Early College Research Institute

The Early College Research Institute (ECRI), launched in 2020, fosters the research, preservation, and implementation of the practice of early college. Based out of Simon’s Rock at Bard College, the ECRI grounds early college in the broader educational landscape and comprises four core areas: pedagogy, research and archives, program development and review, and recognizing the achievements of Early College students.

Pedagogy and Certification

ECRI offers a comprehensive Early College Pedagogy Certification designed to validate and enhance the expertise of early college educators. This rigorous credentialing process begins with Initial Certification, which requires candidates to hold subject-aligned advanced degrees and teaching licensure or relevant experience. Candidates engage in immersive professional development, including specific Early College Pedagogy training and Writing & Thinking workshops, while collaborating with mentors to develop syllabi and linked lesson plans that meet high academic standards.

Building upon this foundation, the pathway leads to Permanent Certification, a stage focused on sustained professional growth and pedagogical mastery. This advanced phase integrates classroom observations, mentoring meetings, and the creation of a portfolio featuring student work and evaluations. Educators pursuing permanent status also participate in specialized training alongside ongoing professional engagement to ensure they remain at the forefront of early college instruction.
Key Benefits
Common Standards: Evidence-based pedagogy for younger scholars.
• Closing Gaps: Bridging secondary and higher education methodologies.
• Recognized Credential: Professional development for academic CVs.
• Expansion Support: Consistent models for scaling programs.
Certification Requirements
Initial Certification
Subject-aligned Master's or Doctoral degree
Teaching licensure/experience
Early College Pedagogy Training (Min. 2 days)
Writing & Thinking Training (Min. 1 day)
Collaborative syllabus & lesson plan development
3 Course observations

Permanent Certification
4 Observed teaching sessions
Mentoring meetings & Portfolio of student work
Scholarly engagement (e.g., Folio publication)
Additional ongoing PD over a five-year period

Research and Archives

Early College Folio
The Early College Folio seeks to regularly publish accurate, innovative, and insightful research about early college applications worldwide, focusing broadly on the theory, pedagogy, and contemporary applications of early college models, including early college high schools, early admission, early entrance, and residential early college programs. The journal includes articles by faculty and staff at early colleges and other experts in the field both in and outside of the Bard network.
View All Issues →

Recent Selections: Volume 3, Issue 1 (2024)

"Enhancing Holistic Learning: Insights from the Women in Technology (WiT) Workshop Series"
Myo Thida & Khine Zar Thwe
The authors share insights from a workshop series designed to empower women in technology, highlighting strategies for holistic learning and community building in STEM.
"Humanizing Data Science Curriculum"
Di Wu
This piece advocates for a data science curriculum that emphasizes ethical considerations and the human impact of data, moving beyond purely technical skills.
"Queering the Math Curriculum: Pre-flections on nonbinary thinking in mathematics"
K. Julia Williams
Williams challenges traditional binaries in mathematics education, proposing a framework for inclusive pedagogy that welcomes diverse identities and ways of thinking.
"Writing as Active Learning in Gateway Undergraduate Mathematics"
Amanda Landi & Kaethe Minden
This article explores how integrating writing assignments into undergraduate mathematics courses can foster active learning and deeper conceptual understanding for students.

Call for Submissions

Vol 3, Issue 2 "Early College Expansion: Massachusetts as a Learning Lab"
Massachusetts has designated Early College as a primary strategy to close socioeconomic gaps in college access. We invite scholars, teachers, and administrators to submit research addressing the cultural shifts in comprehensive high schools, family attitudes toward postsecondary education, and the impact on community college campuses.
View full guidelines

Research Fellowships

Early College Student Fellow
The paid position offers Simon’s Rock students hands-on experience in academic research, policy, and administration.

Staff/Faculty Fellow
Fellows engage in self-directed projects related to pedagogy, policy, or theory, or provide operational support for conferences and strategic initiatives.

Archives
ECRI maintains extensive collections including Simon’s Rock documents and general early college research in the Alumni Library.

