By Carissa Rutkauskas

As the parent of three children, the eldest of whom is in his first year of high school, and someone who spends her weekdays promoting concurrent enrollment, I am always on the lookout for resources to help our family along our journey to produce happy, fully-functioning adults. Julie Lythcott-Haims’s How to Raise an Adult: Break free of the Overparenting Trap and Prepare Your Kids for Success was mentioned in an online Facebook group I follow and I knew by the title that I had to read it (full disclosure: I don’t have time to read, but audiobooks are great!)

I loved it. From the topic of each chapter, to the external references and resources she mentions, her personal experiences (as a college dean and mother), interviews, and research all held opportunities for thought to better parenting. In our household, we believe that independence, self-reliance, and self-efficacy is equally important as teamwork and communal experiences. Some of Lythcott-Haims’s suggestions may seem extreme for some families, but it provides ideas that promote healthy boundaries in the parent-child relationship. All parents want to protect their kids, but at the same time, one of the greatest gifts we can provide are the tools for them to become capable, curious, autonomous humans. I couldn’t help but to self-reflect as I made my way through the chapters. Was I a permissive, authoritarian, or authoritative parent, or overlapping in some areas? (p. 146) Am I causing them psychological harm by doing for my kids what they can already do for themselves? (p. 94) Is it really true that there are fewer missing children than there were in the 1980s and that child abductions are done by a friend or relative? (p 15).

I would love to include the title of each of her chapters, as each speaks volumes on its own, but here are just a few, from Part 3: Another Way, for thought:
12. The Case for Another Way
13. Give Them Unstructured Time
14. Teach Life Skills
15. Teach Them How to Think
16. Prepare Them for Hard Work

And it would be a shame not to include some of the books and articles that she references, as their clever titles lead to contemplation…
• Gist: The Essence of Raising Life-Ready Kids
• Less-Structured Time in Children’s Daily Lives Predicts Self Directed Executive Functioning
• Helicopter Parents: An Examination of the Correlates of Over-parenting of College Students
• How Not to Talk to your Kids: The Inverse Power of Praise
• Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead
• Homework’s Emotional Toll on Students and Families
• Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life
• The Decline of Plan and the Rise of Psychopathology in Children and Adolescents
• Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder

Parents want what is best for their children and sometimes the hardest thing is letting go, giving kids the opportunity to invent themselves and parents the opportunity to reinvent themselves.

By Jessica Dunn

As announced in the Summer 2021 Magazine, UConn ECE has a new student registration system, DualEnroll.com. We successfully launched UConn.DualEnroll.com on August 23, 2021, and we have received very positive feedback from our community ever since. We put a Student Registration Survey out to our Site Representatives once we closed registration in the beginning of October, and the responses were very encouraging. As it was the first year with the new system, there were indeed some bumps along the way, and some learning curves as we all worked to navigate the new system together, but there was nothing our resilient community could not overcome. With 13,889 students enrolled in UConn courses this year, a program record, we consider the registration period a great success!

We received responses from almost half of our Site Representatives, and open-ended responses that were echoed over and over included:
“The new system allowed the students to complete their portion in one step!”
“Quicker process, more user-friendly, and more streamlined”
“The online platform allowed me to track the status of applications more efficiently and support student registration.”

There were also a few responses which confirmed the need for minor improvements for next year. Things such as updating the language used in parent correspondence to clarify their steps, refining the student program fee waiver process, and improving the processing time of enrollments and payments. These are all items that are being addressed at this time and will be implemented for next fall. As we look forward to next year’s registration process, we are excited by the opportunity to fine tune the existing product and present a topnotch student registration process to our community.

Cover image
Ashlynn Miles, Griswold High School
Underwater
A painting of a woman in a white dress underwater using a type of medium called guash. This artwork is a symbol of transition and moving forward. It represents stepping into something new. A new perspective, its own glow and scope of color. It represents a feeling of weightlessness where gravity does not apply and the world is muffled and silent.

Runner up
Nicole Gallecher, Bolton High School
Flying Through Colors
When given a transitions assignment I automatically thought of the lifecycle of a butterfly. I started by sketching the branches, next the caterpillar, then the cocoon. I filled in each with a variety of colored pencils. After that I sketched the butterfly and added the color. Finally I included black marker to outline the butterfly and branches, and add in more detail to the cocoon and caterpillar.

