Skip to main content

Student Rights, Responsibilities and Policies

  • Student Rights and Responsibilities

    As a student at a Connecticut State Community College, you have the right to:

    • Know what federal, state, and institutional sources of financial aid is available to you.
    • Know the financial aid procedure and how aid is awarded.
    • Know when and how financial aid is paid.
    • Know the cost of attendance at CT State.
    • Know and comply with the Return to Title IV policies and procedures for withdrawals.
    • Know what portion of financial aid is grant (or gift) aid.
    • Know what portion of financial aid is a loan, and the terms of the loan at the time it is made. This includes knowledge of your interest rate, grace period, and repayment terms.
    • Know how much need has been met by your financial aid award.
    • Know the criteria for continued eligibility for financial aid.

    As a student at a Connecticut State Community College, you are responsible for:

    • Knowing and meeting all posted financial aid deadlines.
    • Providing all information and/or documentation requested by the Office of Financial Aid Services.
    • Reading and understanding all forms and correspondence related to financial aid. This includes retaining copies for your records.
    • Accepting responsibility for all agreements signed by you.
    • Reporting any significant changes in financial circumstances, such as divorce or death of a family member, which may change your determination of financial need.
    • Returning all financial aid forms by the date requested.
    • Knowing and complying with all CT State payment policies.
    • Notifying your loan lender and CT State if you change your name, address, or enrollment status.
    • Complying with any and all conditions of employment under the work-study program.
    • Completing your financial aid application as soon after October 1 as possible.
    • Repaying all student loans as agreed upon.
    • Meeting the terms of the satisfactory academic progress policy to continue your financial aid eligibility.
  • Satisfactory Academic Progress Policy

    Federal regulations require that a student receiving financial aid under the Title IV programs make satisfactory academic progress (SAP) in accordance with the standards set by the Board of Regents, and the US Department of Education. In order to maintain eligibility for financial aid, students must be making satisfactory progress towards completion of their degree or certificate program. Recipients of financial aid under the Title IV programs, state aid and/or other financial aid programs directly administered or certified by the CT State colleges must meet the minimum SAP standards in order to continue to be eligible for aid. Some certificate programs are not eligible for financial aid and therefore the minimum SAP standards do not apply to students matriculating in those programs.

    We encourage you to review and become familiar with the SAP policy, which is located at https://www.ct.edu/files/pdfs/FinancialAid-SAP-Policy.pdf. Questions concerning this policy may be addressed to Campus Supervisors of Financial Aid Services at the attending CT State campus.

    Please note, the SAP policy is not the same as the Academic Progress policy at your college.

    Satisfactory academic progress in eligible certificate and degree programs is determined using your cumulative academic history at the college, measured by your cumulative Grade Point Average to determine a qualitative measure and your cumulative pace of completion in your courses to determine your pace measure. All attempted credits at the college must be evaluated in the SAP calculation. This includes incomplete courses, course withdrawals, course repetitions, noncredit remedial courses (with appropriate credit equivalency evaluation), and ESL courses. Transfer credits are counted as both attempted and earned credits.

    The SAP standard if you are seeking a certificate is:

    Credits Attempted

    Minimum Cumulative GPA

    Minimum Completion Pace

    0 – 11.99

    0.0

    0.00%

    12 +

    2.0

    67.00%

    The SAP standard if you are pursuing a degree is:

    Credits Attempted

    Minimum Cumulative GPA

    Minimum Completion Pace

    0 – 11.99

    0.0

    0.00%

    12 – 30.99

    1.7

    50.00%

    31 – 49.99

    2.0

    50.00%

    50 – 59.99

    2.0

    60.00%

    60 +

    2.0

    67.00%

    For students falling below a cumulative GPA of 1.7 and/or a minimum completion pace of 50%, you will be required to meet with a member of the advising staff prior to registering for coursework in the next semester.

    If you are seeking to repeat a course that you have previously passed for a better grade, please be aware that federal law only permits us to pay for one repetition of a previously passed course. A second repetition of a previously passed course is not eligible for financial aid.

    You will receive notifications from the college regarding your SAP status in your college email account. You are also able to view your status at any time within your Self-Service Banner account.

