Submissions from 2022
Mapping Correlates of Gun Violence in Hartford, Scott Alexander and Joshua Jacob
Access to Gender-Inclusive Children’s Picture Books in Public Libraries, Katie Cerulle
Visualizing Referral Trends with the CT Office of Early Childhood, Alberlis Hernandez
Incarceration and the Right to Vote: An International Comparative Study, Emma Hersom
Government Policies and Their Relation to Eviction, Kash Jain
Are Hartford’s Out-of-State Landlords More Likely to Receive Housing Code Complaints?, Sulemaan Khalid and Jane Dunbar
The Benefits of Guaranteed Basic Income: Lessons from Advocates, Abby Nick
Graffiti History in Hartford: A Story of Criminalization and Culture, Adyanna Odom
Identifying Barriers to Justice for Formerly Incarcerated Women of Color in Connecticut, Olivia Papp, Anna Grant-Bolton, and Reese San Diego
Latine Perceptions of Health & Healing in Hartford, Isabelle Sayas
Holistic Resources for Undocumented Persons with Intersectional Identities, Tiana Sharpe
Caregivers’ Perceptions of the Imagination Library and Its Impact on Young Children, Emma Shorten
Submissions from 2020
Making Information Accessible to Hartford Immigrants and Refugees, Malika Buscaino and Wendy Salto
Survivor's Perception of Family Violence Victim Advocacy Services in Criminal and Family Court, Bea Dresser
The Case for a Health and Wellness Approach to Addiction, Alli Futter
Community Health Worker Policy Leadership and the COVID-19 Pandemic, Brenda Piedras
Abandoned Property Research: Do Abandoned Vehicles Indicate a Blighted Neighborhood?, Kevin Torres
Submissions from 2019
Examining Differences in Maternal Care of Women with Medicaid vs. Private Insurance: Phase 1, Isabelle Alexandre
Organizing Strategies for Comprehensive Sexual Health Education Campaigns in Connecticut, Eleanor Faraguna
Cultural Variation in Parents’ School Engagement: Evidence from the Jubilee House, Jackie Monzon
Challenges Encountered by Adult ESL Tutors in the Classroom: A Study of ESL Resources at Jubilee House, Brenda Ordonez
Uncovering Data on Firearms Recovered in Hartford, Richard Perry and Olivia Zeiner-Morrish
Connecticut Pre-K Policy, Parental Choice, and the Trinity College Community Child Center, Manny Rodriguez
Community College Student-Parents: Experience, Persistence, and Outcomes, Emily Schroeder
Modeling Visitation at Coltsville National Historical Park, Will Tjeltveit
What do Higher Socioeconomic Families Value in Child Care Centers?, Renita Washington
State of Bilingual Education in Hartford: Opportunities for Growth, Alejandra Zaldivar
Submissions from 2018
Infant Mortality and Maternal Health in Hartford, CT, Chelsea Armistead
Establishing a Community Business Association Operated by the Southwest and Behind the Rocks Neighborhood Revitalization Zone, Aidan Arnold
Building New Britain Avenue: Community-based Action, Small Business, and Neighborhood Revitalization, Larisa Bogomolov
English Language Learners’ Use of Metacognitive Strategies in Reading Comprehension Tasks: Effects of English Proficiency and Task Language, Olivia Curreri
Hartford Magnet Trinity College Academy Writing Center: Resources and Recommendations, Vianna Iorio
Learning to Learn: Effects of Gender and Grade Level, Adelaide Jenkins and Jillian Ramsay
Effectively Communicating Research on Factors that Affect Abortion Access, Samantha McCarthy
Culture in the Classroom: Promoting Bicultural Identity in an ESL Classroom, Stefania Ruibal
Boosting Oral Vocabulary: The Words Count Program, Mabel Silva
Connecticut Department of Consumer Protection Symposium Review, Jitty Synn
Submissions from 2017
Small Business and Community Development along New Britain Avenue, Larisa Bogomolov
Applying for a Mortage in the Hartford MDSA: Does Neighborhood Matter?, Nick Branchina, Jack Clark, Kyle Scheffers, and Nhat Pham
Perspectives on The Hartford Consortium for Higher Education, Henry Chavez
What Do You Mean I Got a D+? Effects of Feedback on Metacognition, Motivation and Academic Performance in High School Students, Daisuke Katsumata
Enriching Student Success through a Metacognitive School-Based Intervention, Lisa Lee, Annabelle Regalado, and Evan Scollard
KNOX Community Gardens: Growing Crops and Social Capital among Urban Gardeners in Hartford, Grace Metry
