By Danielle DeRosa, Assistant Professor in Residence, Sport Management and UConn ECE Faculty Coordinator for Educational Leadership and Gemetta Neal Goulet, CREC Greater Academy of the Arts, EDLR 1162 Health & Education in Urban Communities UConn Instructor

 

At CREC Greater Hartford Arts Academy High School, Gemetta Neal Goulet, fond­ly known by her students as Mrs. G, has transformed her UConn course offered through Early College Experience course into a pathway to purpose. Beyond the opportunity for students to earn college credits by engaging in college course­work, Mrs. G uses the classroom as a space to bridge academic learning with real-world application. EDLR 1162: Health & Education in Urban Communities pro­vides a meaningful lens for students to examine topics like access to healthcare, mental health awareness, nutrition, and community wellness. Instead of learn­ing these concepts in isolation, students are encouraged to think critically about how these topics are experienced within their own lives, neighborhood, and larger society. This relevance increases engage­ment and gives their learning a deeper sense of value.

 

A major way that the coursework is brought to life is through the course’s service-learning com­ponent, which brings together learning from the course and engages students within their community. Rather than relying solely on traditional instruction, the course encourages students to investigate real problems, collaborate with peers, and create solutions that have tan­gible outcomes. Incorporating service-learning strengthens the connection between the classroom and the community by engaging students in mean­ingful experiences that address real community needs. Through collaboration with community partners, students deepen their learning while developing a greater sense of civic responsi­bility, empathy, and commitment to creating positive social im­pact.

 

Since its inception in the 2022-2023 academic year, students enrolled in EDLR 1162 have cre­ated projects that touch on mental health, opioid addiction, and obesity. Modeled in a gal­lery walk format, the students create a day of learning for their peers and the larger community. These projects push students to think beyond memorization—they analyze, create, and apply. Elke Hernandez, Instructional Coach, shares, “Mrs. G’s (UConn) ECE Health projects turn real-world health challenges—mental health, opioids, social media, and gambling, to name a few—into student-led action. Students design, plan, and execute every­thing from events to advertising and media. These projects bring the community together, foster collaboration across subjects, and build transferable skills while making complex health topics engaging, creative, and mean­ingful.”

 

Most recently, students who took EDLR 1162 in fall 2025 explored the impacts of youth gambling, with specific focus in better understanding how the nega­tive impacts of youth gambling are amplified when considering racial and socio-economic dis­parities. Not only did the students create posters to engage in a school-wide presentation for peers, administrators, and district leaders; they also had the opportunity to visit the State Capitol to meet with Representative McCarthy Vahey to share their research and experience in the course. Carter Stevens describes EDLR 1162 as “a class that matters.” Angeliz Rivera shares that EDLR 1162 “was different from my other classes because it focused more on real-world experiences instead of just textbook learning. It is more hands-on, allowing me to apply what I’ve learned in actual urban settings. It also emphasizes diversity, culture, and challenges in urban communities, which my other classes don’t focus on as much. Overall, it feels more practical because I’m solving real problems and reflecting on my own experiences.”

 

Through her innovative teaching, Mrs. G has created an educational experience for her students that allows them to explore issues that directly impact their communities while building the skills they need for life beyond high school. The service-learning component develops essential skills such as communication, teamwork, and time management. Students learn how to divide responsibilities, hold each other accountable, and present their ideas with confidence. These are the same skills they will need in college courses and future careers. Mrs. G shares, “What I appreciate most is watching students take ownership of their learning. When given the space to explore and create, they begin to see themselves as capable of making an impact. They are no longer just completing assignments—they are engaging with content that matters.

 

 

 

 

James Hillhouse High School Students Celebrate the Roaring Twenties  

Thomas C. Foster writes, “Generally, eating with another is a way of saying, “I’m with you, I like you, we form a community together.”    

 

On May 1, Mr. Kevin Barbero’s ENGL 1007 students put on a “Roaring Twenties” gala at Bregamo’s Community Theater in New Haven, inspired by F. Scott Fitzgerald’s The Great Gatsby and Tender is the Night. Completely planned by students, the night included French salon-style intellectual conversations, eulogies for Jay Gatsby and Dick Diver, and sumptuous food. The project concluded with students writing an essay about why dining together and geography matter symbolically across literature.

