School of Graduate and Professional Studies

Citation Managers – what are they and why do you need one
2026-09-09 18:00 - 19:00 (America/Halifax) | TBA
Facilitator: Rebecca Hedreen M.L.I.S., Library Services

Online Meeting Link

From Idea to Proposal: Developing a Strong Thesis or Dissertation
2026-09-01 17:00 - 18:00 (America/Halifax) | https://teams.microsoft.com/dl/launcher/launcher.html?url=%2F_%23%2Fl%2Fmeetup-join%2F19%3Ameeting_ZjdiZTlhZDUtOTk1Yi00NDA0LWIzMjgtOGViOTMzMzUwZDU3%40thread.v2%2F0%3Fcontext%3D%257b%2522Tid%2522%253a%252258736863-d60e-40ce-95c6-0723c7eaaf67%2522%252c%2522Oid%2522%253a%[REDACTED]-460e-a578-a6c6a5f01dc4%2522%257d%26anon%3Dtrue&type=meetup-join&deeplinkId=4872d38c-b857-499b-b2d5-51e4a3e1f5cf&directDl=true&msLaunch=true&enableMobilePage=true&suppressPrompt=true
Facilitator: Dr. Cheryl Durwin Professor, Psychology and Graduate Coordinator
In this workshop, you will learn about the process of developing a thesis or dissertation proposal through topics as: finding and narrowing down a research topic, generating research questions and hypotheses, preparing and organizing a literature review, and formulating a methodology. The workshop will be interactive, and all disciplines and stages of research are welcome! Please come with ideas and questions!

Online Meeting Link

GSA Meeting
2026-09-01 16:30 - 17:30 (America/Halifax) | https://teams.microsoft.com/dl/launcher/launcher.html?url=%2F_%23%2Fmeet%2F255388835625768%3Fp%3DvC6j8xYmkZbySQd0x8%26anon%3Dtrue&type=meet&deeplinkId=7c0dfddf-cf62-4499-bf76-ff852c74b9b4&directDl=true&msLaunch=true&enableMobilePage=true&suppressPrompt=true
A meeting where graduate students can speak their mind and receive support form us and their fellow students. The Graduate Student Association acts as an advocacy group to better serve the needs of the graduate student body as a whole. for the If you are enrolled in the School of Graduate and Professional Studies you are automatically a member of the organization, no need to apply!

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Graduate Student Orientation 2026
2026-08-17 17:00 - 19:00 (America/Halifax) | Adanti Student Center, Theatre, 501 Crescent Street, New Haven, CT, 06515-1330, United States
Come and meet the School of Graduate and Professional Studies and discover everything our school has to offer you as you begin your graduate school journey. There will be a resource fair and campus tours in the ASC Theater. For our online students, don’t forget you can also visit the virtual orientation here.
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GSGA/GA Orientation 2026
2026-08-17 13:00 - 16:00 (America/Halifax) | Adanti Student Center, Theatre, 501 Crescent Street, New Haven, CT, 06515-1330, United States
This orientation is all about connection, growth, and setting you up for success this semester. You’ll meet fellow graduate assistants and interns, learn about the resources available to you, and explore how your graduate assistantship can open doors for mentorship, professional development, and long-term career success.
📌 Save the Dates – Connect & Grow Series
In addition to orientation, we invite you to join our monthly Connect & Grow sessions followed by GSA meetings. Per your GSGA contract, graduate assistants are expected to attend at least two of the four monthly meetings this semester. These gatherings are a chance to strengthen connections, share experiences, and learn from one another.
Connect & Grow Series

MBA Information Session
2026-07-20 13:00 - 14:00 (America/Halifax) | https://apply.southernct.edu/register/mbainfosession
Join us for a virtual information session on July 20th from 1:00–2:00 PM to learn more about Southern Connecticut State University’s MBA program. This session will provide an overview of the curriculum, admissions requirements, flexible learning options, and career outcomes. Attendees will have the opportunity to hear from program representatives and ask questions about how the MBA can support their professional goals.
Reserve your spot to explore how SCSU’s MBA program can help you take the next step in your career.

