5th annual UConn Avery Point Cardboard Boat Race

Posted on January 9, 2016November 16, 2018 by

by Logan Irmscher, Class of ‘17

The 2015-2016 academic year is off to a strong start. On September 23, 2015, the ECE Marine Sciences and Maritime Studies students participated in the 5th annual UConn Avery Point Cardboard Boat Race. The event is always a fun and exciting time filled with lots of laughs. Participating in this year ’s event were seven partner high schools: Waterford High School, Marine Science Magnet High School, Science and Technology Magnet High School of Southeastern Connecticut, Manchester High School, South Windsor High School, University High School and Stonington High School. The team from Marine Science Magnet High School in Groton won first place in the UConn ECE Division, however they were defeated by the UConn student entry in the championship race.

Student Profiles

Posted on January 9, 2016September 23, 2019 by

LEONARD CHIANG

Class of 2015 @ Tolland High School

1. What are your future plans for college and career?

Starting this autumn, I’ll be an Engineering Physics major at Fordham University in the Bronx. Within the Engineering Physics program I’ll be concentrating my studies on biomedical engineering; I hope my degree will get me a job in the corresponding field and will work hard to that end.

2. What was your best experience/project/lesson in your UConn ECE Course(s)?

I think the best lesson I drew from the ECE courses I took (Chemistry 1127 & 1128 and Physics 1201 & 1202) was how to strategically approach problems, gathering the relevant scientific and mathematical principles and equations before using my calculator to help fill in the blanks.

3. What would you recommend future UConn ECE students do to become successful?

The number one thing is to try to enjoy the course. As a big fan of science, I happened to be already pretty deeply invested in the subject matter. For any students out there who are finding themselves bored in the classroom, though: a positive outlook might not hurt, while a negative attitude will not help. Another thing to keep in mind is just to stay focused. You might have the distraction of stressful external events or of your crush being in the class (I actually had both problems concurrently), but remember that you, not just the teacher, need to put in the effort. Having a good set of lecture notes was critical to

my success, and the same could very well go for you— or a good friend of yours who asks for an update after an absence. With the help of those notes, you can develop and maintain a good hold on the course material. Having a good working knowledge of “what’s going on” will give you confidence and allow you to stay relaxed and clear-minded even when facing difficult exams.

4. Any other comments about UConn ECE?

The Early College Experience was a wonderfully academically rigorous opportunity. Though I know my

studies at Fordham will still pose challenges, I think the ECE program has provided both an excellent preview and unmatched preparation for college course-work. I’m very happy to have been part of the ECE program and wish current and prospective participants all the very best.

JULIA PROVENZANO

Class of 2015 Salutatorian

@ Trumbull High School

1. What are your future plans for college and career?

I will be attending Rochester Institute of Technology in the fall to major in chemical engineering in the honors program. I am not exactly sure what I would like to do within chemical engineering as a profession, but definitely something with a focus on biology.

2. What was your best experience/project/lesson in your UConn ECE Course(s)?

For my Intro to Biotechnology ECE class we transformed E. coli to express a pGLO gene. The lab experience was one of a kind and it’s pretty awesome to say that I’ve made bacteria glow. The lab format for college labs is very different than the ones I was used to writing in high school, so having already written a college lab report will undoubtedly help me in the future.

3. What would you recommend future UConn ECE students do to become successful?

My biggest piece of advice: do not procrastinate! ECE courses are much more independent work. There

are usually only a few tests but they are on a lot of material, so cramming the night before does you no

good. If you study the material in increments, the subject matter becomes manageable.

4. Any other comments about UConn ECE?

Unlike AP courses, UConn ECE courses follow the same curriculum as the classes taught at UConn. I

believe that my ECE experience has prepared me better for college than AP classes because they are actual college courses instead of “college level courses”.

TARYN WISNIEWSKI

Class of 2015 Salutorian @ Oxford High School

1. What are your future plans for college and career?

Starting this fall, I will be attending the University of Connecticut as a Chemistry major. I plan to apply to the Neag School of Education at UConn for the IB/MA program to become a secondary-level chemistry teacher, meaning (if all goes according to plan) I will spend five years at UConn before entering the workforce. I have always dreamed of being a teacher, and I am excited to see how my years at UConn help me reach this goal.