 

A Student Perspective: HRTS 2200—Introduction to Genocide Studies 

Enrolling in HRTS 2200: Introduction to Genocide Studies through the UConn Early College Experience program introduced me to major global issues and taught me the importance of protecting human rights on the global level. The course challenged me to think critically about the historical, political, and social aspects behind genocide, its warning signs, and how we can prevent it. For my final project of the course, I created a website to raise awareness about the humanitarian crisis in South Sudan, using sources from the Bosnian War, case of Darfur, and Indigenous Genocide in Guatemala. 

 

 I am incredibly grateful to UConn ECE for an experience.   

 

The website explores the history of the conflict in South Sudan, debates its classification as a genocide, raises awareness of the ongoing humanitarian crisis, and provides visitors with information on how they can help within their own communities. I included links to donation platforms hosted by humanitarian organizations like Save the Children and the International Rescue Committee, which support relief efforts. https:// tavaresroanderson.wixsite.com/hopefor-south-sudan 

– Tavares Anderson, Crosby High School 

 

Civil Engineering Faculty Coordinator Sarira Motaref   

Professor-in-Residence and UConn ECE Civil Engineering Faculty Coordinator Sarira Motaref is featured in the latest issue of UConn Magazine for her innovative approach to teaching CE 2110: Applied Mechanics I. The article highlights her commitment to student success, her nationally recognized work in inclusive engineering education, and the ways she helps students connect complex engineering concepts to the world around them. From supporting neurodiverse learners to creating engaging, real-world learning experiences, Motaref exemplifies the dedication and excellence of UConn ECE faculty. Read the full article to learn more about her teaching philosophy, research, and impact on students at UConn and across Connecticut. https://magazine.uconn. edu/2026/06/11/ce-2110-applied-mechanics-i/   

 

 

Expanding Opportunities with New Courses for 2026–2027  

UConn Early College Experience is expanding its academic portfolio for the 2026–2027 school year with a diverse lineup of new courses that provide students with even more opportunities to explore their interests while earning college credit. New offerings include Elementary Arabic I and II, introducing students to Modern Standard Arabic and global language study; Fundamentals of General Chemistry I and II, expanding access to a wider array of Chemistry coursework and strengthening preparation for STEM and health-related majors; Introduction to Theater Arts and Playwriting, which foster creativity and communication through the performing arts; Computer-Aided Design and Manufacturing, providing hands-on experience with industry-standard CAD software and manufacturing principles; and two new pharmacy courses, Fundamentals of Pharmacology and Discovering the Leader Within that introduce students to healthcare careers while building essential leadership skills. Together, these additions reflect UConn ECE’s commitment to offering rigorous, relevant coursework that prepares students for success in college and beyond. 

 

• ARAB 1001: Elementary Arabic I  • ARAB 1002: Elementary Arabic II  • CHEM 1124Q: Fundamentals of General Chemistry I    • CHEM 1125Q: Fundamentals of General Chemistry II    • DRAM 1101: Introduction to Theater Arts  • DRAM 3141: Playwriting  • ME 2140: Computer-Aided Design and Manufacturing (previously ME 3295)  • PHAR 1002: Fundamentals of Pharmacology  • PHRX 3057: Discovering the Leader Within  

 

   

Deep Impact Study 

The UConn Early College Experience Deep Impact Study is conducted every five years to better understand the long-term impact of UConn ECE on students, instructors, schools, and college readiness. The information gathered from instructors, site representatives, and principals’ helps guide program improvement, inform future initiatives, and ensure that UConn ECE continues to meet the needs of participating schools and students across the state. The survey will open this fall, and we strongly encourage all invited stakeholders to participate. Your feedback is essential in helping us evaluate the program’s effectiveness and shape its future development. 

