Get your Graduation and Mother's Day cards and gifts here! 20% off cards, a large assortment of jewelry, museum t-shirts, art umbrellas and other art themed items, scarves, games, accessories, UConn cards and postcards, and other gifts. (30% for Paid Museum Members) Become a museum supporter and save! We also sell forever FreshCut Paper Bouquets - perfect for Mother's Day and Graduation! CT Art Trail Passports are here. Get your passport here and visit 30 world-class museums, nature centers and historic sites, created to promote Connecticut's rich cultural assets as part of a travel experience, for just $35.The Museum Store is OPEN:Tuesday - Friday: 10am - 4pmFriday & Saturday: 1 - 4pmMonday: Closed

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

UConn Health Day 2 new employee orientation is conducted on Saba. It focuses on comprehensive training for our newest workforce, covering diversity awareness, sexual harassment prevention, and compliance to ensure a respectful and compliant work environment.AgendaDay 2Format: Saba Self-Guided Learning Time: 8 am - 4:30 pm Location: RemoteActivities: Dive deeper into your compliance and role-specific training and explore resources at your own pace.

Learn more about the Connecticut Leadership Academy here. (https://uconnucedd.org/ct-leadership-academy-in-early-childhood-intervention/)

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Science, Technology, Engineering, and Mathematics (STEM) fields are essential to U.S. economic competitiveness and growth. STEM-designated programs drive innovation and advancement, widening career prospects and strengthening the world economy. Those studying STEM develop a valuable quantitative and analytical skill set, elevating one's candidacy for well-paying, high-tech jobs. As you think critically about your next steps in higher education, join the UConn School of Business to learn more about the three STEM-designated Specialized Master's programs: MS in Business Analytics & Project Management (BAPM), MS in Financial Risk Management (FRM) and MS in Financial Technology (FinTech). This session will provide you with key information about the benefits of a STEM-designation and give you the opportunity to interact with program administrative and career staff.Register today! (https://connect.grad.uconn.edu/register/stem-virtual-250505)

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

We are pleased to offer accessible technology workshops as part of an ongoing workshop series. These workshops are intended to enhance the knowledge and skills of University employees and organizations in the use of accessible technology.  

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Title: "How Nutrient Environments Modulate Bacterial Antibiotic Tolerance in Biofilm and Planktonic States"

Students who may benefit from attending a Let's Talk: Mental Health Office Hours session include:Students who want help connecting to resources but are unsure where to beginStudents who are looking for advice on a non-clinical issueStudents who are unsure about therapy and are curious about what it is like to talk to a therapistStudents who may have concerns about the mental health of a friend and seek advice on how to support their friendIf a student is not an imminent risk, and is refusing your support in contacting our office, you may also consider contacting theUConn Student CARE Team.This session is held by Chelsea Morales, PsyD (https://studenthealth.uconn.edu/person/chelsea-morales/)  Please note: Drop-in hours are quick 15-20 minute sessions and do not require scheduling or adding to your calendar.

We Still Exist: The Influence of Educational Experiences on the Catawba Nation. Educational Psychology: Gifted, Creativity, and Talent Development. Abstract: Native American students are often neglected in educational research. Where such research does exist, a homogenized viewpoint of Indigenous students has resulted in generic recommendations for culturally responsive teaching. The Catawba tribe, like many others, has a complicated history with schooling, beginning with boarding schools designed to erase Indigenous culture. Some of this history remains unrecorded, particularly during the era of school integration in the United States (1954–1970). The purpose of this study is to capture stories from the school integration era and educational experiences across generations of the Catawba tribe. Four research questions guided this work: (1) How do members of multiple generations of the Catawba Tribe describe their school experiences? (2) How do members who were students during the period of school integration describe their experiences with racial integration, and what do these reveal about evolving perspectives on education? (3) How do educational experiences relate to tribal heritage? (4) How do members describe talent recognition and school opportunities? This interview study draws on Cultural Discontinuity Theory, Critical Race Theory, and Tribal Critical Race Theory. A qualitative thematic analysis was used to explore storylines and patterns, and Latent Dirichlet Allocation (LDA) topic modeling was applied to identify broader or overlooked themes across generations. The findings highlight patterns of invisibility, opportunity and gatekeeping, cultural ambassadorship, and community support. This work contributes to broader conversations about equity by honoring the voices and educational experiences of the Catawba Nation.

We Still Exist: The Influence of Educational Experiences on the Catawba Nation. Educational Psychology: Gifted, Creativity, and Talent Development. Abstract: Native American students are often neglected in educational research. Where such research does exist, a homogenized viewpoint of Indigenous students has resulted in generic recommendations for culturally responsive teaching. The Catawba tribe, like many others, has a complicated history with schooling, beginning with boarding schools designed to erase Indigenous culture. Some of this history remains unrecorded, particularly during the era of school integration in the United States (1954–1970). The purpose of this study is to capture stories from the school integration era and educational experiences across generations of the Catawba tribe. Four research questions guided this work: (1) How do members of multiple generations of the Catawba Tribe describe their school experiences? (2) How do members who were students during the period of school integration describe their experiences with racial integration, and what do these reveal about evolving perspectives on education? (3) How do educational experiences relate to tribal heritage? (4) How do members describe talent recognition and school opportunities? This interview study draws on Cultural Discontinuity Theory, Critical Race Theory, and Tribal Critical Race Theory. A qualitative thematic analysis was used to explore storylines and patterns, and Latent Dirichlet Allocation (LDA) topic modeling was applied to identify broader or overlooked themes across generations. The findings highlight patterns of invisibility, opportunity and gatekeeping, cultural ambassadorship, and community support. This work contributes to broader conversations about equity by honoring the voices and educational experiences of the Catawba Nation.