    You may only receive financial aid for any attempted credits that do not exceed 150% of your program length. For example, if you are in a 60-credit program, you may receive financial aid for up to 90 attempted credits. Likewise, if you are in a 30-credit certificate program, you may receive financial aid for up to 45 attempted credits. This requirement applies to students who change programs and/or pursue double majors.

    If you do not meet the terms of the SAP policy, you will be placed on Financial Aid Warning. This status is only available to you one time during your academic career at our college. While on Warning, you may receive financial aid for one additional semester, which would be your next semester of enrollment. If you do not meet the terms of the policy a second time, your status will change to Unsatisfactory Progress, and you will become ineligible to receive financial aid. In order to get back into Satisfactory standing, you may pay for courses out of pocket. You may also be eligible to file an appeal to get back into Satisfactory standing.

    Appeals may be made for extenuating circumstances, such as the death of a family member, illness or injury, or other undue hardship. Submitting an appeal does not guarantee your reinstatement of financial aid. An appeal form is located in the Forms section of your college’s financial aid website.

    Your appeal with supporting documentation will be reviewed by a committee. If a successful appeal is made, you will be reinstated and placed on Financial Aid Probation on the condition that certain academic requirements be met to maintain eligibility. If your appeal is unsuccessful, you will remain ineligible for financial aid and will be responsible for any charges associated with your enrollment.

  • Return of Title IV Funds Policy

    The Office of Financial Aid Services is required by federal law to recalculate your eligibility for federal grants and loans if you withdraw, drop out, are dismissed, or take a leave of absence prior to completing 60% of the semester. This also includes if you unofficially withdraw, or stop attending your courses at will without officially notifying the college.

    The concept behind our policy is that both you and the college are allowed to retain only the amount of federal financial aid that is earned. If you withdraw or stop attending classes, whether any credit has been earned or not, a portion of the financial aid you had received is considered to be unearned and must be returned to the US Department of Education. Faculty are asked to monitor your engagement in your coursework throughout the semester as a means to determine your last date of participation in the event you stop attending classes or receive an F-grade, as this is the date that our office must use in the event you do not notify the college of your desire to formally withdraw. If you attend through 60% of the semester you are scheduled to attend, you are considered to have earned 100% of your federal financial aid.

    All students are required to demonstrate academic engagement in each of their registered courses no later than the “census” date of each semester. This is generally the 21st calendar day of each Fall and Spring semester. If you have not demonstrated engagement in all of your courses for a given period, you will be considered to have not started the term and will not be eligible to receive your financial aid. You will also be assigned a registration status of Never Participated (NP) for each course in the term.

    Academic engagement includes, but is not limited to:

    • Physically attending a class where there is an opportunity for direct interaction between the instructor and students;
    • Submitting an academic assignment;
    • Taking an exam, an interactive tutorial, or computer-assisted instruction;
    • Attending a study group that is assigned by the school;
    • Participating in an online discussion about academic matters; and
    • Initiating contact with a faculty member to ask a question about the academic subject studied in the course.

    This does not include activities where a student may be present, but not academically engaged, such as:

    • Logging into an online class without active participation; or
    • Participating in academic counseling or advising.

    The instructor in each of your courses is responsible for making the determination of academic engagement. Your self-certification of attendance or engagement is not acceptable unless it is supported by documentation from the school.

    If you are registered for courses that do not span the entire 15-week semester, there is important information you should be aware of. These types of courses are known as “modules.” This includes shortened courses in the Fall and Spring semesters, as well as summer and winter courses. If you withdraw from a module within the term but are still registered for other modular courses later in the semester, you are required to provide a written statement to the Office of Financial Aid Services that indicates your intention to return for your other classes. Without the statement, you will be considered withdrawn from all other courses and will be subject to the Return of Title IV funds calculation.

    Return of Title IV Funds Process

    Step 1

    The first step our office must take is working through a series of formulas to determine the amount of your financial aid that must be returned to the US Department of Education. Using your last date of participation as noted by your faculty or your official withdrawal date, we must determine the total number of days you attended and the total number of days you were scheduled to complete. Weekend days count in this calculation, but scheduled breaks of five days or more (such as Thanksgiving Break or Spring Break) do not. The days you attended are divided by the days you were scheduled to attend. This percentage is then multiplied by the total aid you were eligible to receive, which determines the amount of financial aid you earned in the term.