 

 

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

 Vishal Baloria (Accounting) Tenure as Associate Professor

 

Michele Back (Curriculum & Instruction) Promotion to Professor

 

Jorge Paricio Garcia (School of Mechanical, Aerospace, & Manufacturing Engineering) Promotion to Professor In-Residence

 

Brian Chapman (Human Development and Family Sciences) Promotion to Associate Professor In-Residence 

 

 

Welcome New Faculty Coordinators 

Arabic

Brady Ryan, Ph.D. 

European History 

Brendan Kane, Ph.D. 

Allied Health

Lauren Corso, Ph.D. 

 

UConn ECE Honors 2026 Graduates 

 By Todd Blodgett  

 

For the third year, UConn Early College Experience (ECE) proudly celebrates the academic accomplishments of high school seniors through the UConn ECE Honor Cords program. This spring, 106 partner high schools distributed UConn Honor Cords to their eligible seniors. Students received their cords during college credit ceremonies, senior class nights, and other school events. 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 2026—who wore their UConn ECE Honor Cords with pride!

 

UConn ECE Professional LinkedIn Page 

 In addition to our LinkedIn Alumni Group, UConn Early College Experience is excited to launch a new Professional LinkedIn Page dedicated to advancing the conversation around concurrent enrollment. This page will serve as a hub for educators, administrators, site representatives, and higher education partners interested in best practices, research, program outcomes, professional development, and the accomplishments of our instructors, schools, and districts. Followers can expect insights into the field, recognition of outstanding achievements across our network, and updates that highlight the impact of concurrent enrollment throughout Connecticut and beyond. As part of this transition, our Professional Development Blog will move to LinkedIn, where ECE Instructor workshop recaps, training highlights, and other professional learning content will be shared directly through posts and articles. We encourage all school professionals involved with UConn ECE to follow the page and join us as we share innovations, celebrate successes, and strengthen our professional learning community. 

 

UConn ECE Well Represented at NEACEP 2026 Conference 

 The University of Connecticut’s Early College Experience (ECE) program was well represented at the 2026 New England Alliance of Concurrent Enrollment Partnerships (NEACEP) Conference, held May 28 at Manchester Community College in Manchester, New Hampshire. The conference theme, “The Dual Credit Challenge: Expanding Access While Upholding Standards,” brought together educators, administrators, and policymakers to explore how dual and concurrent enrollment programs can increase student opportunity while maintaining academic quality and rigor. 

 

The conference featured a keynote address by Anna O’Connor, Senior Director at Jobs for the Future (JFF). Drawing on her experience across K–12 education, higher education, and government, O’Connor discussed innovative dual enrollment models, equitable access to college and career pathways, and the value of cross-sector partnerships in supporting student success. 

 

UConn ECE educators and partners contributed several presentations showcasing innovative teaching practices, pathway development, and program leadership. Jeri Brima of Staples High School presented Students are the Experts Now: Project-based Learning in American Popular Music, highlighting student-centered instructional approaches that foster engagement and deeper learning. 

 

A collaborative session, Identity, Belonging, and Academic Rigor: The Role of Ethnic Studies in Expanding Access to Dual Enrollment, was presented by Teresa Obedzinski of Naugatuck High School, Michelle Henry of Simsbury High School, and Dr. Jason Chang of the University of Connecticut. Their presentation explored how ethnic studies courses can strengthen student belonging while maintaining high academic expectations and expanding participation in dual enrollment. 

 

Career pathway development was also prominently featured. Frank F. Marcucio III of Waterbury Career Academy presented Building a Rigorous Dual Credit EMT Pathway: Expanding Access While Upholding Standards, sharing strategies for creating healthcare career opportunities aligned with college-level expectations. Linda Richard, RN, of Waterbury Career Academy presented Career Academies 101: A Blueprint for Success, offering insights into designing and sustaining career academy models that prepare students for college and workforce success. 

 

UConn ECE staff members Bobbi-Jo Wathen, PhD, and Carissa Rutkauskas presented Expanding Access While Maintaining Standards, highlighting UConn ECE as a national model for balancing growth with academic integrity. Their session examined advising structures, academic pathways, faculty oversight, and quality assurance practices that support one of the nation’s longest-running concurrent enrollment programs.