2. What was your best experience/project/lesson in your UConn ECE Course(s)?

I took a UConn ECE course for Spanish, and I absolutely loved the opportunity to take a more sophisticated approach to the material, specifically the focus on culture. In previous Spanish classes I had taken, the curriculum was based on vocabulary and grammar, which were obviously important to setting a solid foundation in the language, but in the ECE course we were able to focus more on implementing the skills we had already acquired into more functional use and to learn more about the language through the culture of the people who speak it. This meant everything from watching modern statement films to performing comical skits for the class, and it was all part of what made the experience so positive for me.

3. What would you recommend future UConn ECE students do to become successful?

I would recommend that future UConn ECE students make sure to remember that this is a real college course and that they should therefore take it seriously and be committed to the work. It is an amazing opportunity to challenge oneself and reach beyond the limits of the normal high school experience, and so it deserves to be respected and appreciated. I greatly enjoyed the course I took, but it did require real focus and dedication to succeed.

4. Any other comments about UConn ECE?

The UConn ECE program, in my opinion, was completely worth the effort it required, and I would definitely make the same decision to take the class again were I given the opportunity. The courses are designed to engage you in a way that is deeper than you are used to seeing, and I was truly impressed by this. I am grateful to have gotten the opportunity to get a jump start on my college career through this course, and I would definitely recommend it to anyone who is considering it.

ALEB VETH

Class of 2015 Salutatorian @ Daniel Hand High School

1. What are your future plans for college and career?

I am excited to say I will be attending Wheaton College in Illinois this fall, and will be studying mathematics and computer science. Post-college, I plan to pursue a career that allows me to combine my own interests and skills with the ability to help make peoples’ lives better.

2. What was your best experience/project/lesson in your UConn ECE Course(s)?

I honestly cannot pick out one simple example that was “best,” because that would not do the courses I would consequently not name justice. I thoroughly enjoyed each ECE course I took in high school for a variety of reasons; whether I was learning optimization in calculus, creating reactions in chemistry, or studying a cultural novel in Spanish, I enjoyed both being challenged and learning in differing academic

areas.

3. What would you recommend future UConn ECE students do to become successful?

Work hard. Realize that in order to do well, you need to want to learn; you must allow yourself to enjoy working hard and seeing yourself succeed as a result of it. If you go into an ECE class with high expectations for yourself, and you work to exceed those expectations, you will not only be successful, but you will also find yourself enjoying the challenge.

4. Any other comments about UConn ECE?

Take as many UConn ECE classes as your school offers. The credits you can carry into college with you are invaluable! Plus, it is a good way to expose yourself to college level work as a high school student.

UConn Hosts Pre-College High School Students

Posted on January 9, 2016November 15, 2018 by

by William Page and Neal Olderman

This past summer UConn hosted over 120 rising high school juniors and seniors providing them with an opportunity to explore their higher education options. During their stay, students lived on the Storrs campus in air-conditioned residential housing, shared meals at dining halls, and attended non-credit classes taught by UConn Faculty.

Choosing from 15 different academic areas, 2015 students were immersed in a college-level learning environment with other students who have similar academic interests. Small classes encouraged a one on one relationship with faculty. In addition to their academic cohorts, all students came together for skill-building workshops, including exploring the College Major Selection Process. “Students and parents report that the program answered many questions regarding planning for college and campus-life,” says Program Director, Neal Olderman.

Makaila Cerrone, a Pre-College Summer student states, “…the small classroom size and opportunity to really talk and connect with the professor is not something you usually find at a big school. Being able to have this personal attention allowed us to go really in-depth on our subjects and made me realize a love I had for sociology that I never would have known about.”

Pivotal to the success of the program are the Near-Peer Mentors, who also serve as residential staff. These high-achieving, college undergraduate, and graduate students are a source of support and information pertaining to college and campus life. Olderman states, “Many students enter college without a full understanding of what’s expected of them. The Pre-College Summer at UConn program provides students with a taste of the challenges and rewarding experiences college-life has to offer, as well as, a strong peer group that participants can connect with long after the program ends.”

Now entering its third year, UConn plans to expand this program to four one-week sessions offered during July and August of 2016.

STEM, HASS, and Our Community of Education

Posted on January 9, 2016November 15, 2018 by

by Brian A. Boecherer

When reading any newspaper or education journal these days, it is nearly impossible not to see an article on the importance of STEM education. A Google News search of STEM results in an average of 12.6 million news articles daily. This year alone, the Federal budget for STEM education was suggested to be $2.9 billion, an increase of 3.7 percent. The acronym does not even need to be defined in the news, because it is now an established part of our lexicon.

