UConn ECE is now on TikTok! @uconnece

Also, check out our new welcome video here!

UConn First Summer, an exploratory summer program designed for incoming first-year and transfer students who will be starting at UConn in the fall, welcomed back 25 students on campus for Summer 2022. The five-week residential program allowed students to engage from six course offerings, participate in workshops to build connections with university departments, and ease the transition in a smaller setting.

UConn ECE Faculty Coordinators

Dr. Robert Thorson, UConn ECE Earth Sciences Faculty Coordinator, incorporates an original podcast, Climate Underground into the teaching of his Honors First Year Seminar, Climate Underground and is used in UConn ECE offering of ERTH 1051, Earth’s Dynamic Planet. He describes the course as “Staying afloat without going bonkers requires knowing how the Earth works, what its history has been, and how this knowledge can be put to good use.”

UConn ECE Instructors

Kristen Rotherham, ENGL 1007 UConn ECE Instructor at Bethel High School shares: My sci-fi flash fiction story, “Cruising for Love” was published on the Wanamaker Studio Flash Fiction podcast over the summer. (*note I use my maiden name when I publish creative writing but it’s really me!)

Expert teachers of ECE LLAS 1190: Introduction to Latin America and the Caribbean Elise Weisenbach (Branford High School) and Bonnie Nietupski (Rocky Hill High School) decided to share their work this fall with the CT Organization of Language Teachers or COLT. At the Conference “Deepening Connections Across Languages, Cultures and Communities” on Oct 20^th, 2022, teachers were excited to receive a large slide deck with links to a myriad of lessons that Elise and Bonnie have developed to support the teaching of Latin American Studies. Their presentation “How Spanish Teachers can Learn and Develop Latin America-centered Curriculum” pointed teachers to online resources, summer institutes & grants for teachers, and their own lesson plans, hosted on google docs and on an ECE LLAS website, Laplazavirtual.org, which will soon transition to a permanent new site. Bonnie and Elise hope to get teachers around the state more interested in both the integration of Latin America into their classroom curriculum and in teaching LLAS 1190. Their work paid off at the conference, as 3 schools approached ECE coordinator Anne Gebelein at the event expressing interest in teaching the course at their high school. We are grateful to Bonnie and Elise for being so willing to share their ECE expertise and enthusiasm to inspire other educators.

In remembrance

Cathy Manning, Westhill High School Statistics Instructor for UConn ECE, passed away this past August. She was known as a “devoted educator and her career in academia was her passion. She was a wonderful friend to her fellow teachers, and her students loved her both as an instructor and mentor who always made herself available to anyone who needed her support and counsel.*” UConn ECE extends their gratitude to Cathy for her 12 years of teaching UConn courses at Westhill.

Conference Funding for UConn ECE Instructors

UConn ECE provides limited funding to UConn ECE Instructors to attend conferences to promote their UConn classes and concurrent enrollment as a dynamic model for education. While funding is not guaranteed, conference presenters and attendees can apply to the UConn ECE Program Office to help offset some of the costs.

Annmarie Thibodeau: On Friday, November 18, 2022, I had the opportunity to attend the ACTFL (The American Council on the Teaching of Foreign Languages) in Boston, MA with several of my World Language colleagues from The Woodstock Academy. It was a wonderful professional opportunity to learn more about current teaching and learning of all languages, specifically Spanish. I was able to attend three works  hops and speak with numerous exhibitors at the World Language Expo about available resources and travel and study opportunities. I especially enjoyed the conference, Practical Strategies to Boost Student Communication. The presenter provided us with some new strategies and techniques to promote spontaneous communication in the classroom and motivate students to be committed life-long language learners. I am looking forward to sharing his message with my colleagues and students.  Thank you for this opportunity.

Andrew Morehouse: While attending the 2022 ACTFL conference in Boston, I had some wonderful opportunities for professional development in seeing multiple sessions on utilizing SLA theory in practice (especially with a focus on assessment) and using tech tools that are in line with modern language pedagogy. Additionally, I made connections with several publishers to work on projects with them that will provide better Latin resources for the world. When not at talks or chatting with publishers, I was able to get resources such as novellas for my Spanish classes. All the while, I spent time with dear friends and colleagues and developed deeper bonds and relationships with these folks. I am incredibly appreciative of the funding from UConn that allowed this to happen and I look forward to going to ACTFL Chicago next year to spread more word of the ECE program.

Amy Bigelow: December 1 & 2, math educators converged in Baltimore for the annual National Council of Teachers of Mathematics conference. I was honored to present Metacognitive Strategies to Help College-Bound Students (with Autism) Thrive, with funding support from the ECE program. I shared the process I use in MATH 1131Q &1132Q and STAT 1100Q that builds off the technique of an exam wrapper to help students build the skills to go from the high school expectations of homework as practice to the college expectations of writing accurate problem set solutions with clear justification and proper notation. Beyond the reflective conversations I had with other teachers after my talk, I was inspired by sessions addressing promoting joy in the classroom, lifting up each and every person, and capitalizing on the formative assessment process. I am excited to return to my department with techniques for including more movement and wordplay and for posing questions with too little information to build curiosity.

One of the unexpected highlights to calm my nerves before presenting was being welcomed by the friendly and supportive Professor Tutita Casa of the Neag School who was serving on the program committee. The Huskies represented well in Charm City.

Crosby High School, Waterbury
Cathleen Newmark, Interim Principal

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

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

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

Xavier High School, Middletown

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

Principal Confidential–People, Places, & Pedagogy

By Brian A. Boecherer

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

How does structure influence teaching and learning?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Process of Adaptation

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

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

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

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

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

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

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

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

The Evolution of a Course

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

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

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

And it would work.

By Melanie Banks

A. One thing I’ve been telling teachers and students is that writing is a technology designed for bridging gaps between people. If we’re all in the same room anyhow, we don’t actually need to write. Going online or being physically apart helps students see the need to consider audience, situation, and the goals of writing: who needs to hear this and how can I affect them? We’re using writing, more than ever, to locate ourselves in a conversation and see ourselves in relationship to others.

Q. Professors in the humanities and social sciences are uniquely positioned to read the news and put it in a larger context. How do you engage with the news in your classes and give structure to the moment we are living in?

A. Our focus this semester is on education itself, which allows students to share experiences and write as experts, since they are themselves, of course, deeply involved in educational systems. Additionally, because education is supposed to be a place for engaging with and we hope changing the world, we talk and write about where our schools and courses come up short and what we might want them to be. What should a school be leads into questions of inequality, injustice, and systemic racism, and we’ve read about and explored a range of possible responses to the emergent needs of our world in 2020.

Q. While you give structure and context for your students, how do you advise students who come to you confused, disaffected, and/or angry and not knowing how to make positive change?

A. I am entirely online this semester, which makes the personal interactions with students, most of whom are in their first semester of college, much harder to initiate. I worry quite a bit that we’re not hearing enough from students in need. My personal style is to be talky and energetic in videos, constantly sending emails, writing individualized notes to them, being present in online conferences. It takes time, but I think many or most begin to trust that I am telling the truth when I insist that I am here to help them. Our course is a seminar, which means it needs their contributions and will go in a direction they choose. My role is to help them see that school can be a resource for them to do and make things that interest them.