The 15th Anniversary of Paws to Relax will run Monday, May 5-Thursday, May 8 – 12-5pm Friday, May 9 – 12-2pmMonday 12-1 Comet, Golden Retriever 1-2 Fireball, Golden Retriever 2-3 Ernie, Newfoundland 3-4 Sheena, Hound Mix 4-5 Tucker, Golden Retriever  Tuesday 12-1 Frankie, Pug 1-2 Ryder, Mini Australian Labradoodle 2-3 Wrigley, Newfoundland 3-4 Shelby, Border Collie 4-5 Tori, Golden RetrieverWednesday 12-1 Dugan, Australian Shepherd 1-2 Grant, Golden Retriever 2-3 Millie, Border Collie  3-4 Toby, Golden Retriever 4-5 Hunter, Shetland SheepdogThursday 12-1 Willow, Foxhound 1-2 Andy, Golden Retriever 2-3 Seneca, Yellow Lab 3-4 Millie, Spaniel Mix 4-5 Cora, Bernese Mountain DogFriday 12-1 Shadow, Cocker Spaniel 1-2 Mazzie, Cocker Spaniel ** dogs subject to change

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Kiah DeVona will defend her doctoral dissertation, "Are Female-Serving Summer Camps Feminist Spaces? A Comparative Analysis of Gender Stereotypes and Women's Leadership in All-Girls and Coed Day Camps," via Zoom on Monday, May 5 from 2:00-4:00pm.

Kiah DeVona will defend her doctoral dissertation, "Are Female-Serving Summer Camps Feminist Spaces? A Comparative Analysis of Gender Stereotypes and Women's Leadership in All-Girls and Coed Day Camps," via Zoom on Monday, May 5 from 2:00-4:00pm.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Students who may benefit from attending a Let's Talk: Mental Health Office Hours session include:Students who want help connecting to resources but are unsure where to begin Students who are looking for advice on a non-clinical issue Students who are unsure about therapy and are curious about what it is like to talk to a therapist Students who may have concerns about the mental health of a friend and seek advice on how to support their friend If a student is not an imminent risk, and is refusing your support in contacting our office, you may also consider contacting the UConn Student CARE Team (https://studentcareteam.uconn.edu/). This session is held by Fumi Sowah, LCSW (https://studenthealth.uconn.edu/person/olufumilayo-sowah/)  Please note: Drop-in hours are quick 15-20 minute sessions and do not require scheduling or adding to your calendar.

Title: Einstein manifolds with boundary Abstract: We will talk about existence of Einstein metrics on manifolds with boundary, while prescribing the induced conformal metric and mean curvature of the boundary. In dimension 3, this becomes the existence of conformal embeddings of surfaces into constant sectional curvature space forms, with prescribed mean curvature. We will show existence of such conformal embeddings near generic Einstein background. We will also discuss the existence question in higher dimensions, where things become more subtle and a stability boundary condition is used to construct metrics with nonpositive Einstein constant.

Yogais protective and enlivening. Freeing you from habitual patterns of tension, this yoga creates a sense of spaciousness within, dissolves stress, strengthens core muscles, joint health, centeredness, postural alignment and groundedness, increases breath capacity and breath awareness, shifts stagnant emotions into movement and release, and is attentive to the subtle stuff of the mind, helping to free us from the driving forces of unconscious actions and thoughts. You'll practice yogic techniques that you can bring into your everyday experience for simply living a good day, and for increasing your capacity to be creatively present in your life. A yogic attitude toward self and practice is one of kindness, patience, and tenderness. We grow into our best selves in an inner atmosphere of loving care. Open to all UConn students, faculty and staff from any campus. No experience required.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

Dr. Leon Zaporski, MITQuantum-amplified global-phase spectroscopy on an optical clock transition Optical lattice clocks (OLCs) are at the forefront of precision metrology, operating near a standard quantum limit (SQL) set by quantum noise. Harnessing quantum entanglement offers a promising route to surpass this limit, yet there remain practical roadblocks concerning scalability and measurement resolution requirements. In this talk we will focus on our recent adaptation of the holonomic quantum-gate concept to the development of a novel Rabi-type "global-phase spectroscopy" (GPS) that utilizes the detuning-sensitive global Aharanov-Anandan phase. With this approach, we were able to demonstrate quantum-amplified time-reversal spectroscopy in an OLC that achieved 2.4(7) dB metrological gain without subtracting the laser noise, and 4.0(8) dB improvement in laser noise sensitivity beyond the SQL. Our technique is not limited by measurement resolution, scales easily owing to the global nature of entangling interaction, and exhibits high resilience to typical experimental imperfections. We expect it to be broadly applicable to next-generation atomic clocks and other quantum sensors approaching the fundamental quantum precision limits. (https://arxiv.org/abs/2504.01914)

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).