NEXT 2026 Nurturing Excellence and Experience in Technology
May 24th – June 18th, 2026
We prepare students finishing their first year in Engineering, Pre-Engineering, or other related STEM fields for future courses and opportunities. Current sophomores and non-degree students may also find value in this program.
From May 24th – Jun 18th, you will prepare for upcoming challenging courses, develop internship/research skills, and form a productive community amongst valuable figures and peers.
Empowering Futures
The Vergnano Institute for Impact is committed to building connection and passion in engineering and STEM fields.
Our programs are for everyone.
In particular, we welcome and encourage students who are…
– first in their family to go to college, or
– attending a Title I school or district, or
– have participated in English language learning classes, or
– looking forward to meeting their first engineer,
…to apply!
The Sophomore Summer Experience
Any college student who will be entering their sophomore year in Fall 2026. Current sophomores and non-degree students may also find value.
Out of state students are welcome. Airport transportation can be arranged
Neurodivergent students are welcome, and we are ready to support you.
Classes: Mondays, Wednesdays and Fridays
Block 1: 9-11 AM
Block 2: 12:30-2:30 PM
Block 3: 3-5 PM
Practicum: Tuesdays and Thursdays
9 AM – 5 PM with a lunch break
Apply by Sunday, March 29 2026!
Academic Success
Designed with you in mind. This is more than just a summer program, but a full year commitment to you.
Phase 1: Summer Program
Phase 2: Academic Year Follow Through
Summer Program
Our first goal is for you to experience 2 academic courses this summer. These courses are NOT for credit, but rather for foundational understanding and confidence to do well in the following semester. Imagine a small class that is catered to you, where the instructor is intentionally teaching and adjusting for you to understand, rather than trying to get through pre-determined content. That’s the Sophomore Summer difference.
Summer 2026 Course Options:
Rank options below, then immerse yourself with TWO this summer.
Calculus 2 (MATH 1132Q)
Multivariable Calculus (MATH 2110Q)
Physics for Engineers I (PHYS 1501Q)
Physics for Engineers II (PHYS 1502Q)
Electrical Circuits (ECE 2001)
Discrete Systems (CSE 2500)
*If you are enrolled in a summer course at UConn, you can substitute one of our courses with one you are enrolled in for credit.
Our courses are scheduled for Mondays, Wednesdays and Fridays during the program
Academic Year Follow Through
If you complete the summer program, you are eligible to enroll in our Foundations in STEM Skills Course in the following fall or spring semester, ENGR 1195. This is a 3 credit, online, asynchronous, project-based course. This course is designed to support your success and complement your learning from the Summer Program. It is not designed to be a burden during the academic year, so we highly encourage participants to enroll in either the Fall or Spring Course.
Skills Lab
Alongside the practical experience, students will be able to build and sharpen specific skills relevant to future research and internship opportunities. These skill sets have been chosen by our partners in the industry, to ensure you are ready out the gate. The skills that students can learn include:
- Excel Fundamentals and Data Analysis
- Powerpoint and Presentation Skills
- Project Tools and Management
- Google Co-Lab
- Github
- Computer Aided Design (CAD)
- Reading and Citing Academic Papers
- Writing Reports and Experimental Findings
Practicum
Our third goal is to provide you meaningful hands on experiences to supplement your learning and identity formation as a scientists and engineer. This is kind of like a micro-research or micro-internship project. We call this our practicum.
Your Practicum time is a full day on Tuesdays and Thursdays (i.e. 9 AM – 5 PM with lunch break).
In total, you will experience 8 sessions of full day experiences, plus a bit of at home reading or tasks to supplement your project.
Our project is related to homeostatic plasticity, which allows neurons to maintain their activity contributing to neuronal network stability over time. We use confocal microscopy and super-resolution microscopy to identify changes in the structure and location of the axon initial segment. In addition, we run simulations to investigate the structure of the neuronal axon.
Students will use: (1) image processing (imageJ or similar) and data processing (excel or similar) to identify changes in the axon membrane structure and in the location of the axon initial segment; (2) Matlab to measure mechanical properties of the axon by processing data from simulations.