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Thesis Defense: Ilkay Tarman
2026-07-01 14:00 - 15:00 (America/Halifax) | Engleman Hall, D149, 385 Fitch Street, New Haven, 06515, United States
Title: DIGITAL TRANSLANGUAGING IN FIRST-YEAR COLLEGE WRITING: A CASE STUDY OF BILINGUAL STUDENTS AND INSTRUCTORS
Abbreviated Abstract: The number of individuals who speak a language other than English as their first or dominant language continues to grow in the United States; however, the first-year college writing (FYW) courses often remain unprepared to support emergent bilingual students. A mismatch exists between the predominantly monolingual orientation of FYW courses and the digitally mediated writing practices of emergent bilingual students. This study explores emergent bilingual students’ digital translanguaging practices and perceptions, as well as instructors’ perceptions of digital translanguaging in FYW courses. Using a qualitative case study design, data were collected through online writing tasks, stimulated recall interviews and semi-structured interviews. Participants included three undergraduate emergent bilingual students enrolled in a first-year writing course, specifically designed for bilingual students, and three instructors teaching that specific course. Findings revealed that students used digital and linguistic resources as mediational tools to support their writing while simultaneously navigating English-only expectations. In contrast, instructors, approached digital translanguaging more cautiously because of ethical considerations and perceived challenges of implementing digital translanguaging in FYW classes. These findings have implications for policy, practice and professional development. They highlight the need to create space for digital translanguaging practices in FYW courses so that emergent bilingual students could draw on their full linguistic repertoires.

CGS Summer Writers Studio
2026-06-26 07:00 - 17:00 (America/Halifax) | https://us06web.zoom.us/meeting/register/inABO713Rlu5oZQDd6SV1Q#/registration
The Council of Graduate Schools is hosting a Summer Writers Studio on Friday, June 26, anytime between 7:00 am to 5:00 pm (eastern).Come-and-go as your schedule allows. We will write together in a supportive writing community. There are optional discussion sessions; or just write all day if you wish. Our schedule is:

7:00 am Zoom opens; we write
9:00 – 9:15 am Brief meet-and-greet to identify potential writing partners/groups; plus a discussion of the #1 writing obstacle for graduate students; Q&A
12:00 noon Discuss other writing obstacles (including the ways we sabotage our writing and degree completion) and how to overcome them
1:00 – 5:00 pm Writing together (I’m available to join you in a break-out room for individual questions and consultations)
Questions? Want more information? Email : jan.allen@cornell.edu (This event is free!)
Register in advance for this meeting (to receive the Zoom link, a reminder, and handouts)
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Thesis Defense: Alina Tran
2026-06-24 15:00 - 15:45 (America/Halifax) | Academic Science and Labratory Building, 103, Jennings Hall, Fitch St, New Haven, CT, 06515, United States
Title: UPPER THERMAL REGIMES AND QUIESCENSE IN THE TEMPERATE CORAL ASTRANGIA POCULATA
Abbreviated Abstract: While climate impacts on tropical corals are well-documented, the thermal limits of temperate species like Astrangia poculata remain understudied. Notably, A. poculata enters dormancy during cold winter temperatures (<5°C), but it is unknown if it exhibits a similar “warm-water dormancy” observed in other temperate corals. This study investigates how elevated temperatures (18–33°C) influence tentacle behavior and responsiveness in Rhode Island A. poculata colonies. Following daily feedings, tentacle activity will be monitored both during a week of thermal stress and a subsequent recovery period. Additionally, zooxanthellae densities will be calculated in visually bleached colonies, though counts were primarily used to verify the extent of symbiont loss. By analyzing the relationship between temperature and tentacle behavior, this research will determine if A. poculata utilizes dormancy as a survival mechanism against heat stress. These findings will provide critical insights into the thermal tolerance and resilience of temperate corals in a rapidly warming ocean.