    Total Aid – Earned Aid = Unearned Aid (aid to be returned)

    Step 2

    We then need to determine the total amount of institutional charges that you were billed (your tuition and fees, and if you used your financial aid at the college bookstore, the amount you spent). The amount of institutional charges is multiplied by the percentage of unearned aid.

    Institutional Charges x % of Unearned Aid = Amount Returned by the School

    Our office must then return the amount of your unearned federal financial aid to each of the Title IV programs in the following order:

    1. Federal Direct Unsubsidized Loan
    2. Federal Direct Subsidized Loan
    3. Federal Direct PLUS Loan
    4. Federal Pell Grant
    5. Federal Supplemental Educational Opportunity Grant (FSEOG)

    Step 3

    We are then required to calculate the amount for which you are responsible by subtracting the amount returned by the school from the amount that is unearned. That remaining amount is your share and is allocated in the same order as above.

    Total Amount Unearned – Amount Returned by the School = Your Responsible Amount

    Once we determine the dollar amount and which federal programs must be repaid, you will be notified in writing, which will include any amount you owe. Funds that must be returned by the student to any of the loan programs can be paid in full in accordance with your loan repayment terms on your Master Promissory Note. For grant dollars that need to be repaid, you will have 45 days to make repayment only for amounts that exceed $50. Any unpaid balances are turned over to the US Department of Education, and may impact your ability to receive future federal financial aid.

    This policy on Return of Title IV Funds is separate from our policy on Refund and Course Withdrawals, which may be found at https://www.ct.edu/files/pdfs/3.7-refund-policy.pdf.

    Before withdrawing, or choosing to stop attending your courses, it is important you understand these policies so that you understand what consequences may occur. Officially withdrawing is always your responsibility, and may be done in the Registrar’s Office.

    We understand this is a complicated process. If you are unsure of what the impact to your financial aid might be, anyone in the Office of Financial Aid will be more than happy to assist you.

  • Hits: 29634

Student Forms

Form Name Department Text 2 Text 3

Academic Fresh Start Program Application


Enrollment Services

b

b

Additional Financial Information • PARENTS (2024-2025)


Financial Aid

Additional Financial Information • STUDENTS (2024-2025)


Financial Aid

Affidavit of Support


International Students

Aid Application for CT Undocumented Students (AACTUS) (2025-2026)

Solicitud de Ayuda para Estudiantes Indocumentados de Connecticut (AACTUS) (Español, 2025-2026)


Financial Aid

Audit Request


Enrollment Services

Bachelor's Degree Confirmation (2024-2025)


Financial Aid

Change of Address or Phone Number


Enrollment Services

Change of Legal Name


Enrollment Services

Change of Residency Request Form


Enrollment Services

Change or Declaration of Program


Enrollment Services

Confirmation of Future Attendance Form


Financial Aid

Confirming Degree Status Form (2023-2024)


Financial Aid

Consent to Release Financial Aid Information


Financial Aid

Consortium Agreement Form


Financial Aid

Continuing Student Transfer Credit Evaluation Request Form


Enrollment Services

Dependency Override Request Form (2024-2025)


Financial Aid

Dependent Verification Worksheet (2024-2025)


Financial Aid

Documentation of Disability Form


Disability and Accessibility Support

Federal Direct Loan Request Form (2024-2025)


Financial Aid

Federal Work-Study Application (2024-2025)


Financial Aid

Fresh Start Acknowledgement


Financial Aid

Honors Program Application


Honors

Housing Confirmation Form (2024-25)


Financial Aid

Housing Plan Letter


International Students

I-20 Extension Request Form


International Students

I-485 Permanent Resident Decision Form for F-1 Students


International Students

Immunization Form


Enrollment Services

Independent Verification Worksheet (2024-2025)


Financial Aid

Instructions for Providing Income and Tax Information (2024-2025)


Financial Aid

International Student Transfer Form


International Students

International vs Non-International Admission Application?