Suggested STEM Majors
- Biomedical Engineering
- Mechanical Engineering
- Materials Science & Engineering
- Biological Sciences
- Molecular and Cell Biology
- Chemical Engineering (biological/biomolecular focus)
- Physics (soft matter, mechanics)
Electrospray technology is reshaping modern separation science by enabling the fabrication of ultra‑thin, high‑performance membranes for water purification, gas separation, and ion‑exchange applications. Traditional membrane manufacturing methods—largely unchanged for decades—struggle to incorporate emerging advanced materials. Electrospray overcomes these limitations by using finely controlled, nanoscale deposition techniques that allow researchers to design membranes with unprecedented precision and tunability.
In this microresearch experience, students will contribute to the development of next‑generation separation membranes using materials previously incompatible with conventional processing. Working alongside researchers in the Center for Clean Energy Engineering and the Center for Applied Separation Technologies (CCAST), students will explore how electrospray enables higher separation efficiency, improved durability, and scalable membrane production for real‑world environmental and industrial challenges.
Learn more: https://ccast.uconn.edu/
Suggested STEM Majors (All STEM majors welcome)
- Chemical Engineering
- Environmental Engineering
- Materials Science & Engineering
- Mechanical Engineering
- Chemistry
- Environmental Science
- Polymer Science
- Nanotechnology / Nanoscience
Students in this microresearch experience will work with the newly renovated Cynthia Wyeth Peterson Memorial Planetarium, the oldest planetarium in Connecticut, originally built in 1954 and reopened in 2024 after extensive upgrades including a modern digital projector, new seating, and a fully updated audio system. Under the guidance of planetarium staff, students will learn how to create engaging, scientifically accurate planetarium shows that bring astronomy, physics, and Earth sciences to life for audiences of all ages. The planetarium now hosts weekly public programs and serves as a teaching tool—making it an ideal platform for students to contribute original content that will be experienced by the broader UConn and Connecticut community.
Participants will explore celestial mechanics, stellar evolution, planetary science, and other astronomy topics while learning storytelling, scripting, visual production, and digital dome‑projection techniques. This project leverages the planetarium’s advanced projection capabilities—highlighted during its revitalization as offering impressive visual effects and constellation artwork—to help students create immersive and educational shows. Alongside faculty and graduate mentors, students will help expand the planetarium’s library of educational programming while gaining hands‑on experience in science communication, multimedia production, and public outreach.
Suggested STEM & Creative Majors
- Physics / Astrophysics
- Earth Sciences / Geography
- Mechanical Engineering (optics, instrumentation)
- Computer Science / Computer Engineering (simulation, graphics)
- Digital Media & Design
- Multimedia Design & Animation
- Science Education
Guided by Dr. Daniele Vivona, a new Assistant Professor in Mechanical Engineering whose research focuses on ion transport, interfacial phenomena, and next‑generation electrochemical energy devices, this microresearch experience introduces students to the science behind how sensors and batteries respond to real-world operating conditions. Students will begin by using simple conductivity tests and at‑home tools to study how and why sensor readings drift over time—exploring stabilization time, temperature dependence, and fouling effects. These experiments reveal how subtle changes at material interfaces influence the accuracy and reliability of electrochemical measurements, directly connecting to the same principles that govern modern energy materials and battery systems.
The project culminates in a dedicated hands‑on lab session using a research‑grade potentiostat, where students will perform formal electrochemical characterization techniques such as cyclic voltammetry or impedance spectroscopy. By comparing their at‑home observations with high‑precision laboratory data, participants gain a deeper understanding of the electrochemical processes that underpin sensing technologies and battery performance. This experience is especially well‑aligned with Dr. Vivona’s expertise in atom‑level energy conversion processes and advanced electrochemical materials design.
Suggested STEM Majors
- Mechanical Engineering
- Materials Science & Engineering
- Chemical Engineering
- Electrical Engineering
- Chemistry
- Environmental Engineering
- Physics (materials, interfaces, electrochemistry)
In collaboration with Dr. Ravi Gorthala and the UConn team supporting the U.S. Department of Energy’s Elevating Smart and Resilient Schools for America initiative, this microresearch experience invites students to help translate real energy‑efficiency upgrades happening in Bridgeport Public Schools into meaningful, age‑appropriate STEM learning. As two Bridgeport schools undergo deep energy retrofits—including HVAC retro‑commissioning, advanced controls, high‑efficiency boilers, solar + battery systems, and building weatherization—students in this project will design educational modules that help K–5 and middle school learners understand the science behind the improvements being made in their own buildings.
