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X-WR-CALDESC:Events for School of Graduate and Professional Studies
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DTSTART:20260308T060000
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DTSTART:20261101T050000
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DTSTART;TZID=America/Halifax:20260401T090000
DTEND;TZID=America/Halifax:20260401T100000
DTSTAMP:20260707T083047
CREATED:20260311T185435Z
LAST-MODIFIED:20260311T185435Z
UID:10001276-1775034000-1775037600@grad.southernct.edu
SUMMARY:Dissertation Defense: Serginho Walker
DESCRIPTION:Title: Examining the Unique Mental Health Challenges of Nonbinary and Gender Expansive Gay Black Men \nAbbreviated Abstract: This study examines the unique mental health challenges experienced by nonbinary and gender expansive gay Black men\, with particular attention to how intersecting systems of oppression—including anti-Black racism\, cisnormativity\, heteronormativity\, and gender binarism—shape their lived experiences. Despite growing research on LGBTQ+ mental health\, the experiences of gender expansive Black men remain significantly underrepresented in counseling and psychological literature. Using a qualitative methodology grounded in Interpretive Phenomenological Analysis (IPA) paired with autoethnography\, this study centers the voices and narratives of participants to generate rich\, in-depth understandings of how individuals make meaning of their intersecting identities\, mental health experiences\, and sources of resilience. IPA\, combined with autoethnographic reflection\, is particularly appropriate for this inquiry because the researcher serves as a participant-observer\, allowing for deeper interpretive engagement with the phenomenon being studied (Hurst\, 2023). This methodological approach emphasizes the co-construction of meaning between researcher and participant and is grounded in phenomenological and interpretive traditions that prioritize lived experience (Smith\, Flowers\, & Larkin\, 2009). The study is further informed by counseling and counselor education frameworks that emphasize culturally responsive\, identity-affirming\, and strengths-based perspectives when working with marginalized populations (Hays & Singh\, 2019). Findings from this research aim to contribute to a deeper understanding of the mental health needs of nonbinary and gender expansive gay Black men while informing more inclusive clinical practices\, strengthening culturally responsive mental health interventions\, and supporting ongoing social justice efforts within counselor education and related helping professions. This presentation will be held Wednesday\, April 1\, 2026 at 9:00 a.m. via Microsoft Teams\, with an in-person viewing available in Room 217.
URL:https://grad.southernct.edu/event/dissertation-defense-serginho-walker/
LOCATION:Adanti Student Center\, Room 217\, 345 Fitch Street\, New Haven\, Connecticut\, 06515\, United States
CATEGORIES:Defense
ATTACH;FMTTYPE=image/png:https://grad.southernct.edu/wp-content/uploads/2025/05/thumbnail_image-e1747055911589.png
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BEGIN:VEVENT
DTSTART;TZID=America/Halifax:20260413T130000
DTEND;TZID=America/Halifax:20260413T140000
DTSTAMP:20260707T083047
CREATED:20260408T135706Z
LAST-MODIFIED:20260408T135706Z
UID:10001297-1776085200-1776088800@grad.southernct.edu
SUMMARY:Dissertation Defense: Keith Smith
DESCRIPTION:Title: THE WORK: EXAMINING THE LIVED EXPERIENCES OF CT INDEPENDENT SCHOOL DEI DIRECTORS \nAbbreviated Abstract: Diversity\, Equity\, and Inclusion (DEI) practitioners play a critical role in advancing equity within independent schools\, yet research examining their lived experiences remains limited—particularly within K–12 independent day school contexts. This qualitative study addresses this gap by exploring the lived experiences of DEI directors in Connecticut independent schools\, centering how they navigate complex\, often ambiguous roles within institutions historically shaped by privilege.