International Students

New Student Online Orientation Login Instructions


Enrollment Services

Optional Practical Training (OPT) Request Form
Optional Practical Training (OPT) Work Authorization for F-1 Visa Holders


International Students

Preferred First Name Request


Enrollment Services

Registration and Add Drop Form


Enrollment Services

Request for Revocation of Non-Disclosure of Directory Information


Enrollment Services

Request to Amend or Remove Education Records


Enrollment Services

Request to Opt Out of Directory Information


Enrollment Services

Request to Review Education Records


Enrollment Services

Revocation of Student Information Release Authorization


Enrollment Services

Satisfactory Academic Progress Appeal Form


Financial Aid

Special Circumstances Appeal Form (2024-2025)


Financial Aid

Student Information Release Authorization


Enrollment Services

Title IV Authorization Instructions


Financial Aid

Transcript Request Form


Enrollment Services

Unusual Enrollment History Form (2024-2025)


Financial Aid

Verification of Student Identity and Statement of Educational Purpose (2024-2025)


Financial Aid

Withdrawal Form


Enrollment Services

Enrollment Services

Workforce Development Course Registration Form


Workforce Development and Continuing Education


International Students

SNAP E&T Assessment and Employment Plan


Workforce Development and Continuing Education

  • Hits: 49048

Bursar/Business Offices

Known as the Bursar or Business Office, this department is the centralized billing and collection point for student accounts. The primary function of the Bursar/Business Office is managing all student accounts, including processing payments and installment plans, applying waivers, generating bills, coordinating collection efforts, and processing refunds.

In-Person Services

Bursar/Business Offices are located on each of the twelve main campuses at CT State. Services vary by campus but may include:

Payment

Easily pay for your classes in person.

U-Passes

Students registered in credit courses at participating campuses receive a U-PASS to ride any city bus or train in CT at no additional cost beyond the student transportation fee. *

Third-Party Vouchers

Students paying their bills with third-party vouchers must submit the voucher to the Bursar/Business Office on or before their bill due date.

Find Your Bursar/Business Office

  • Find your campus from the list above to find locations, hours and contact information for your local bursar/business office.

  • Asnuntuck Bursar/Business Office

    Students paying their bills with cash must bring their payment to the Business Office cashier window during office hours.

    Address: 170 Elm Street, Enfield, CT 06082
    Email: AS-BusinessOffice@ctstate.edu 

    Hours

    Monday-Friday: 8:30 a.m.-4 p.m.

    Staff

    Evan Leslie
    Administrative Services Assistant

    Phone: 860-253-3051
    Email: evan.leslie@ctstate.edu

    Sally DeJesus
    Administrative Services Assistant
    Phone: 860-253-3175
    Email: sally.dejesus@ctstate.edu 

    Kim Dragan
    Associate Director of Finance

    Email: kim.dragan@ctstate.edu
    Phone: 860-253-3044

  • Capital Bursar/Business Office

  • Gateway Bursar/Business Office

    Location: Room N216 (Second floor of the North Building)
    Address: 20 Church Street, New Haven, CT 06510
    Email: GW-StudentPayments@ctstate.edu
    Phone: 203-285-2009
    Fax: 203-285-2001

    Hours

    Monday-Friday: 8:15 a.m.-4 p.m.

  • Housatonic Bursar/Business Office

    Student Accounts/Bursar's Office
    Location:
    Lafayette Hall, L123
    Address: 900 Lafayette Boulevard, Bridgeport, CT 06604, Attn: Student Accounts/Bursar
    Phone: 
    203-332-5260

    Hours

    Monday-Friday: 8:30 a.m-4:30 p.m.

  • Manchester Bursar/Business Office

    Location: SSC L165
    Address: 
    Bursar’s Office, Manchester Community College
    Great Path, MS #10, PO Box 1046, Manchester, CT 06045-1046
    Email: matGenInfoBursars@ctstate.edu 
    Phone: 860-512-3640

    Hours

    Monday-Thursday: 9 a.m.-4 p.m.
    Friday: 9 a.m.-12:30 p.m.

    Payments may be made in person or mailed.

  • Middlesex Bursar/Business Office

    Location: Founders Hall, Room 113
    Address:
    100 Training Hill Rd., Middletown, CT 06457
    Email: MX-Business@ctstate.edu 
    Phone: 860-343-5729

    Hours

    Monday, Wednesday, Thursday: 8:30 a.m.–4:30 p.m.
    Tuesday: 10 a.m.–6 p.m.
    Friday: 8:30 a.m.–4 p.m.