Commencement 2026: College of Education
2026-05-19 19:00 - 21:00 (America/Halifax) | John Lyman Center for the Performing Arts, 501 Crescent Street, New Haven, CT, 06515, United States
The university will hold its spring graduate commencement ceremony for the College of Education.
Detailed Info

Commencement 2026: College of Health & Human Services
2026-05-18 19:00 - 21:00 (America/Halifax) | John Lyman Center for the Performing Arts, 501 Crescent Street, New Haven, CT, 06515, United States
The university will hold its spring graduate commencement ceremony for the College of Health & Human Services.
Detailed Info

Commencement 2026: College of Arts & Sciences | School of Business
2026-05-18 14:00 - 16:00 (America/Halifax) | John Lyman Center for the Performing Arts, 501 Crescent Street, New Haven, CT, 06515, United States
The university will hold its spring graduate commencement ceremony for the College of Arts & Sciences and the School of Business.
Detailed Info

Financial Uncertainty - Graduate School IS Still Affordable
2026-05-12 12:00 - 13:00 (America/New_York) | https://apply.southernct.edu/register/FinancingGradSchool
Join Mr. Lewis DeLuca, Southern’s Director of Student Financial Literacy and Advising, for a virtual webinar. This session will highlight recent developments in graduate financial aid, including new funding opportunities, policy updates, and institutional resources. Attendees will also learn practical strategies for managing costs—such as fellowships, assistantships, employer tuition benefits, budgeting approaches, and loan options—to make a graduate degree more affordable.
The presentation will include time for questions and connect students with campus offices and tools that can support informed financial planning throughout their graduate journey.
Register here: https://apply.southernct.edu/register/FinancingGradSchool

Dissertation Defense: Danielle Hill
2026-05-12 10:15 - 11:00 (America/Halifax) | Jennings Hall, Room 131, 501 Crescent Street, New Haven, CT
Title: Evaluating Machaeroprosopus Spp. Squamosal Morphology Based on New Material from the Martha’s Butte Beds: Chinle Formation, Arizona
Abbreviated Abstract: Occurrences of fragmentary phytosaurian (Machaeroprosopus spp.) squamosal bones are common in the Martha’s Butte Beds (Chinle Formation: Sonsela Member) of northeastern Arizona. Within the paleontology collection at Southern Connecticut State University (SCSU-P), multiple fragmentary squamosals display higher morphological variability than has been previously documented within Machaeroprosopus. Past studies have suggested that characters associated with the postorbital-squamosal bar are taxonomically informative among phytosaurs. The occurrence of squamosals outside the range of documented morphological variability raises questions regarding the extent of inter- and intraspecific variation among Machaeroprosopus spp. and the utility of fragmentary squamosal material in determining species-level taxonomic identification. Here, I will describe in detail the morphology of 13 Machaeroprosopus squamosals in SCSU’s vertebrate paleontology collection. Published accounts of Machaeroprosopus squamosal anatomy will be referenced to determine the degree of morphological variation found in the SCSU-P specimens. Further, I will describe the morphology of four complete squamosals with referrals to Machaeroprosopus spp. and incorporate these into a specimen-level phylogenetic analysis alongside the SCSU-P fragmentary squamosals to investigate whether species-level affinities can be established for the SCSU-P specimens. Although species-level assignment was not possible for most specimens, I identified three morphotypes among the SCSU-P squamosal specimens, suggesting that multiple phytosaur morphs were present in this paleoecosystem. Such variation could suggest subtle differences in jaw muscle organization and biomechanical function depending on species, skull size, sexual dimorphism, and/or ontogenetic stage. My results highlight the need for large-scale documentation of inter- and intraspecific variation and investigation into the relationships between morphology, function, and ecology among Machaeroprosopus.

2026 Neurodivergent and Disability Affinity Graduation Celebration
2026-05-07 17:00 - 18:30 (America/Halifax) | School of Business, Room 102, 10 Wintergreen Ave, New Haven, CT, 06515, United States
Academic Affairs, in collaboration with the SCSU Faculty & Staff Neurodiversity Group and the Division of Diversity, Equity, and Inclusion, will host a Neurodivergent and Disability Affinity Graduation Ceremony on Thursday, May 7, from 5:00-6:30 pm. This ceremony is an opportunity to cultivate an affirming environment for all.
This affinity graduation is open, regardless of documented accommodations, to students including but not limited to neurodivergent students, Blind/low vision students, d/Deaf students, chronically ill students, students living with mental illness, and otherwise disabled students. Participants are welcome to attend this affinity ceremony in addition to the large commencement ceremonies. For specific questions, please contact Rachel Furey (fureyr1@southernct.edu).