By Stefanie Malinoski

With close to 1,500 certified UConn ECE Instructors as part of the program, UConn ECE follows a thorough certification process to review and vet all applicants. All certified Instructors through UConn Early College Experience must meet the rigorous certifications standards set by each University Department that we work with to offer UConn courses in our partner high schools. These certification standards are the same standards used when hiring adjunct faculty members to teach the courses on campus. Many disciplines require a master’s degree in the content area in order to qualify for certification. Other disciplines may accept a master’s degree in Education, with a bachelor’s degree in the subject area and two or more content-based graduate courses in the appropriate discipline. But what happens when a motivated teacher may fall short of the Department’s standards for certification?

In 2007, UConn ECE began a scholarship program to assist current high school teachers who are looking to become certified to teach UConn courses in their high schools. Currently, UConn ECE offers two scholarships each semester — Fall, Spring, and Summer — to teachers who are interested in UConn ECE certification. The scholarship allows interested teachers to take graduate courses or necessary undergraduate courses in their content areas at any college/ university to become more qualified candidates for certification.

To date, almost 60 scholarships have been awarded to high school teachers helping them achieve certification with UConn Early College Experience. After many years of classroom teaching experience, it can be daunting for teachers to transition back to a student role. However, it is clear we work with dedicated teachers who exhibit the willingness to go the extra mile to offer UConn courses at their schools and build their professional resumes. Their commitment to complete additional coursework is indicative of their superior education and tireless efforts found at the high school.

For some instructors this is a process that may take a significant amount of time. In 2018, Seth Murphy (Thomaston High School) inquired about the possibility of becoming certified to teach UConn’s POLS 1602: Introduction to American Politics. At the time, Seth was already certified through UConn ECE to teach U.S. HIST 1501 and 1502 (2018) but was looking to expand his certification to include other courses so they could be offered to the students at THS. Based on his unique background and interests, he believed he would be a good fit for certification to teach additional UConn courses in European History and Political Science through UConn ECE. After his transcripts and application materials were reviewed by the Faculty Coordinators from European History and Political Science, they determined additional coursework would need to be completed in each discipline before certification could be reconsidered. While some teachers may be unable to dedicate the time or have the ability to complete additional coursework, Seth set out on a plan to complete graduate-level political science and history coursework so he could achieve certification in the future.

In 2020, after two years of completing graduate level coursework and utilizing the UConn ECE Graduate Scholarships, Seth achieved certification to teach HIST 1300, and 1400 and POLS 1602 in 2021. Seth says “The scholarships have allowed me to offer my students up to fifteen college credits. When I started at my school the only UConn history courses, we offered were 1501 and 1502, but now they have five different classes to choose from. I am proud that, by taking my classes, my students can earn an entire semester of college and be one step ahead of the game.” As of the 2021-2022 year, an entering freshman at Thomaston High School now has the ability to earn thirty-four UConn credits throughout their academic careers at THS. Seth shared that students can graduate high school and enter college with enough credits to be considered second semester sophomore status.

By Brian A. Boecherer

The definitions of success, wealth, and happiness (and their relationship with each other) are confusing for many in society, but for high school students making their way through a world of transitions, they are even more difficult to locate on a map. Students hear and read countless times that getting into a good college will help them get a good job and good jobs will make them happy. In these engagements a “good job” is infrequently defined, but we have all seen the supplementing graphs in such articles and presentations that show which jobs make the most money and the rest is up for interpretation. The relationship between success, wealth, and happiness can be confusing for students as they plan for life after high school. What does success mean? Is it a concrete thing? A destination? With the pressure to validate one’s successfulness at every turn, we grasp for measures that satisfy a listener and reinforce the conception of success with narrowing variability. Is success and happiness the same as a high-paying job? This is an important conversation to have when helping students to develop their goals for the future. What is the role of happiness in student success?

Over the years I have been struck by multiple conversations with students where they choose the potential for a high salary over their own preferences (or even exploring their own preferences). One vivid example occurred when I taught a First Year Experience course at UConn. On the first day of class I would go through the traditional round robin of student introductions, learning names, where each student was from, whether they were a UConn ECE alumnus, and their current major. During the procession one student announced he was going to be a business major to which I asked…

“What interests you about business; which areas do you want to explore?”
“I want to make money,” the student responded.
“What will you do with the money once you earn it?”
“I will be rich.”
“Then you will be happy?”
“It’s better than being poor.” A response met by polite chuckles from others.
“You should look into being an accountant, they make a lot of money,”
another student chimed in.