  • Naugatuck Valley Bursar/Business Office

    Location: Kinney Hall, K508
    Address: 750 Chase Parkway, Waterbury, CT 06708
    Email: NV-Bursars@ctstate.edu
    Phone: 203-575-8164

    Hours

    Monday-Friday: 8 a.m.-5 p.m.

  • Northwestern Bursar/Business Office

    Location: Cashier’s Office – Room 302 
    Address:
    CT State Northwestern, Attention: Cashier's Office, Park Place East, Winsted, CT 06098
    Phone:
     860-738-6415
    Contact: danielle.whitaker@ctstate.edu 

    Hours

    Monday-Friday: 8:30 a.m.–4 p.m.

  • Norwalk Bursar/Business Office

    Our office staff is committed to assist students and families in accessing financial resources to meet the cost of attending college. We can be reached by phone, email, or in-person during our office hours to gladly answer any financial questions you may have.

    Some of the functions of the Business Office include processing payments, refunds, payment plans, applying waivers, generating bills, and coordinating collection efforts.

    Location: East Campus, Room E103
    Email: NK-BusinessOffice@ctstate.edu
    Phone: 203-857-7046
    Fax: 203-857-7069

    Hours

    Monday-Thursday: 9 a.m.–5 p.m.
    Friday: 9 a.m.–4 p.m.

  • Quinebaug Valley Bursar/Business Office

    Location: 2nd Floor, Room C223
    Address: 742 Upper Maple Street, Danielson CT 06239
    Phone: 860-932-4004

    Hours

    Monday-Friday: 8:30 a.m.–4 p.m.

    Staff

    Alessandra Lundberg
    Director of Finance & Administrative Services

    Phone: 860-932-4170
    Email: alessandra.lundberg@ctstate.edu

    Amanda Muckle
    Administrative Services Assistant
    Phone: 860-932-4152
    Email: amanda.muckle@ctstate.edu

    Donna Bayer Carreaux
    Administrative Services Assistant
    Phone: 860-932-4093
    Email: donna.bayercarreaux@ctstate.edu

  • Three Rivers Bursar/Business Office

    Address: 574 New London Turnpike, Norwich, CT 06360
    Phone: 860-215-9026
    Fax:
    860-215-9904

    Staff

    Phyllis Brown
    Fiscal Administrative Assistant

    Phone: 860-215-9217
    Email: phyllis.brown@ctstate.edu

    Hours

    Monday-Friday: 8:30 a.m.–4:30 p.m.

  • Tunxis Bursar/Business Office

    Phone: 860-773-1315
    Address: 271 Scott Swamp Road, Farmington, CT 06032-3187
    Payments can be made using cash, check or credit card (Visa/Mastercard/Discover/American Express), by phone, mail or online.

    Online Services

    There are several services CT State students may access online. See instructions for each below.

    • Make a Payment

      • Find “Student Accounts and Billing” card and click on “My Account”

      example of student accounts and billing card on myctstate

      • This will bring you to the Touchnet Payment Center where you’ll be able to view activity, enroll in a payment plan, make a payment, and more.

      Note: Make sure you complete all the steps until you receive confirmation of payment. If not done properly, the payment will not be successful, you will have a balance and will be subject to account holds.

    • View or Print Your Statement/Bill

      • Find “Student Accounts and Billing” card and click on “My Account”

      example of student accounts and billing card on myctstate

      • This will bring you to the Touchnet Payment Center where you’ll be able to view activity, enroll in a payment plan, make a payment, and more.

      • Once in Touchnet, select the school account you wish to view

      • Under the “Statements” box, select “View Statements”

      • Select the “View” button on the latest statement-feel free to print if you want a copy for your records
    • Enroll in Direct Deposit

      You may wish to set up direct deposit to allow financial aid and student refunds to be deposited in your checking account. Here are some important things to know:

      • Direct deposit enrollment allows only your net financial aid and student refunds to be electronically deposited into your personal checking account. Your enrollment in this direct deposit service does not apply to any payroll check from the college.
      • To enroll in direct deposit you must have a valid e-mail address and a checking account at a financial institution that participates in the Automated Clearing House (ACH). Most banks and credit unions participate in ACH.
      • Initial establishment (or modifications) of direct deposit accounts will be complete after 6 business days from your enrollment. All refunds will be in the form of a check until direct deposit enrollment is complete.
      • The authorization for direct deposit will remain in effect until you modify or cancel it. If you close your checking account, make sure you change your account information so your refunds will be available to you as quickly as possible.

