In accordance with the Educational Studies Program learning goals, all senior majors design, conduct, and present a one-semester independent research project, based on primary and secondary sources, with qualitative, quantitative, and/or historical methods.

Seniors have the option to upload their final research paper and/or presentation to the Trinity Digital Repository to share their work with the public. See uploading instructions.

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Class of 2007

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Minority Students in the Montessori Classroom, Aleesha Young

Class of 2006

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Educating Juvenile Detainees: The Goals of a Connecticut Facility, Tara Borawski

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Student Athletes' Perceptions of the Academic Athletic Relationship, Tim Cleary

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From Same-Sex to Co-ed: Trinity female students’ perceptions of their transition to college, Joanna Confalone

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Condom on a Cucumber: The Sex Education Needs of Trinity College Students, Lara Dieterich

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Do Magnet Schools Attract All Families Equally?, Naralys Estevez

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Examining Male Education: Discipline and classroom structure in an all-boys elementary classroom, Erin Michelson

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Shaping the Learning Corridor: Interdistrict Magnet Schools, 1990s to the Present, Nivia Nieves

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"What We’re Saying”: Teacher’s Perceptions of ‘Success for All', Jennifer O'Donnell

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Co-Teaching as a Response to Mainstreaming: The Perspectives of Teachers at a Magnet Middle School, Charkie Quarcoo

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Teachers' Perspectives on Mainstreaming of Special Education Students in Hartford, Elena Wetmore

Class of 2005

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Gender Bias in Middle School Classrooms, Jessica Baker

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Suburban Participation in Hartford’s Project Concern School Desegregation Program 1966-1998, Grace Beckett

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The True Power Behind the Vote, Brandon Best

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An Analysis of Project REACH, Erin Conley

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Understanding the Dropout Rate in Hartford: 1996-Present, Hilary Cramer

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Gender-Based Achievement, Self-Confidence, and Enrollment Gaps: Mathematics at Trinity College, Charlotte Grassi

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Perceptions of a Montessori Magnet Elementary School, Caroline Johnston

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Historical Memory and the Transformation of City and Suburban Schools, Jacqueline Katz

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Safety and Education at Trinity College, Grace Kim

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General Educational Development and Prisons: Examining the Role of the GED in Connecticut's Prison System, Amy Laurenza

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Civic Engagement and Community Learning Initiatives: Is There a Tie?, Kate Mortensen

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Teacher Feedback in the Classroom: What's going on in there?, Jenny O'Brien

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Student Retention Initiatives at Trinity College, Penny Paschal

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Public Schools and Private Real Estate Markets, 1940-2000, Kelli Perkins

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Birth to Three Effectiveness, Beth Ramaley

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The Role of Regionalization in Public Education, Ryan Turri

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An Alternative Magnet High School: The Sports and Medical Sciences Academy, Ashley Yanyac

Class of 2004

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Who Prevails in Special Education and Why?, Kate Belf-Becker

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How Does Witnessing Domestic Violence Affect a Child’s Academic as well as Behavioral Performance at School?, Jennifer Chastain

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Comparing Suburban School Culture in Metropolitan Hartford, Tony DePina

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Why do teens drop out? Comparing the Views of Teen Prevention Program Participants and Non-Participants, Julie Dionne

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What Has Become of the Graduates of the Trinity College Saturday Academy?, Courtney Doyle

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Who Knows What and How? Knowledge of Health Care & Education Systems Among Hartford Parents, Gerald Eugene

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The Hersh Resignation — Dropped Out or Kicked Out?: The Opinions of Students, Faculty, and the Mass Media, Julie Griffith

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The Changing Campus Portrayal of Female Athletes: A Comparative Study of Trinity College and Smith College from 1970 to 2000, Mimi MacKinnon

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Educational Technology Skills: Career Pathways and Perceptions Among Hartford Program Participants, Linda Martinez

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Social and Economic Assistance and the Development of Strong Character in Pregnant and Parenting Adolescents, Alexander Oji

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Vision Academic Mentoring Program: Mentor and Mentee Perceptions of Relationships, Attitudes and Academic Performance, Nikyda Scott

Class of 2003

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Postponing Sexual Involvement, Amanda Berger

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The Presence of Contact Conditions in a Magnet School, Nicola Blacklaw

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Trinity in Color: A Commentary on Minority Retention, John Bonhom

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A Study of the Trinity College First-Year Seminar Program, Pia Bunton

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Trinity College Athletics: Perceptions of High Profile Male Athletes, Joe Cain

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Whose Concern Matters? Student Support and Project Concern, Laurie Gutmann

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Making History Public: A Case Study of Amistad America, Arthur Hardy-Doubleday

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No Child Left Behind, From a Parent's Perspective, Maya MacAlpine

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Reducing the Dropout Rate in Urban Public High Schools, Lacey Manzione

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Increasing Quality Interracial Relationships, Molly Schofield

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On the Same Team? Student-Athlete and Faculty Relations at Trinity College, Kevin Waters

Class of 2002

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Black and Latino Teacher-to-Student Interaction: Is Race a Factor?, Nicole Archer

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Analyzing an Arts Program in a Hartford Elementary School, Nina Caballero

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Peer Mediation: How Does it Influence Student-to-Student Interactions?, Brian Dekker

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Comparing Administrators' and Teachers' Experiences and Attitudes toward "Success For All", Bridget Dullea

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Comparing Two Groups of English-Schooled International Students, Gaurav Juneja

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Magnet Schools: An Effective Solution to Sheff v. O'Neill?, Sarah Kaminski

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Comparing Developers' and Implementors' Views in Two Parental Intervention Programs, Clare Kammen

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Do Catholic High Schools Influence Trinity Female Students' Aspirations?, Ann Lukas

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Gender Bias on a Lower Track, Jessica Martin

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Do the Methods of After-School Mentoring Programs Match Their Goals?, Rick Selander

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Teacher Attitudes on MCAS Testing with Special Education Students, Elena Vasilakis