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Formatting a Thesis or Dissertation
2026-05-06 18:00 - 19:00 (America/Halifax) | https://southernct.webex.com/wbxmjs/joinservice/sites/southernct/meeting/download/00859ac4edbc4c23967c58c4aee1ac5d?MTID=m3c106af2a37509dca0bb1906bd24541e
Facilitator: Dr. Tess Marchant-Shapiro SCSU Writing Director, Professor of Political Science

Online Meeting Link

Thesis Defense: Mai Le Chaplar
2026-05-06 14:00 - 15:00 (America/Halifax) | English Common Room Library
Title: SUBJECTIFICATION, INTERSECTIONAL IDENTITY, AND RECOGNITION WITHIN OPPRESSIVE SYSTEMS
Abbreviated Abstract: This thesis pairs the speculative fiction novels Parable of the Sower by Octavia Butler and Iron Widow by Xiran Jay Zhao with critical theories that explore subjectification. Both texts highlight how female protagonists, Lauren Olamina and Wu Zetian, navigate and ultimately resist the regimes that aim to oppress them. Although they begin as victims of these systems, they refuse to be defined by them and assert their agency through acts of resistance. By drawing on theoretical lenses from Jessica Benjamin, Judith Butler, and Louis Althusser that focus on issues of subjectification—how one becomes and lives as a subject—this thesis argues that a demand for recognition and the dynamics of relationality and solidarity serve as tools of resistance against oppression. The purpose of this project is not to showcase the connections between these critical theories and their theorists, but to explore how each novel resonates with different facets of each theory and to examine what is unleashed when authors set their stories in imaginary worlds rather than real ones. While Butler rethinks race, religion, and culture within systemic collapse, Zhao amplifies the spectacle of domination and how oppression makes violent acts counter to domination seemingly necessary. Lauren Olamina rewrites dominant, degenerated ideology through Earthseed and empathy, and Zetian manipulates it by weaponizing and ultimately usurping patriarchal control. Both emphasize different roles of resistance that emerge when subjectivity is denied and reimagined. Ultimately, this thesis argues that speculative fiction does more than mirror society; it reveals new frameworks for thinking about identity, ideology, recognition, and power.

Graduate Research and Creativity Conference 2026
2026-05-04 16:30 - 20:00 (America/Halifax) | Adanti Student Center, Ballroom B, 345 Fitch St, New Haven, CT, 06515, United States
The Graduate Student Research and Creativity Conference celebrates the scholarship, creativity, and professional work of graduate students who have been engaged in projects over the past year. The conference invites graduate students from all disciplines to submit proposals for presentations, performances, and exhibits.
Created to highlight graduate student research, support professional development, and foster an interdisciplinary community, graduate students are transforming ideas into impactful contributions that advance their fields and strengthen the communities they serve.
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GSA Meeting
2026-05-04 16:30 - 17:30 (America/Halifax) | Scholars’ Space, Room 438, 377 Fitch St, New Haven, CT, 06515, United States

Phi Kappa Phi Induction Ceremony
2026-05-01 16:00 - 18:00 (America/Halifax) | School of Business, Room 102, 10 Wintergreen Ave, New Haven, CT, 06515, United States
A ceremony dedicated to the induction of new members into our chapter of the Phi Kappa Phi Honor Society.

Dissertation Defense: Daisy Everingham
2026-05-01 10:00 - 11:00 (America/Halifax) | Jennings Hall, GIS Lab 3rd Florr, 501 Crescent Street, New Haven, CT, 06515, United States
Title: Identifying Coastal Resilience Solutions by Community Design in New Haven County, Connecticut
Abbreviated Abstract: In the US’ coastal North East, the impacts of climate change are already being felt by communities who live near the shore – from destructive hurricanes and heavy winter storms to nuisance flooding and rapidly rising sea levels. Over the next decade there will be an increasing need for local government, businesses and individuals to collaborate in identifying and implementing solutions that allow communities to adapt without negatively impacting environmental, social and economic conditions. Heavily grounded in specific places, these solutions need to be shaped by both expert knowledge and the perspectives of local people who have strong attachment to these locations. This project is based in New Haven County, Connecticut, and identifies the climate change adaptation solutions that can have the most positive impact on the county’s socio-ecological systems now and into the future. This study takes a three tiered approach by 1) identifying the coastal resilience priorities of experts within the state, and 2) understanding coastal resilience priorities of local community members in New Haven County, and finally, 3) visualizing climate resilience futures being considered by these community members. The solutions that are frequently chosen by participants tend to be multi-faceted and lead to multiple positive impacts that improve habitat, local economic viability and opportunities for increased community engagement with the coastline. Ultimately, this research outlines possible climate change adaptation pathways for New Haven County communities moving forward that can be extrapolated to inform decision-making processes in other coastal counties throughout the region.

