Nick Figueroa, director of the Brown Collegiate Scholars Program, said the focus this summer was on building relationships and creating a supportive learning environment.

"Our goal in these initial weeks is to cultivate a welcoming and supportive community where students feel both inspired and challenged," Figueroa said. "We do this by creating new learning opportunities, from academic enrichment to fun team-building exercises, that foster strong peer connections and meaningful mentor relationships, all of which will serve as the foundation for the next four years. We also want our students to leave this summer with a strong sense of self and confidence, ready to excel in high school and beyond."

A four-year journey toward college success 

On campus this summer, the scholars got a head start on high school coursework by taking English and math classes. PPSD teachers led the academic classes to align with the district’s common core standards, assisted by Brown students including recent graduates from the University’s master of arts in teaching program. In English, students deepened literacy and critical thinking skills through in-depth text analysis, including Trevor Noah's “Born a Crime.” Math focused on building a strong foundation in linear, quadratic and exponential functions in preparation for Algebra I or II.

The four-week curriculum also incorporated social-emotional learning, identity exploration and leadership development. In one session, for example, students delivered impromptu speeches on a topic of their choice, honing their ability to think critically under pressure and communicate effectively with an audience.

As a parent, Jessica Watson is excited about the Brown Collegiate Scholars Program, appreciating its focus on encouraging both personal and academic growth. Her son, Francisco Brouillette, who will attend Classical High School this fall, applied after learning about the program at an information session at his middle school.

“I felt strongly when he was applying that the program would offer not only strong support for both academics and the college application process, but would also give Francisco the confidence and social-emotional skills necessary to make the most of his high school and college experiences, both academically and socially,” Watson said. “It's important to me that he participates in and contributes to his community while pursuing his studies. I feel that the program provides a structure to support this kind of well-rounded development.”

As part of the summer programming, students attended weekly sessions focused on cultivating social-emotional intelligence. Through interactive activities and discussions, the teens worked to develop skills in self-awareness, self-management, relationship building, empathy and responsible decision-making.

Watson believes the program has already made a positive impact on her 13-year-old son.

“I feel like Francisco is enjoying himself more and connecting more with his peers in the program in these past two weeks than in middle school, which I think in turn builds confidence,” she said.

Her son agrees. According to Brouillette, being immersed in a college environment this summer has been one of the most exciting parts of the program. Touring Brown’s buildings, navigating campus and enjoying meals in the Sharpe Refectory, the largest dining hall on campus, have made the teen feel like a college student.

"It's a really fun program to be a part of,” Brouillette said. “Being on campus and feeling like a college student is awesome. I also love learning new things and meeting people from different backgrounds."

Beyond cultivating excitement for campus life, the program equips scholars with practical tools for success. Dedicated college access classes began to demystify the college application process, covering everything from types of college and the high school-to-college transition to financial planning and career exploration. Students learned to set academic and personal goals, explored potential majors, and gained insights from current college students and local professionals who shared their inspiring journeys as first-generation college graduates.

And the program’s support extends beyond the summer. Beginning in October, scholars will return to campus weekly for academic support and one-on-one meetings with their program advisor, Gizzelle Fernandez. The program uses a consistent advisor model, assigning one counselor to follow each cohort throughout their high school career. Fernandez, a Providence native, is already planning regular check-ins this fall to support a successful transition to high school for each student, she said.

“We'll regularly check in with students to see how they're adjusting and share any needed resources,” Fernandez said. “We may explore volunteer opportunities and other activities to help them grow and stand out in college applications. We’ll also look at club and sport involvement to see how they manage their time. The first year is crucial for ensuring a smooth transition to high school while also building a strong foundation of trust and support with us as mentors.”

With ninth grade just weeks away, the scholars in the inaugural cohort are wrapping up summer programming this week. While the first four weeks are just the beginning of a multi-year program, Providence student Titilope Aina, who will attend Classical High School, said the summer kick-off has already exceeded her expectations.

“I thought it would be a very strict program because Brown is an Ivy League university,” Aina said. “But it feels very welcoming, like a place where you can be yourself without judgment. The Brown staff are incredibly helpful and supportive. I would feel comfortable calling any of them if I got lost on campus and needed help finding my way back. It already feels like a family here.”