URL:https://grad.southernct.edu/event/dissertation-defense-keith-smith/
CATEGORIES:Defense
ATTACH;FMTTYPE=image/png:https://grad.southernct.edu/wp-content/uploads/2026/04/KSmith-Photo.png
LOCATION:https://southernct-edu.zoom.us/j/2681641067
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BEGIN:VEVENT
DTSTART;TZID=America/Halifax:20260415T140000
DTEND;TZID=America/Halifax:20260415T150000
DTSTAMP:20260707T083047
CREATED:20260323T181533Z
LAST-MODIFIED:20260323T181533Z
UID:10001284-1776261600-1776265200@grad.southernct.edu
SUMMARY:Thesis Defense: Xinyi (Cindy) Gao
DESCRIPTION:Title: COMPARATIVE ANALYSIS OF TONGUE STRENGTH MEASUREMENT IN YOUNG ADULTS: WITH AND WITHOUT BITE BLOCK COVERS \nAbbreviated Abstract: The use of bite block covers is a common infection control measure in dental and medical settings; however\, little is known about their impact on tongue strength measurements using the Iowa Oral Performance Instrument (IOPI). Further\, there is little to no previous research investigating how bite block covers may influence tongue strength assessments during regular and effortful swallowing across different bolus consistencies. In this study\, tongue strength measurements with and without a bite block cover were compared in healthy young adults to evaluate the feasibility and effectiveness of using these covers in clinical and research settings. Findings from this study may help inform best practices for speech-language pathologists (SLPs) and researchers assessing oral motor function while maintaining infection control standards.
URL:https://grad.southernct.edu/event/thesis-defense-xinyi-cindy-gao/
LOCATION:Health and Human Services\, Room 270\, 493 Fitch Street\, New Haven\, 06514\, United States
CATEGORIES:Defense
ATTACH;FMTTYPE=image/jpeg:https://grad.southernct.edu/wp-content/uploads/2026/03/Cindy-Gao-e1776107159401.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Halifax:20260416T194000
DTEND;TZID=America/Halifax:20260416T204000
DTSTAMP:20260707T083047
CREATED:20260413T130753Z
LAST-MODIFIED:20260413T130759Z
UID:10001298-1776368400-1776372000@grad.southernct.edu
SUMMARY:Dissertation Defense: Mercedes Mckelvie
DESCRIPTION:Title: TECHNOLOGY INTEGRATION IN URBAN HIGH SCHOOLS: GENERATIONAL PERSPECTIVES AND PROFESSIONAL DEVELOPMENT \nAbbreviated Abstract: This mixed-methods study explored school staff perceptions of generational differences in the use and benefits of various classroom technologies. The study investigated how educators perceive technology integration across different generational cohorts\, emphasizing the perceived impact of these differences on teaching\, learning\, and communication in an urban high school setting. The research employed a survey with both Likert-scale and open-ended questions\, along with focus group interviews\, to assess staff perspectives on generational differences in technology use in the classroom. These qualitative and quantitative data points were used in tandem to provide context. The students were not directly surveyed or interviewed\, nor were observations of classroom instruction included. The findings revealed how staff perceptions of generational differences inform professional development strategies and guide technology integration in multi-generational educational environments. This study contributed to the limited research on generational divides in K-12 education\, focusing on educators’ technology use rather than on student access.