      In order to sign up or change anything related to your direct deposit of your tuition refund:

      • Login to your my.ctstate.edu account
      • Find “Student Accounts and Billing” card and click on “My Account

      example of student accounts and billing card on myctstate

    • Enroll in a Payment Plan

      Any credit student enrolled in a regular academic semester with charges of $1,029 or more can enroll in a payment plan unless there is an unpaid balance from a previous semester. The plan costs $25 (non-refundable) and is due when you enroll in a payment plan. A payment equal to 40 percent of your tuition bill is also required at the time you enroll in a payment plan unless your financial aid has been officially awarded. A $15 fee will be charged for each late payment. Payments are due monthly. With the initial payment due at the time of registration. The final payment is due in October for Fall plans, in March for Spring plans. Please note: Failure to meet the college’s payment deadlines can subject your entire semester’s registration to cancellation. Without exception, once your registration has been cancelled, you won’t be able to re-register for your classes unless space is available.

      Watch the following video on how to set up a payment plan in English or Spanish.

      • Login to your my.ctstate.edu account
      • Find “Student Accounts and Billing” card and click on “My Account”

      example of student accounts and billing card on myctstate

      • This will bring you to the Touchnet Payment Center where you’ll be able to view activity, enroll in a payment plan, make a payment, and more.

      Note: Make sure you complete all the steps until you receive confirmation of payment. If not done properly, the payment will not be successful, you will have a balance and will be subject to account holds.

      PAYMENT PLANS AUTO PAYMENT AND LATE FEE POLICY

      • Auto Payments are an option as long as it is completed and all the information is correct
      • If you do not enroll in Auto Pay you must log in to Touchnet every month to schedule your payments. You can also call or stop by the office to complete the task.
      • If your monthly payments are late, there will be a $15 late fee charge applied to your remaining balance
      • If your balance is not paid prior to the start of registration of the next semester, your account will be subject to a hold. The hold will be lifted once your account balance is zero.
    • Authorize Others to Access Bills

      Does someone else help you with the bills? You can authorize your parents, employer, or anyone you choose to view your bill, make payments directly on your account, and even sign up for a Tuition Installment Plan. Any student can give permission to an Authorized User, even those not enrolled in a Tuition Installment Plan.

      It’s easy to give someone access. All you need is a valid email address. Follow the steps below:

      Set Up Account Payment Information

      • Log into my.ctstate.edu
      • Find “Student Accounts and Billing” card and click on “My Account”
      • example of student accounts and billing card on myctstateThis will bring you to the Touchnet Payment Center where you’ll be able to view activity, enroll in a payment plan, make a payment, and more.
    • Access 1098-T Information

      Learn more about the 1098-T tuition statement here.

        • Log into my.ctstate.edu
        • Find “Student Accounts and Billing” card and
          • click on “View Unofficial 1098T” or "Download Official 1098T"
        example of student accounts and billing card on myctstate

        PLEASE NOTE: Students also have the option to view and download the 1098-T from General Dynamics' website. The student may set up an account in Vangent (now called General Dynamics Information Technology) to download or print a 1098-T for any year. The link to the General Dynamics login page is https://tra.maximus.com. The student can create an account by clicking on First Time Students. Once the account is created, the student can then enter a User ID and Password and click on Login within the main webpage.

      Student Enrollment Agreement

      See Full Agreement

      Payment of Fees/Promise to Pay

      • All registered students are responsible to pay all tuition, fees, and other associated costs, including partial costs after withdrawing or dropping a course per the refund policy.

      Delinquent Account/Collection

      • Registered students who fail to pay are placed on financial hold, which prevents registering for future classes.
      • Students may be dropped from class schedule for non-payment by the due date.
      • Late payment fee is $15.
      • Delinquent accounts may be referred to a third-party for collection, subject to a fee, and reported to credit bureaus.