Participants will work on creating engaging, hands‑on, and highly interactive teaching tools. These could include: building VR worlds that help students see how energy flows through a school; creating mini‑experiments that demonstrate heat transfer, air quality, or renewable energy; or developing demonstrations that show how smart controls, solar power, and efficient systems reduce cost and pollution. By merging engineering with community impact, students contribute directly to a nationwide DOE effort supporting healthier, more resilient schools—while empowering Bridgeport youth to see themselves as energy innovators in their community.
Suggested STEM Majors
- Mechanical Engineering
- Environmental Engineering
- Chemical Engineering
- Civil Engineering (Building Systems / Sustainability)
- Electrical Engineering
- Materials Science & Engineering
- Environmental Science
- Computer Science (VR/AR, simulation, visualization)
- Education & STEM Education majors interested in curriculum design
Under the guidance of Prof. Mohammad Maifi Hasan Khan, an Associate Professor in Computer Science & Engineering whose research focuses on human‑automation interaction, trust, risk communication, and usable cybersecurity, this microresearch experience invites students to investigate how everyday users understand, react to, and manage security risks associated with common Internet‑of‑Things (IoT) devices such as smart speakers, indoor video cameras, and home automation systems. Prof. Khan’s work includes nationally recognized studies on user emotions, trust, system reliability, privacy behaviors, and post‑breach risk communication, making this an ideal opportunity for students interested in the intersection of psychology, communication, and technology.
Students will participate in hands‑on research tasks such as designing user studies, evaluating how people perceive risk or make security decisions, analyzing communication strategies for warning messages, and developing recommendations to improve security‑related behaviors in the public. This project offers meaningful engagement with real‑world cybersecurity challenges that directly shape national security and digital safety. Participants will strengthen communication, writing, analytical reasoning, and presentation skills, while contributing to cutting‑edge work that explores how human psychology influences cybersecurity outcomes.
Suggested Majors
- Psychological Sciences
- Cognitive Science
- Human Development & Family Sciences
- Communication
- STEM Education / Educational Psychology
- Computer Science (HCI / usability focus)
- Information Science / Data Science
- Sociology (technology & society focus)
The UConn Physics Observatory—located on North Eagleville Road and historically used for student labs and public stargazing events—has faced technical limitations in recent years due to aging infrastructure and equipment constraints. Although the observatory has served generations of students and community members, its current telescope system suffers from broken motorized components that prevent full functionality and automated tracking, limiting its capacity for educational use and night‑sky observation. This microresearch experience invites students to restore and modernize the observatory by diagnosing the failed motor system, designing a replacement or retrofit solution, and implementing hardware and software upgrades to re-enable automated telescope control.
Working with Physics Department mentors, students will gain hands‑on experience in mechanical repair, electronic systems integration, embedded programming, and automation. The project may involve designing custom motor mounts or controllers, implementing microcontroller‑based automation, calibrating tracking accuracy, and testing nighttime operation. By the end of the experience, students will not only help revive a historic campus facility but also contribute to expanding future teaching, outreach, and research capabilities at the observatory—aligning with ongoing efforts across campus to revitalize UConn’s astronomy resources and public engagement programs.
Suggested STEM Majors
- Mechanical Engineering
- Electrical Engineering
- Computer Engineering
- Computer Science (embedded systems, automation)
- Astrophysics / Physics
- Robotics Engineering
This project focuses on engineering an affordable, 3D‑printed robotic prosthetic hand designed to enhance accessibility for mobility‑challenged individuals while serving as a powerful educational tool for students. Using modified open‑source components, high‑torque servos, and custom‑built flex sensors, the hand is programmed to mirror human finger movements through a glove‑based sensor interface. Students gain experience across the full engineering design cycle—mechanical construction, tendon‑driven actuation, sensor fabrication, microcontroller programming, and iterative calibration—resulting in a functional prosthetic model capable of smooth, lifelike articulation and responsive control.