 

The strong presence of UConn ECE presenters reflected the program’s commitment to innovation, collaboration, and excellence in concurrent enrollment, helping advance conversations about expanding educational opportunity while preserving rigorous, transferable college-level learning experiences. 

 

By Maggie McGillicuddy UConn ECE Instructor, ERTH 1051: Earth’s Dynamic Planet, Torrington High School & Robert M. Thorson, Professor, Department of Earth Sciences, UConn ECE Earth Sciences Faculty Coordinator

 

This spring, an eager group of UCo­nn ECE students from Torrington High School attended a field trip to UConn Storrs Campus to enrich their course, ERTH 1051: Earth’s Dynamic Planet. The group was led by their teacher Maggie McGillicuddy, with help by Rick Dubois, UConn ECE certified physics instructor at Tor­rington High School. His insight was valuable as geophysics is an important part of the Earth Sciences.

 

The trip began in front of the historic Beach Hall, the headquarters for the Department of Earth Sciences. There, Carissa Rutkauskas, of the UConn ECE program staff, welcomed the stu­dents and informed them of upcom­ing events of the day. At that point, Professor Robert M. Thorson, Earth Science’s UConn ECE Faculty Coor­dinator, called the students’ attention to the sweeping view of Horse Barn Hill as a glacial landform, the disin­tegrating concrete as a consequence of sidewalk salt chemistry, and the trash bins being filled with single-use plastic containers as an example of our dependence on earth materials, in this case petroleum. All these things – landforms, architecture, manu­factured materials – fall within the purview of the Earth Sciences.

 

Heading inside, we were greeted by the Department Head Professor Tracy Frank, who encouraged the students to think about careers in the field. We also had a chance to meet several fac­ulty members, tour the research and teaching labs, see the ancient iron safe where cash tuition was likely kept, and visit Professor Thorson’s book- and rock-cluttered office.

 

One highlight of the trip was a guided tour of the Stone Pavilion, a tiny building built in 1937 that mimics the shape of a quartz crystal. The exterior walls and arched openings of this geo­heritage site are built with stones from all 169 towns in Connecticut, includ­ing one from the student’s hometown of Torrington. Inside the pavilion is an exhibit gallery of beautiful speci­men stones, one from each state in the nation.

 

The students then toured campus, nearly all of them for the first time. Their favorite spot was the Student Recreation Center, which has the tallest climbing wall in New England! After spending time in the UCo­nn Bookstore, everyone ate lunch in the Student Union food court. The final highlight was a visit to the world-famous UConn Dairy Bar for some ice cream.

 

All in all, it was a great day. The students rated it “11 out of 10!” and the instructors hope to make this an annual event. They set an example for other school visits to follow. We hope to see you next year.

 

By Dr. Natalia Smirnova, UConn ECE Economics Faculty Coordinator

 

Students enrolled in the UConn Early College Experi­ence Economics courses at Trumbull High School visit­ed the Stamford campus on Thursday, March 26, 2026. Forty-five students and three UConn ECE Economics in­structors arrived in the early morning hours to take part in the extensive “Day at UConn Stamford” event. Many of those students are accepted to the University of Connecti­cut and plan to enroll in the Fall.

 

Stamford Campus Dean, Dr. Jennifer E. Orlikoff, wel­comed the group and set them up for an activity-packed day, which included the campus tour, career panel discus­sion, and attendance of an Economics class.

 

The career panel was moderated by Tara Malone, Direc­tor of the Center for Career Development at Stamford. Three Economics majors shared their experience of obtaining internships and jobs with the help of Career Fairs and Career Center events and services. The students, Liz Maia (’26), Kothan Nieves-Orama (’27), and Alex­ys Williams (’27), talked about the applicability of the Economics major to the broad job market. They answered high school students’ questions about the strategies to be employed at the undergraduate level to secure a job upon graduation. “It is not too early to engage in your career ex­ploration and utilize many resources available on campus to aid you in this endeavor,” was the overall message.

 

Students attended Dr. Knoblauch’s Industrial Organization class and Dr. Smirnova’s Principles of Macroeconomics class. Both classes were engaging and interactive. Trum­bull students were able to join forces with UConn students on various tasks and learn not only the economics materi­al, but also teamwork and communication skills.

