With the help of several Teaching Assistants from the Department of Molecular and Cell Biology, all the laboratory quizzes were redesigned to fit an online format that students would access in-lab using University-owned tablet computers. Much of these existing resources could be used in the distance-learning lab environment with little to no additional alteration.

 

We would supplement this online experience with as many additional online resources as we could. In the time since the collaboration with the eCampus team, I spearheaded a project to create introductory background videos covering topics from each lab exercise. Students could watch these videos to supplement the synchronous lectures and being available online meant that students could watch and re-watch the concept videos as needed. With the increased dependence students would have on these videos in the new course format, I tried to incorporate best practices wherever possible. Some videos were edited into 5- to 7-minute segments, and others had to be filmed again.

 

Next, thanks to the invaluable contributions of the BIOL Lab Services staff, we began the laborious process of planning and filming a series of demonstration videos. These varied from simple equipment tutorial videos to full overviews of performing the laboratory exercises. Staff were able to capture the needed footage using smartphone and tablet cameras over the course of just a few weeks. I then spent several more weeks editing the videos, adding title cards and speeding up sections of the video demonstrating repetitious physical manipulations. For exercises where it made sense, we filmed videos demonstrating experimental results, and we took photographs of samples both before and after the exercises so that students would be able to interpret experimental results for themselves.

 

To once again address the elephant in the room, these demonstration videos are not a 1:1 replacement for the traditional BIOL 1107 laboratory experience. Obviously, watching a video of equipment being used does not create the same type of muscle memory gained by physically working in the laboratory. However, to put this in another context, if I were going to try to change the brakes in my car – I will be the first to admit that I am not mechanically inclined – would I rather try to do so on my own, or with the assistance of a YouTube tutorial video? For many visually oriented learners, seeing the laboratory equipment being properly used in a video can be a valuable supplement to the experimental protocol written in the lab manual.

 

The Evolution of a Course

 

As I said up front, reconsidering the BIOL 1107 laboratory experience in the face of the pandemic was a significant challenge. However, it was important to realize that it was also an opportunity. How could we best utilize the strengths of the new course modality? What skills could we teach that would be equally as valuable and better suited to the online format? (The question is meant to be rhetorical, but the answer in our case was renewed focus on the principles of the scientific method and on scientific writing skills.)

 

These types of compromises were necessary in adapting the BIOL 1107 laboratories to the distance-learning modality, and I would like to emphasize that these were not easy choices to make. I think the following sentiments are ones that many educators will identify with: the prior course design was not broken, and years of iteration had resulted in the what we considered to be the very best laboratory experience that we could offer. At many times during the adaptation process I felt as though we were being forced to leave behind some of the best and most valuable parts of the student experience. I could not shake the feeling that I was somehow betraying the natural evolution of the course.

 

However, I realized that I was making a fundamental mistake in my understanding of evolution. Anyone that has taught evolution knows that it is a common misconception, the idea that evolution results in organisms that are perfectly adapted to a given environment. But that’s not how evolution works. Evolution’s dirty secret is that it often only results in solutions that work well enough. To adapt to the pandemic environment, the BIOL 1107 laboratory experience would need to be different by necessity. The experience might not be perfect, but it would be different.

 

And it would work.