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,

 

By Aidan Stimac, UConn Chemistry Graduate Student and Dr. Michael Kienzler, Assistant Professor of Chemistry

 

This spring, UConn Early College Experience welcomed nearly 200 high school students from across Connecticut to campus for two UConn ECE Chemistry Lab Days, held on April 30 and May 15, 2026. Together, these events brought students from eleven high schools into the University of Connecticut’s Chemistry Building for immersive, research-based laboratory experiences that connected classroom learning with university-level science.

 

The first event, held on April 30, welcomed more than 110 students from Rocky Hill High School, Academy of Information Technology High School, Northwest Catholic High School, Enfield High School, and Somers High School. A second session on May 15 brought an additional 78 students from Lewis S. Mills High School, Jonathan Law High School, Joseph A. Foran High School, The Woodstock Academy, Berlin High School, and Orville H. Platt High School.

 

These events were coordinated by the UConn Early College Experience Program Office and Dr. Fatma Selampinar, Professor in Residence and UConn ECE Chemistry Faculty Coordinator. Each day paired students with UConn faculty and graduate researchers, offering a firsthand look at the types of experiments and analytical techniques used in modern chemical research.

 

During the April 30th session, scientific activities were led by Assistant Professor Dr. Michael Kienzler. Following an introductory presentation, students moved into undergraduate teaching laboratories, where they synthesized derivatives of azobenzene, a compound known for its light-responsive, photoswitching properties. Using ultraviolet-visible spectroscopy and thin-layer chromatography, students analyzed the compounds they created, gaining insight into how chemical structure and light exposure influence molecular behavior. The experiments reflected ongoing research in Dr. Kienzler’s lab and in­troduced students to advanced meth­ods used in contemporary chemistry.

 

At the May 15 session, students engaged with research led by Dr. Jie He, Professor in the Department of Chemistry and the Polymer Program at UConn’s Institute of Materials Sci­ence. After learning about nanoparticle surface chemistry, students conducted experiments comparing untreated and modified nanoparticles. They observed how these materials responded under different conditions and used UV-visi­ble spectroscopy to link their observa­tions to quantitative data. The activity, based on current research in Dr. He’s lab, provided students with an authen­tic introduction to materials science and nanochemistry.

Across both events, students extended their learning beyond the laboratory bench through exposure to advanced instrumentation central to chemical research. Dr. Selampinar coordinated sessions on Nuclear Magnetic Res­onance (NMR) spectroscopy with facility director Dr. Luke Fulton, while graduate students from UConn’s Chemistry Department demonstrated techniques such as mass spectrometry and X-ray diffraction. These expe­riences helped students understand how chemists identify, analyze, and characterize materials using special­ized tools.

 

Together, the two UConn ECE Chem­istry Lab Days provided students with meaningful, hands-on opportunities to engage in college-level science while building connections with faculty, graduate students, and peers from across the state. By linking high school coursework with active re­search and laboratory practice, these events reflect the shared commitment of UConn ECE and the Department of Chemistry to expanding access to academic experiences and inspiring the next generation of scientists.

 

 

 

By Claudia Koerting, Academic Assistant, Biology, Program Coordinator, Marine Sciences, UConn ECE Marine Science Faculty Coordinator

 

Now in its 12th year, the 2026 UConn Early College Experience Marine Science Symposium took place on May 29th at UConn’s coastal Avery Point campus. The symposium brought together 56 students from four high schools—University High School of Science and Engineering, Waterford High School, Ledyard High School, and The Sound School—to present their yearlong research projects.

 

Students enrolled in UConn’s Marine Science courses (MARN1001E: The Sea Around Us and MARN1003E: Introduction to Oceanography with Lab) shared their work through oral presentations and detailed scientific posters, offering an opportunity to practice communicating science to a broad audience of peers, guests, UConn faculty, and graduate students.

 

MARN 1001E is a marine science course for non-science majors that focuses on human interaction with the marine environment. Over the course of the year, students conducted an in-depth exploration of scientific literature across a range of topics. Their projects examined issues such as climate change impacts on marine species, microplastic pollution, shifting ocean ecosystems, marine conservation and policy, and emerging scientific and medical applications inspired by ocean research. MARN 1003E students presented hands-on research that included ocean acidification resilience, alternatives for fish bait, and even an app developed to identify fish in Long Island Sound.

 

The wide range of topics reflected both the rigor of the coursework and the curiosity of these emerging scientists. By connecting classroom learning with real-world research, the symposium highlighted the value of experiential education. Students left the event with strengthened presentation skills, increased confidence, and a deeper sense of belonging in the scientific community, demonstrating both professionalism and dedication in their work.

 

 

This year, the UConn School of Pharmacy celebrated its 100th anniversary and its new name—the UConn School of Pharmacy and Pharmaceutical Sciences—recognizing the many PhD students and researchers who contribute to the school’s success.

 

The past academic year also marked an expansion of outreach efforts across Connecticut. Hundreds of high school students explored careers in pharmacy through hands-on activities, campus visits, and presentations from faculty and current students. Such events both on and off campus were made in large part due to a generous award from CVS Health. In addition, CVS pharmacists were active participants across different events, offering students perspectives from a variety of backgrounds and careers within pharmacy.

 

Led by Associate Dean Dr. Rickles, outreach visits brought pharmacy directly into schools and at the Connecticut Science Center, where students practiced administering injections on simulation arms and learned about the profession firsthand. On-campus visitors toured the school, compounded lip balms and scrubs, and participated in interactive demonstrations, including Dr. White’s human body simulator, which allowed students to see how medications are used to make emergency clinical decisions. During the summer, 15-18 high school students from across the region come to UConn’s Storrs Campus to learn about pharmacy and engage in many interactive activities. These students graduate from the ome-week immersive experience with the designation of being CVS Health Junior Scholars. Dr. Rickles had a team of faculty, staff, as well as the project coordinator and recent UConn grad, Alexandra Torres Munoz, to collaborate with to make all events successful and enjoyable.

 

In addition to the hands-on events and school visits, the School of Pharmacy and Pharmaceutical Sciences has rolled out PHARM 1002: Fundamentals of Pharmacology, as a UConn course offering through the Early College Experience program. In this course, high school students can gain a strong foundation in essential components of drug therapy and key aspects of pharmacy practice. The plan is to offer more UConn courses through Early College Experience that lead to a pharmacy technician certification pathway for high school students, providing them with the tools and credentials required to work as certified pharmacy technicians. By establishing programs like these, we aim to provide students with meaningful opportunities to gain hands-on pharmacy experience and earn college credit early, helping to set them up for future success. We look forward to inspiring the next generation of pharmacists and sparking excitement for one of healthcare’s most vital professions.

 

Through partnerships with schools such as New Haven’s Hill Regional Career High School, Seymour High School, Norwich Free Academy, Glastonbury High School, and more, the School of Pharmacy and Pharmaceutical Sciences is inspiring the next generation of healthcare professionals and demonstrating the impact of pharmacy in communities across Connecticut. n

 

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.