 

These competencies are at the heart of Economics students’ preparation for successful careers. Trumbull High School Economics instructors, Mr. Brian Sprinsteen, Mr. Martin Mc­Grath, and Mr. Gregg Basbagill, com­mented that UConn students were leading the collaborative work during the exercises and were enthusiastically mentoring high schoolers.

 

Events like this support the outreach mission of the University and pro­mote cooperative spirit between UCo­nn and the local community.

 

By Janet Belval, CT State Director, CT Science Olympiad, UConn ECE Instructor at South Windsor High School

UConn Early College Experience was proud to host the 2026 Connecticut State Science Olym­piad Competition. This premier annual event brought together some of the brightest young minds from across the state to showcase their scientific skills, problem-solving abilities, and teamwork. The day was filled with immense excitement, collaboration, and intense competi­tion as these budding scientists left no stone unturned in their quest for victory.

 

Science Olympiad is a highly regarded competition that challenges students across a wide ar­ray of scientific disciplines, including biology, chemistry, physics, engineering, and more. With an impressive lineup of more than 23 distinct events, the participants were required to exhibit rigorous content knowledge, innovation, and analytical thinking. Over 50 dedicated Science Olympiad teams from around the state prepared for months leading up to the event, showcas­ing a remarkable commitment to excellence.

 

Tournament Champions & Highlights

 

The battle for the state title showed incredible depth this season, culminating in a spectacular repeat victory.

 

Division C (High School): South Windsor High School fiercely defended their title to emerge once again as the Division C State Winners. They will advance to proudly represent Connecti­cut at the National Tournament.

 

Igniting Curiosity and Inspiring the Future

 

Participating in Science Olympiad is far more than just a bid for med­als. It is a profound opportunity for young minds to explore their passions and ignite a lifelong curiosity about the world around them. Teams are pushed to their limits in structural building and engineering events, and rigorous written examinations and hands-on experimental design.

 

Across the campus, the energy of dis­covery was undeniable. Visitors could witness everything from helicopters being flown to a high-stakes Foren­sic Crime Lab being run inside the Chemistry Building.

 

These are the exact hands-on, im­mersive experiences that create lasting memories for Connecticut students, actively inspiring them to step up and join the next generation of world-changing scientists. The overwhelming success of this year’s Connecticut Science Olympiad com­petition reflects the critical impor­tance of cultivating scientific curiosity in our schools. This massive under­taking would simply not be possible without the foundational support of dedicated coaches, passionate parent and community volunteers, and the exceptional staff of the UConn ECE program.

 

Final Standings & Special Recognitions

C DIVISION

Gold – South Windsor High School

Silver – Avon High School

Bronze – Staples High School

4th place – Wilton High School

Best New Team – West Haven High School

 

By Dr. Tina Chiappetta-Miller , Associate Professor In-Residence, Literatures, Cultures, and Languages and UConn ECE Italian Literature and Cultural Studies Faculty Coordinator

 

Now, in its third year, the UConn ECE Italian Multimedia Contest continues to offer students of Italian an original, engaging, and creative way to apply their language skills. This year’s theme, “Il linguaggio del…vero io” (“The language of… my true self ”) struck a special chord with the high school participants. The theme inspired more than 35 submissions that explored students’ intimate feelings and lived experiences.

 

Students responded in a wide range of creative formats, including poems, drawings, photo col­lages, and even an original song, which earned an honorable mention. This year’s winners expressed deeply personal images of their complex identi­ties, highlighting the intersection of cultures that shape who they are.

 

The contest jury, composed of Professor Federica Anichi­ni’s 10th grade class at the Istituto Agrario in Florence, Italy, were very impressed with this year’s submissions. Students Ettore, Viola, and Niccolò stepped up to record an enthusiastic video announcing the winners.

 

The best part about the “Il linguaggio di…” contest is that it showcases the strength and vitality of high school Italian programs across Connecticut while reinforcing UConn ECE’s connection and commitment to language learning and creative expression.