Naturally, in so many ways, the emphasis on STEM education is essential to our present success and comfort as well as our future development and longevity. UConn ECE has worked for many years with the departments at UConn to establish diverse STEM offerings to our high school partners. We recently added engineering to our offerings, complementing our rich offerings in plant science, soil science, environmental science, math, biology, chemistry, physics, and other courses. On page 4 & 5 of the newsletter, you can see the breakdown of course offerings in these areas. We are proud of these

offerings as they support a diverse education as well as a gateway into many STEM and non-STEM majors.

As we all push to strengthen the STEMs in the country, we must also not forget the importance of the Humanities, Arts, and Social Sciences (HASS). Education in these areas is just as important. And while the acronym invokes images of the avocado, the humanities, arts, and social sciences benefit both science and our society; inspiring creativity, developing our culture, and allowing science to be applied in beautiful, functional, and engaging ways. Indeed, Human Development and Family Studies is a required

course for nursing majors. Likewise, math and science courses are required to graduate from the University.

UConn ECE offers many rich opportunities in all these areas. Moreover, UConn ECE supports small

departments as well. This fall it was so much fun to attend the ECE Classics Workshop and listen to the dynamic conversations for Latin and Ancient Greek instructors. I learned that the Latin instructors were recruited as the first computer programmers due to their logic and eagle-eye precision. While our Italian offerings are at only 10 percent of partner high schools, it is also the second most popular second language spoken in Connecticut, and we enjoy supporting those communities.

In short, we like supporting the interests and passions of education; educators and students. Our micro programs are as vibrant as our large programs. All of our programs are communities and academic neighborhoods. Our advice is do not trade one for the other, but build a diverse UConn ECE program so all students are supported in multiple ways.

UConn Early College Experience Events

Posted on January 9, 2015September 23, 2019 by

4th annual UConn Avery Point Cardboard Boat Race

2014-2015 ECE student events are in full swing. On October 2, 2014, the ECE Marines Sciences and Maritime Studies students participated in the 4th annual UConn Avery Point Cardboard Boat Race. What an exciting time! Participating were Montville High School, Waterford High School, South Windsor High School, Manchester High School, Science and Technology Magnet High School of Southeastern Connecticut and University High School of Science and Engineering. Montville High School won first place in the UConn ECE division and went on to the Avery Point college division, where they again, took first place.

UConn Water Pollution Control Facility & Water Reclamation Facility Tour

George Wine’s UConn ECE class from Glastonbury High School came to the UConn Storrs campus to tour the UConn Water Pollution Control Facility & Water Reclamation Facility led by Supervisor Todd Matthewson.

2014 UConn ECE French Immersion Day and Quiz Bowl Competition

Students from Portland High School, Glastonbury High School, Edwin O. Smith High School, Southington High School, Wheeler High School, Woodstock Academy, Cheshire High School and Coventry High School participated in the 2014 UConn ECE French Immersion Day and Quiz Bowl Competition. First place went to Woodstock Academy, second place went to Southington High School and third place was Portland High School. Congratulations!

Online Registration Improvements on the Way for 2015-2016

Posted on January 9, 2015November 26, 2018 by

Although there were challenges in our migration to the Compass Online Enrollment System, we are happy to report that over 9,800 students were able to successfully register for UConn Early College Experience courses this year. This is a direct result of the persistence of our partner high schools working diligently with students and parents, as well as the dedication of our staff and student workers in the ECE office.

Thanks to all of your feedback, we have numerous improvements in the works. Some of the improvements that will be in place for the 2015-2016 registration cycle include:

The elimination of browser and cache issues which prevented students from successfully submitting their applications.
A much less complicated NetID activation process.
A more intuitive navigation of the online application.
A clearer indication of the application being successfully submitted.
Better technical support from the start of the process.
A much more condensed application and enrollment process.
An easy way for Site Representatives to access up-to-date application and enrollment status information.

We are looking forward to unveiling all of these improvements at our 2015 Site Representative Conference on February 23rd. We hope you will be as excited about them as we are.

ECE INSTRUCTOR WINS AWARDS!