URL:https://grad.southernct.edu/event/dissertation-defense-mercedes-mckelvie/
CATEGORIES:Defense
ATTACH;FMTTYPE=image/jpeg:https://grad.southernct.edu/wp-content/uploads/2026/04/Mercedes-Mckelvie-scaled-e1776085615444.jpeg
LOCATION:https://southernct.webex.com/wbxmjs/joinservice/sites/southernct/meeting/download/97e12769ef0e46e7afb342dc7d2191e8?MTID=mae928ef39e73e57c971ef8fb7d26f967
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BEGIN:VEVENT
DTSTART;TZID=America/Halifax:20260430T120000
DTEND;TZID=America/Halifax:20260430T130000
DTSTAMP:20260707T083047
CREATED:20260420T165235Z
LAST-MODIFIED:20260430T134656Z
UID:10001302-1777550400-1777554000@grad.southernct.edu
SUMMARY:Dissertation Defense: Kristin Bengtson Mendoza
DESCRIPTION:Title: DEVELOPING SECONDARY TEACHERS’ CRITICAL LANGUAGE AWARENESS AND TRANSLANGUAGING STANCE IN AN ADOLESCENT NEWCOMER PROGRAM: A CRITICAL PARTICIPATORY ACTION RESEARCH STUDY \nAbbreviated Abstract: This study employed cycles of mixed methods critical participatory action research (CPAR) to explore how content educators in a high school newcomer program conceptualized language in their instruction and developed their critical language awareness (CLA) and translanguaging stance. A new conceptual framework\, the Translanguaging Instructional Core\, integrated a critical translanguaging perspective into a longstanding educational leadership definition of instruction\, and the accompanying Translanguaging Instructional Core Developmental Continuum was utilized as a holistic measurement tool to assist educational leaders in synthesizing multiple sources of data and positioning educators at stages on a continuum between a monoglossic approach and a robust translanguaging stance. The study found that most of the high school content educators developed their CLA and a translanguaging stance through a community of practice that engaged in storytelling\, emotional processing\, use of figurative language\, and both social and internal/reflective experiences grounded in research. Five out of six educators who participated in the community of practice were found to have moved one stage or more along the Translanguaging Instructional Core Developmental Continuum through the experience. This study contributes findings to the underexplored intersection of translanguaging pedagogy\, transformative teacher leadership\, and multilingual education. It offers practical insights and a new conceptual tool for school leaders\, district policymakers\, and educator teams seeking to shift away from monolingual norms toward more inclusive\, student-centered language policies.
URL:https://grad.southernct.edu/event/dissertation-defense-kristin-bengtson-mendoza/
LOCATION:Davis Hall\, Room 009\, 36-40 Prescott St\, New Haven\, Connecticut\, 06514\, United States
CATEGORIES:Defense
ATTACH;FMTTYPE=image/jpeg:https://grad.southernct.edu/wp-content/uploads/2026/03/Kristin-Bengtson-Mendoza.jpg
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BEGIN:VEVENT
DTSTART;TZID=America/Halifax:20260430T194000
DTEND;TZID=America/Halifax:20260430T204000
DTSTAMP:20260707T083047
CREATED:20260408T130024Z
LAST-MODIFIED:20260408T130024Z
UID:10001296-1777578000-1777581600@grad.southernct.edu
SUMMARY:Dissertation Defense: Dan Ostasiewski
DESCRIPTION:Title: A Case Study on School Improvement through Leadership & Professional Learning Communities in One Urban Connecticut High School \nAbbreviated Abstract: Many students require supports to promote academic achievement and eliminate barriers to achievement. Different schools work with organizations to promote success. The RISE Network is a non-profit organization that partners with schools to improve systems and practices to promote student success. Some RISE supports include tools and strategies such as an improvement cycle framework\, a data hub application\, protocols for distributed leadership and teacher collaboration\, professional experiences\, and classroom interventions. Currently\, RISE works with over 50 schools across four states. The RISE program features numerous programs\, including the 9th Grade Success and Postsecondary Success programs. These programs are implemented through collaboration with school administration\, teachers\, and counselors at partner schools. The purpose of this study is to examine the RISE program at one urban Connecticut High School to gain insights on how school leaders and educators implement and collaborate in the program\, its successes and challenges\, and how this will impact educators’ perceptions of student learning and achievement. This information will be organized and viewed through frameworks of Social Constructivism\, Leadership\, Collaboration\, and the Kotter 8-Step Change Model with the intention of understanding how external educational programs operate within organizational\, interpersonal\, and educational contexts.
URL:https://grad.southernct.edu/event/dissertation-defense-dan-ostasiewski/
CATEGORIES:Defense
LOCATION:https://southernct.webex.com/southernct/j.php?MTID=m9d11123b2943a34a4b99aac8603e0688; Meeting password: PzQescFK769
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