Past Visitors
Tongji Philip Qian
BHSEC DC • Arts Research

Mika Turim-Nygren
BHSEC DC • Literature

Celestine Woo
BHSEC Newark • Asian American Literature

Matthew Park
BHSEC Newark • Seminar Pedagogy

Hany Eldeib
BHSEC DC • STEM Simulation

National Early College Honors Society

Overview
The NECHS program encourages, qualifies, and recognizes high school student accomplishments in successfully earning college-level credits. We partner directly with schools to designate NECHS chapters.
  • Student Benefits
    • Certificate of Achievement
    • Preferential admission to Simon's Rock
    • Scholarship eligibility
    • Access to branded regalia
  • Student Membership
    Students will be encouraged to enter as members even if they are not yet eligible for an award or may not have taken a college credit course yet.  Membership requires a student to be enrolled in a program which eventually leads to college credits and that includes a dual enrollment program or an early college program. Members will be able to participate in events such as FAFSA or College admissions workshop nights via Zoom.
  • Award Levels
     
    Award Level Primary Requirements
    Scholar with Honors and Distinction 12 college credits with 3.7 GPA Recommendation 
    Scholar with Honors 6 college credits with 3.5 GPA
    Scholar

    6 college credits with 3.3 GPA


    Award Level     		 Alternative Requirements
    Scholar with Honors and Distinction 18 college credits with 3.5 GPA, or 24 or more college credits with 3.0 GPA Recommendation 
    Scholar with Honors 18 college credits with 3.3 GPA, or 24 college credits with 3.0 GPA Recommendation
    Scholar 18 college credits with 3.3 GPA or 24 college credits with 2.7 GPA Recommendation

     
  • Admission
    Students who have been awarded any of the levels of National Early College Academic Honors Society Awards will be afforded preferential treatment for admission to Simon’s Rock. Guaranteed admission will not be afforded. Each student will need to apply for admission. Preferential treatment will be based on the level of the award earned.
  • Scholarships
    All Honors level or greater award winners will be eligible for a scholarship to Simon's Rock with recognition of accumulated college credits.
     
  • Apply for Membership
    Application coming soon.

Professional Services

With nearly 60 years of experience, we offer support and resources for school districts and institutes of higher education.
  • Program Development
    • Program Start Up
    • Guidance on inception, planning, and curriculum foundations
    • Expansion Strategy
    • Tactics for scaling mature programs
    • Curriculum Development
    • Student-centered pathways and transferability
  • Training & Certification
    • Pedagogy Certification
    • Best practices for teaching the younger scholar
    • Administrative Training
    • Stakeholder management and policy implementation
    • Career Integration
    • Academic advising and career transition support
  • Strategic Analysis
    • Success Analysis
    • Developing measurement tools and evaluating data
    • Strategic Planning
    • Research-based operational planning
    • Grant Writing
    • Funding pursuit support and editing
    • Request Consultation

Partner Spotlight: Mount Everett Regional High School

A "Wall-to-Wall" Model of Early College Success
The Mount Everett Early College program serves as a premier example of the Early College Research Institute’s design principles in action. In partnership with Bard College at Simon’s Rock, Mount Everett Regional High School has implemented a "wall-to-wall" early college model—a pioneering approach where every student, regardless of their initial academic track, participates in college-level programming.

This distinct program design integrates the ECRI certification pathway directly into the high school faculty. By training Mount Everett teachers through the Early College Pedagogy Certification, the district ensures that rigorous, college-accredited coursework is delivered sustainably on the high school campus. This structure removes critical transportation and financial barriers, allowing students to engage in deep intellectual inquiry and earn transferable credits within their own school community.

State-Level Recognition
The Massachusetts Early College Joint Committee (ECJC) has recognized the Mount Everett program as "first of its kind" and "ground-breaking" for its expansive inclusivity and commitment to providing 100% of the student body with access to post-secondary experiences.

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