Posted on January 9, 2015September 23, 2019 by

2014 New England Poet-of-the-Year Award

NEATE’s Poet-of-the-Year Competition is open to all teachers of English/ language arts who are members of NEATE or one of its state affiliates. Based on a selection of five unpublished poems, finalists are chosen by a panel of judges and are invited to read their poetry at a reception in their honor at the annual NEATE Fall Conference in October 2014 in Mansfield, Massachusetts when the Poet-of-the-Year were announced. The poems of the finalists will be published and distributed at the reception. This year’s winner is Theresa Vara-Dannen of University High School of Science and Engineering in Hartford, Connecticut. Her first book of poetry, Profligate with Love, was published by Antrim House Press in 2006; she has just completed a second collection entitled, Through Sea, Salt and Time

2014 National Council of Teachers of English High School Teacher of Excellence Award

The 2014 National Council of Teachers of English High School Teacher of Excellence Award recognizes and celebrates high school teachers who are nominated by their state affiliate. Nominees must provide recommendations from three constituencies: supervisors, students and parents. The New England Association of Teachers of English award was presented to Theresa Vara-Dannen of University High School of Science and Engineering in Hartford, Connecticut at the Secondary Luncheon on Saturday, November 22 at the NCTE Conference in Washington, DC. For further information, please see: http://www.ncte.org/second/awards/hste/winners.

UConn Early College Experience Credit Transfer Database

Posted on January 9, 2015November 26, 2018 by

By Melanie Ochoa & Magdalena Narozniak

UConn Early College Experience is happy to announce the release of the Credit Transfer Database, a resource tool now accessible to all students, parents and affiliates intended to demystify the misconceptions surrounding credit transfer. Students taking University of Connecticut courses through UConn Early College Experience do not need to attend UConn to use their earned credit. Credits are widely accepted throughout the nation and normally transfer along the lines of transfer credit. Yet, there are many institutions that do not accept concurrent enrollment credit or any transfer credit – that’s why getting information early in the college application process is crucial.

The Credit Transfer Database is designed to be a guide when identifying potential credit transfer opportunities and problems. Including over 980 accredited institutions in the United States, the database provides credit transfer policies specific to concurrent enrollment and rates the likelihood of successful credit transfer from courses offered at the University of Connecticut through UConn Early College Experience to institutions elsewhere in the country. The general information found in the policies allows students to explore options for transferring credits. The policies can contain a range of information from required grades for transferability to potential meetings with an advisor and submission of official transcripts.

The transfer credit policies are rated on a zero-to- five star scale with five and four stars indicating a high likelihood that credits will transfer successfully. Some policies ranking five stars will be so detailed

that precise course credits will be listed if accepted. Institutions with one, two, and three stars may

require some extra effort on the part of the student to get the credit transferred, like submitting a course syllabus for evaluation. Institutions with zero stars will not accept concurrent enrollment credit. Even if an institution will not accept credit, students should be reminded that they also benefited from the

experience and by taking college courses while still in high school, they appear more competitive in the

application process. Under no circumstance does the UConn Early College Experience Credit Transfer

Database guarantee acceptance of transfer credit as it

is only meant to be a guide.

The database is an outcome of the 2013 Concurrent Enrollment Credit Transfer Study, performed at the University of Connecticut and supported by a NACEP Small Research Grant. The study was conducted in three parts: a survey of U.S. admissions officers and registrars, an in-depth Alumni survey and extensive data mining of publically available transfer policies. Based on those results and the results of annual Alumni surveys, we can say with confidence that UConn credit earned through UConn Early College Experience transfers at a rate of about 87%. Not only were the institutions in the database chosen based on where our alumni are attending but, top universities and colleges from popular ranking sources were also included.

The UConn Early College Experience Credit Transfer Database can be found at http://ece.uconn.edu/ research/. Want to see a transfer credit policy of an institution not found in the database? Let us know by contacting us at ece@uconn.edu.

UNACEP, NEACEP, and NEASC

Posted on January 9, 2015September 23, 2019 by

by Gillian B. Thorne

2014 was an alphabet soup kind of year for UConn ECE! We were notified in April of our successful

reaccreditation in NACEP (National Alliance of Concurrent Enrollment Partnerships). Many of our instructors in the high schools helped up with our application by submitting required documentation we requested. UConn ECE will not face reaccreditation again until 2021. Our experience did, however, leave us with several important program improvement goals. Two primary goals that affect our partner high schools are (1) collection and archiving of UConn course syllabi, and (2) promoting clearer grading

standards coming from UConn departments for the courses that we offer.

In addition to providing important support for managing a standards-based concurrent enrollment program, NACEP organizes professional development and networking opportunities at the annual conference. The 2014 conference was held in the Windy City in late October. We were told we were lucky to have great weather, as Chicago does not always remain temperate at that time of year! Five of our UConn ECE staff members attended the conference. Each of us contributed to the conference as one or more of the following: session presenter, panel moderator, or session host. We all returned having made new professional contacts, and having learned and shared valuable information and ideas relating to concurrent enrollment.