Dissertation Defense: Dan Ostasiewski
2026-04-30 19:40 - 20:40 (America/Halifax) | https://southernct.webex.com/southernct/j.php?MTID=m9d11123b2943a34a4b99aac8603e0688; Meeting password: [REDACTED]
Title: A Case Study on School Improvement through Leadership & Professional Learning Communities in One Urban Connecticut High School
Abbreviated 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.

Dissertation Defense: Kristin Bengtson Mendoza
2026-04-30 12:00 - 13:00 (America/Halifax) | Davis Hall, Room 009, 36-40 Prescott St, New Haven, Connecticut, 06514, United States
Title: DEVELOPING SECONDARY TEACHERS’ CRITICAL LANGUAGE AWARENESS AND TRANSLANGUAGING STANCE IN AN ADOLESCENT NEWCOMER PROGRAM: A CRITICAL PARTICIPATORY ACTION RESEARCH STUDY
Abbreviated 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.

SCSU Culture Fest
2026-04-22 11:30 - 14:00 (America/Halifax) | Academic Quad, 345 Fitch St, New Haven, CT, 06515, United States
Food! Music! Celebration!
Celebrating the Diversity of our Campus Community

3MT Regional Competition Watch Party
2026-04-22 08:00 - 17:00 (America/Halifax)
Watch our representative Keith Smith compete in the 3MT Regional Competition!

Revising your Writing for Clarity
2026-04-21 17:00 - 18:00 (America/Halifax) | https://southernct.webex.com/wbxmjs/joinservice/sites/southernct/meeting/download/13bd3d78973f48e89b9a5d08409a1749?MTID=m45717aa5823beb6b4f194a810ca99610

25th Women’s & Gender Studies Conference: (Re)Making the World: A “How-To” Conference on Feminist, Crip, and Decolonial Worldmaking
2026-04-17 - 2026-04-18
In As We Have Always Done: Indigenous Freedom Through Radical Resistance (2017), Leanne Betasamosake Simpson writes: “Resurgence is not a metaphor. It is the flight out of settler colonialism, towards something we have been taught is impossible.”
The 2026 WGS conference takes Simpson’s call for radical resurgence seriously – positioning “how-to” as a feminist practice, politic, and theorizing. We invite communities to gather for a feminist, crip, and decolonial practice of refusal, survival, and worldmaking.
We are currently seeking proposals for our 2026 Conference!
For more information on submission guidelines and conference details, please visit our Conference Website here: https://inside.southernct.edu/womens-and-gender-studies/conferences/2025

Dissertation Defense: Mercedes Mckelvie
2026-04-16 19:40 - 20:40 (America/Halifax) | https://southernct.webex.com/wbxmjs/joinservice/sites/southernct/meeting/download/97e12769ef0e46e7afb342dc7d2191e8?MTID=mae928ef39e73e57c971ef8fb7d26f967
Title: TECHNOLOGY INTEGRATION IN URBAN HIGH SCHOOLS: GENERATIONAL PERSPECTIVES AND PROFESSIONAL DEVELOPMENT
Abbreviated 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.

Spring 2026 Graduate Open House
2026-04-16 15:00 - 19:00 (America/Halifax) | Michael J. Adanti Student Center, 501 Crescent Street, New Haven, CT, 06515, United States
Stop by and have all of your questions answered about our more than 100 graduate programs.
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Thesis Defense: Xinyi (Cindy) Gao
2026-04-15 14:00 - 15:00 (America/Halifax) | Health and Human Services, Room 270, 493 Fitch Street, New Haven, 06514, United States
Title: COMPARATIVE ANALYSIS OF TONGUE STRENGTH MEASUREMENT IN YOUNG ADULTS: WITH AND WITHOUT BITE BLOCK COVERS
Abbreviated 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.