 

1st place: Virginia Akide Ndunge of Holy Cross High School with her essay, “Troppo, Non Abbastanza” (“Too much, not enough”) and her original collage “Sono Abbas­tanza” (“I am enough”).

 

2nd place: Jose Taveras of Bristol Central High School with his poem and photo collage, “Il mio cuore” (“My heart”).

 

3rd place: Isabella Cacnahuaray of Holy Cross High School with her poem “Mio Mondo Pieno di Somiglianza” (“My world full of similarities”) and drawing, “La Bellezza della Cultura” (“The beauty of culture”)

 

Honorable Mention: Emersyn Miller of Staples High School for her original song, “Scopri chi sono” (“Discover who I am”).

 

 

By Stefanie Malinoski  

 

This spring, UConn Early College Experience certified 248 new instructors, including 189 new partner instructors who completed New Instructor Orientation on May 18th, expanding access to UConn courses across 45 disciplines in 126 Connecticut high schools.  

 

Led by Executive Director, Chris Todd, and the UConn ECE staff, the day-long orientation introduced educators to key program components, including instructional responsibilities, student registration processes, and alignment with NACEP standards. Breakout sessions highlighted UConn’s instructional resources, program operations, and student enrichment opportunities such as the Pre-College Summer program. Special thanks to Ery Caswell, Student Success and Engagement Librarian, Daniel Facchinetti, Director of Educational Technologies, and Samantha Hannagan, Educational Technologist, for sharing their expertise with the group. 

 

 In the afternoon, discipline-specific meetings connected new instructors with Faculty Coordinators and fellow instructors, fostering collaboration and a strong professional community across subject areas. Participation from Faculty Coordinators in each discipline reinforced ECE’s commitment to supporting its growing statewide network of instructors. 

 

As the academic year concludes, UConn ECE celebrates this milestone and remains focused on expanding access to rigorous educational opportunities for both teachers and students across Connecticut.  

 

 

 

 

By Alexandra Torres Munoz, UConn ’25 (CAHNR) (CLAS)

 

On March 17, 2026, the UConn ECE Program and Math Faculty Coordinators launched a new event—and (hopefully!) a future annual tradition—the UConn ECE Integration Bee. After an initial attempt to host the event in 2025 was canceled due to scheduling challeng­es, the first-ever iteration this spring went un-BEE-lievably well. Approximately 60 students from 5 high schools attended, and we hope to see even more join the competition next year.

This event was inspired by UConn’s annual In­tegration Bee, hosted each fall by the American Mathematical Society (AMS) Graduate Student chapter of the Math Department. The com­petition is open to all undergraduate students to tackle some tricky integrals and to earn some cool prizes! The event is open to anyone, but it is strongly advised that anyone participating has completed (at least) Math 1132Q: Calculus II.

 

We decided to adapt this event into a friendly competition open to any UConn ECE Math students that are currently enrolled in Calculus II, and we hosted the event during UConn’s spring break to make campus travel a bit easier (besides, we figured the participants wouldn’t mind a day off school to go do extra hard math prob­lems, right? …right?).

 

The competition began with a written qualifying round open to all student attendees. The top scoring students were then invited to compete in the first round (the highest score was a 5 out of 10, which was truly impres­sive!), where they worked individ­ually at the whiteboard, competing in groups of six at a time, to solve staggeringly difficult integrals. The first to finish a problem correctly earned a point, and the best one or two students from each group moved to the next round.

 

The final round was a head-to-head match between Chidubem from Fairchild Wheeler High School and Tommy from Trumbull High School. Despite a few questions stumping both competitors, we were able to crown a champion!

 

Trophies were awarded for the top three finishers—first place went to Chidubem from Fairchild Wheeler High School, second place to Tom­my from Trumbull High School, and third place to Ted from Trumbull High School—along with some awe­some medals for the top 10 partici­pants (which hopefully helped take away the STING of defeat!).

 

Thank you so very much to the amaz­ing staff in the UConn ECE office for helping us to organize and run the event and thank you to all the instruc­tors and students who helped us make this first Integration Bee a resounding success. We look forward to hosting the event again in March 2027! Will the integrals be even more diabolical- you’ll have to find out then!