During 2014, several of our staff members have been involved inorganizing and supporting the establishment of the first regional chapter of NACEP, which includes the six New England states, and is aptly called NEACEP (New England Alliance of Concurrent Enrollment Partnerships). While concurrent enrollment and NACEP have taken root and blossomed in most areas of the country, New England has been a latecomer to the table. UConn ECE has long promoted and encouraged NACEP standards and standards-based concurrent enrollment throughout New England by offering conferences and professional development opportunities. It is wonderful to see the development of NEACEP as a supportive professional development organization for concurrent enrollment.

The regional accreditation body for New England high schools and colleges, NEASC, also chose 2014 to establish standards for concurrent enrollment programs, although referred to as “dual” enrollment in the actual document. As has happened in other areas of the country at either the state or regional level, NEASC’s standards closely align with NACEP standards. UConn ECE welcomes the development of the NEASC standards; we believe that this is an important additional support for standards-based concurrent enrollment throughout New England and specifically in Connecticut.

Many of our partner high schools also have programs with a Connecticut community college structured similarly to concurrent enrollment, usually under College Career Pathways. UConn ECE’s Director Jill Thorne is a member of the Board of Regents’ Early College Steering Committee in Connecticut, and has been a part of the effort helping the community colleges to bring their programs in line with both NACEP and NEASC standards. Since this topic is likely to be of great interest to our partner high schools, UConn ECE plans to address this the day of our annual Site Representative Conference, in a companion session in the afternoon showcasing both the academic rigor of standards-based concurrent enrollment programs, and discussing how Connecticut’s concurrent enrollment programs’ staffs plan to collaborate at the high school level to help coordinate opportunities for students.

We look forward to seeing many of you at the conference, February 23rd. Together we will help you navigate the Alphabet Soup Sea!

The Biggest Branch: UConn ECE Celebrates 60 years

Posted on January 9, 2015June 16, 2025 by

By Brian Boecherer

In 1954, University Provost Al Waugh was out of control. That is, it seems, no one wanted to control him as he started the University on its academic development plan of the age. Provost Waugh was known for many celestial things; building the first planetarium in Connecticut (1954), his foundational texts on sundials, and his creation of UConn Early College Experience.

In December of that year, Provost Waugh convened a special committee of University leadership and three high school principals to express his distress over how less-motivated students get the lion share of time from good teachers. In high school, he believed, it created a space for academically talented students to waste their time and lose their motivation. For this reason he wanted to build a relationship with local high schools to establish UConn courses at the high school to fight what would eventually be known as “senioritis”. The program was called The Cooperative Program for Superior Students. By September 1955 seven schools were able to get instructors certified and for the first time in the United States, 108 students were taking university courses on the high school campus.

Over the years, the program developed and grew; expanding course offerings and increasing the number of high school partners. Two decades later, under the leadership of Biology Professor Albert Kind, the program had 77 high schools and 2,300 students. In an interview with The University of Connecticut Chronicle,one University administrator described the Co-op program as “the biggest branch” of the regional campuses. Not only was Co-op building its reputation in Connecticut, but also other universities contacted UConn for guidance to develop their own concurrent enrollment programs. Indeed, we occasionally tease Syracuse University of a letter in our archive where they honor our program with kid-brother-esque admiration; soliciting our advice.

After the leadership of Professor Kind in the 1980s, the Co-op program started to decline under several changes in leadership, most of whom were part-time directors. Incredibly in the mid-1990s there were even conversations of ending the program because it was too costly to manage.

In 1999 Michael Menard, Ph.D. was the new face of the program and the engine for recovery. For the first time in its history a $5 per course fee was charged to students which led to improved professional development and site visits. This period was really the rebirth of deep faculty engagement and our collaboration in founding NACEP.

Over the last decade, the program developed dramatically under Jill Thorne, Ph.D. first with all new (and increased) staff, a dramatic name change to UConn Early College Experience, as well as a serious engagement with NACEP. In this period expectations were elevated, professional development was expanded and improved, academic rigor more accurately recorded, a Professor Al Waugh

nd the program invested in research to understand the program as a vital tool for student success [see article of transfer credit database Page 4]. Indeed, we are a national model for concurrent enrollment and are peers with other elite universities like Syracuse University, Indiana University, and the University of Washington. While the program has certainly grown and developed over the last 60 years, the core of the program has stayed the same. UConn ECE is dedicated to deep academic partnerships that provide access to and preparation for higher education at the high schools. We value our relationship with the departments and the high schools, and look forward to continued strength as we work together for student success.