At the time, it never occurred to me to ask the student, “How much money do you need to be happy or to consider yourself a success?” I explored some answers to that question much later, but wish I had been better equipped to offer the conversation to my students when I taught the course.

According to research on the relationship between money and happiness, we find a statistically significant relationship between the two, but the evidence also shows that after a point the relationship bears diminishing returns. When looking at the happiest countries in the world, the Scandinavian countries rank highest in terms of happiness and well-being. They also rank among the richest. Causation? The numbers by themselves do not show the whole picture. The respondents in the study reported their happiness was based on having a comfortable standard of living, the freedom to make life choices, supportive social networks, good health, and trust in their government (United Nations World Happiness Report, 2021). Certainly, the first two variables may equate to wealth, but not necessarily.

Harvard University psychologist Daniel Gilbert, also confirms that money plays a part in happiness. While happiness scores go up as salaries go up, the correlation does not last past a certain point. When your annual income gets between $40,000 and $70,000 a year, the research attests, “you’ve bought almost all the happiness you can get.” (Gilbert, D., American Psychological Association, 2010). After that, happiness comes from other sources, and thus, a comfortable standard of living is more of a foundation, than the source.

In terms of how we can support our students when navigating their time of great transitions, there is a large body of research that clarifies the conversation on happiness. The two things that matter the most are strong relationships and a sense of meaning and purpose. These two variables interact, as pursuing something that is purposeful often puts us into the orbit of likeminded individuals, helping us to develop deep and lasting relationships.
With students reporting higher rates of loneliness than ever before, the best antidote is re-centering students with conversations about what makes them happy. Ask students, “What are your passions and how do you plan on pursuing them during and after high school?” Research suggests that defining one’s passions is not easy for students and they revert to answers like, getting into a good college and getting a good job. These vagaries avoid self-exploration. As parents and teachers are a student’s best sources of advice and leadership, reflecting and sharing critical points in our own life story, is a key tool to help them unlock their own understanding.

In addition, as Dr. Martin Seligman, who founded the field of Positive Psychology suggests, it is vital to show students that meaning and purpose must be internally defined, not defined by others. That is, while there are many global issues that need our attention, being active on these issues or becoming a public leader should not be the absolute standard by which we define success or find purpose. Joining clubs, helping in your local community, advancing issues as we self-determine, and pursuing academic interests and hobbies are all part of a meaningful life. Being engaged and exploratory is to be passionate. The connection between passion and developing relationships is also clear. A simple Google search shows the millions of articles, ranging from academic journals to men’s and women’s magazines, that discuss why people who are passionate about something attract others. Passionate people never seem to be bored or boring to others. They have stories to tell, information to share, and are hungry to learn more, which requires communication. Passionate people are magnets for teaching, learning, and unlocking opportunities for themselves and for others.

Targeting happiness as a goal is also not the same as advocating for poverty. With such a diverse economy, following one’s passions often results in financial gains. The objective is to put the horse before the cart and advocate for passions leading to a comfortable standard of living, rather than a standard of living leading to happiness and fulfillment. Breaking the over-simplified and often extreme wealth-happiness conception may not be easy. Part of the issue is that the feeling of financial security is hard to define and when the world is less stable (since the Great Recession), money seems to be the best buoy on a rough sea. According to a study conducted by Ameriprise Financial in 2019, only 13% of Americans with at least $1 million of investable assets felt wealthy. Six in 10 of these same people define themselves as “upper middle class”, while 25 percent identify as being “middle class.” (Ameriprise Financial, 2019)
Talking to students about the basics is the best approach in helping them include happiness, passion, and purpose as part of their student success plan. We are all afraid of admitting to what we don’t know. When a student can’t find a “satisfactory” answer to what things they are passionate about or what may give them purpose, the easiest deflection is over-simplification. The world is more complicated than ever before and with each generation the transition to adulthood is tougher. Let’s help each other by starting the discussion, sharing the statistics we do know, and leaving time for reflection and revision.