Beyond creating a working robotic hand, this project immerses students in the interdisciplinary nature of prosthetic engineering. By integrating mechanical systems, embedded electronics, computational logic, and human‑centered design, students deepen their understanding of how assistive technologies are developed and refined. The project also encourages thoughtful engagement with accessibility, empathy, and real‑world constraints such as durability, cost, and usability—showing students that they can meaningfully contribute to innovations that directly impact people’s lives.
Suggested STEM Majors
- Biomedical Engineering
- Biology or Pre-Med Majors
- Electrical Engineering
- Robotics Engineering
- Computer Engineering
The NEXT (Nurturing Excellence and eXperience in Technology) Program—developed in collaboration with The Cigna Group—offers School of Computing students a unique opportunity to build industry-ready skills in cloud computing, full-stack development, and modern software engineering practices. Drawing from real-world challenges and insights provided directly by Cigna engineers, participants engage in training, hands-on development, and mentorship designed to strengthen both their technical abilities and professional readiness.
Students selected for this practicum will begin with on-campus micro research engagement via virtual mentorship, and in person team collaboration during Sophomore Summer, and then continue virtually through August 11, dedicating ~10 hours per week to training, project work, and small‑group collaboration. Topics covered mirror industry expectations—Agile, DevOps, front‑end and back‑end development, cloud computing, secure programming, and SRE—ensuring participants walk away with a polished portfolio project, 1:1 mentorship, meaningful industry connections, and a certificate of completion.
Required Majors (School of Computing)
- Computer Science
- Computer Science & Engineering
- Computer Engineering
- Data Science
Led by experienced undergraduate and graduate members of the UConn Underwater Robotics Club, this microresearch experience invites students to explore the rapidly evolving world of autonomous underwater systems. Participants will work hands‑on with Remotely Operated Vehicles (ROVs) and underwater sensor technologies, gaining exposure to mechanical design, waterproofing strategies, buoyancy control, electronics integration, and real‑world problem solving in aquatic environments.
Inspired by the club’s growing momentum and competitive aspirations—highlighted in recent UConn Today coverage—the project introduces students to the engineering, programming, teamwork, and iterative design processes that define marine robotics. Students will help design, build, and test components that contribute to the team’s competition-ready platforms while learning how underwater robotics can address environmental monitoring, marine research, and exploration challenges.
Inspiration link: https://today.uconn.edu/2024/08/underwater-robotics-club-members-keen-to-compete-after-taking-first…
Suggested STEM Majors
- Mechanical Engineering
- Electrical Engineering
- Computer Science & Engineering
- Ocean Engineering / Marine Technology
- Robotics Engineering
- Materials Science & Engineering
- Environmental Engineering
- Physics
Led by Dr. Yuyang Wang, a newly arrived Assistant Professor in Electrical and Computer Engineering at UConn, this microresearch experience brings together cutting‑edge semiconductor research and immersive virtual reality. Dr. Wang’s work centers on large‑scale integrated photonic systems, next‑generation chip architectures, and computing‑focused photonics—areas aimed at overcoming communication bottlenecks in advanced computing and AI hardware.
In this project, students will help design, build, and test VR headsets and virtual environments that allow users to “step inside” a computer chip. The goal is to create clear, interactive visualizations showing how chips are structured, how signals move through photonic and electronic components, and how modern semiconductor manufacturing processes work—from lithography to heterogeneous 2.5D/3D integration. By translating complex device physics and fabrication flows into engaging VR experiences, students will contribute to tools that can support education, outreach, and future research visualization. This is an ideal opportunity for students interested in semiconductors, photonics, chip design, VR/AR development, or engineering education.
Suggested STEM Majors
- Electrical Engineering
- Computer Engineering
- Computer Science (VR/AR, 3D visualization, simulation)
- Mechanical Engineering (design, modeling, visualization)
- Materials Science & Engineering (semiconductor fabrication literacy)
- Robotics / Systems Engineering
- Digital Media & Design (interactive and immersive technologies)