Biking in Hartford, Jennifer Tran
Submissions from 2016
Factors that Promote Engagement in a Youth Violence Prevention Program, Lyndsay Brattan
Enriching Student Success through Metacognitive School-Based Intervention: Following Students from Middle School into High School, Elizabeth Caporale
Rhetoric is not Reality: How Policymakers, Professionals and Parents Define Parental Engagement, Doug Curtin
Learn 2 Learn: A Metacognitive Intervention, Bettina Gonzalez and Lauren Thomann
Spanish-Speaking Parents and School Choice, Michelle Herbert
Oral Healthcare for Medicaid Enrollees in Connecticut: Why are the Gains Being Erased?, Matthew Laccavole
Community Perceptions of Resource Inequities in Hartford’s District and Magnet Schools, Cara Midlige
Economic Survey of Refugees in the Hartford Region, Chinmay Rayarikar
The Realignment of the Instrumental Methods of Chemical Analysis CLI with Sixth Grade Science Standards, Ana Romano
Hispanic Media to Reach a Targeted Audience, Michelle Treglia
Submissions from 2015
Refugee Resettlement in Hartford, Salima Etoka
Preparing to Create a Neighborhood Multicultural Center, Emy Farrow-German and Kaitlyn Sprague
Enhancing Metacognition and Mindfulness in Middle School Students: Can Simultaneous Interventions Improve Academic Performance?, Melody Fulton and Jennifer Schackner
The Road Less Travelled: First Experiences of Nontraditional-Age Students at Trinity College, Martha Kelly and Jacqueline Wostbrock
Fighting the Hartford Food Desert, Isabelle Moore
Reducing Recidivism in Hartford, Sean Navin
Spatial Analysis of Students Residing in Metro Hartford in HPS-run Magnet Schools, 2011-12 and 2012-13, Minh Anh Nguyen and Minh H. Nguyen
Teachers and the Common Core in Connecticut, Elaina Rolllins
Submissions from 2014
Common Core Conversations in Connecticut: Analyzing Public Testimonies, Richelle Benjamin
Who Chooses? An Analysis of Student Characteristics in the Hartford Public School System, Marissa Block, Gaurav Toor, and Stephen Spirou
Hopeful Homecomings: Women, Prison Reentry and the Arts, Victoria Smith Ellison
The English Language Learner Program at Burns Latino Studies Academy: Why Does it Fall Short in Servicing Students?, Joshua Frank, Julia Herr, and Jacob Jordan
Learn 2 Learn: A Metacognitive Intervention, Taylor Godfrey and Melva Lopez
Taking Root: A Study on Evolving Community Gardens to Create Youth Employment Opportunities in Hartford, Eddy Oketch
FAQ of Resources and Services for Immigrants in Connecticut, Chloe Shiras
How Can We Collaborate? Moving past communication dysfunction in public school communities, Carlos Velazquez
Submissions from 2013
Zoned Out: How Residential Zoning Policy and Housing Are Linked to Schooling in Connecticut, Fionnuala Darby-Hudgens
Accessing Human Rights through Faith-based Social Justice and Cultural Citizenship: Hartford’s Low-income Latino Immigrants, Sarah Kacevich
Nurses’ Use of Interpreter Services for Spanish-Speaking Patients in Labor & Delivery, Ayiti Maharaj-Best
Metacognition and Academic Achievement in Middle School Students, Tim Naratil and Emily Howe
The Experiences of Steppingstone Scholars: Implications for Developing a Mentoring Program, Gracie Phillips
Who Stays? Who Leaves? An Analysis of Higher Achieving Hartford Public Schools Students, Ben Rudy and Evan Sternberg
Social Experiences of Hartford Students in Independent School Environments, Genevieve Uslander
Submissions from 2012
A Silent Community, Lenny Bautista
Self-Regulated Learning: Metacognition, Motivation and Academic Achievement in Middle School Students, Merrill Brady
Peruvian Identity: Food as Culture, Andrea Chunga-Celis
Who Chooses? Which Hartford students are likely to apply to a different public school operated by the City?, Matt DelConte and Sushil Trivedi
App Inventor in the K-12 Computing Curriculum, Pauline Lake
Toxic Trace Metal Analysis And Tributary Confluence Sediment Mapping Within The South Branch Of The Park River (Hartford, CT), William Martin-Black
Collective Impact: Early Childhood Education in Hartford and the Strive Partnership, Michael Oleskewicz and Sarah Gardiner
Early College High Schools: Beyond the Curriculum, Mika Roux
Bilingual Education in Frog Hollow: Constructing Student Identity Through Language Policy, Amanda Shifreen