      Communication

      • The college officially notifies students via their college-issued email address. Students are responsible to read and respond on a timely basis.
      • Students authorize the college (and its agents) to contact students via phone, email, text, etc., regarding delinquent accounts. Students may request to withdraw this consent in writing to the Registrar.
      • Students are responsible to maintain updated contact information with the college, including after they leave, for any remaining balances.

      Financial Aid

      • Financial aid awards are subject to revision based on a student’s subsequent changes to eligibility, enrollment level, or unmet financial aid program criteria.
      • Awards are contingent upon continued enrollment and eligibility. A dropped or failed class may decrease some or all awarded financial aid, and the student is responsible to pay for rescinded amounts.
      • Title IV financial assistance is applied first to outstanding balances.
      • Scholarships and grants awarded by the college or outside agency are credited to student accounts and applied toward outstanding balances. This may reduce eligibility for other federal and state aid.

      Billing Process

      • The college uses electronic billing (e-bill) as its official billing method. Students are responsible for viewing and paying by the due date.
      • Registered students are responsible for the correct amount of tuition and fees.

      Returned Payments/Withdrawal

      • Students must repay bank fees for returned payments along with the original amount billed. Multiple returned payments may result in cancellation of classes and suspension of eligibility to register.
      • Students must pay IRS fines if failing to provide Social Security or taxpayer ID numbers to the college.

      Privacy Rights & Responsibilities

      • A student must provide written permission for the college to release educational records.
      • Students under majority age are contractually obligated per the doctrine of necessaries.
      • Modified agreements can supersede previous agreements when signed by the student.

      See full agreement text here.

      *Please note that students with CT State Naugatuck Valley or Quinebaug Valley as their home campuses do not have access to UPASS.

      • Hits: 98377

      State and Campus ODEI Points of Contact

      State and Campus
      ODEI Points of Contact

      Visual Description and Transcript

      Video Title:

      Dr. John-Paul Chaisson-Cardenas Vice President, Diversity, Equity and Inclusion Welcome Message 2024

      Visual Description:

      Dr. John-paul Chaisson-Cardenas speaks directly to camera. He is wearing glasses and has a navy blue shirt on. The background is light blue.

      Transcript:

      Greetings faculty, staff, students of CT State. Welcome back.

      Over the last year,the staff within the office of DEI at CT State, we have adopted an informal model. We are now the founders of an institution that will outlive us. Let us make it something special. A place where students, faculty and staff feel like they belong.

      It is in that vein that the inaugural year of the Office of Diversity, Equity, Inclusion at CT State has been one of growth and one of connection. It was this year that we have partnered
      with so many staff, faculty and administrators across our 12 campuses in order to come together
      and lay the foundation for a meaningful, innovative DEI program at our institution.

      In this way, we truly are founders of this new community college, CT State, with all the responsibilities and opportunities this role engenders.

      I can assure you that we at the DEI office took this work seriously, and we have been thoughtful and deliberate about each step and layer of the work that we will be doing henceforth.

      For example, throughout this year we set up and staffed this distinct office's focus on equity and civil rights, disability and accessibility services and campus climate.

      It was important to me and to the rest of our team that we start with compliance. We want to start with deep compliance with the State and Federal law, as well as CSCU policy, because these laws and policies help us as a community delineate the minimum, acceptable behavior at our institution by placing behaviors such as bullying, discrimination, harassment, and retaliation outside of the acceptable boundaries of our new organization.

      These guardrails are now in place and are part of our ethical and structural foundation.
      To reinforce these boundaries however, we have begun this year by retraining administrators and senior staff from across the system to ensure we are aligned and consistent throughout all our 12 campuses.

      However, it is also important to note that while we never stop working on compliance for CT State, CT State DEI is much more than a compliance effort. To us, it is also a positive set of supports, a support system towards moving and engaging and implementing of support programs and practices that contribute to a sense of belonging for all our students and employees at CT State. Thus, we have embarked on a data informed process to understand where our systemic and cultural gaps are.

      This process began in spring 2024 with the implementation of our first systemwide Campus Climate survey, which was designed to get feedback directly from our students, faculty and staff on their perceptions and experiences related to their sense of belonging at and inclusion at CT State. This participatory effort will continue to grow this fall, when each campus will digest, analyze and work from this and other sets of data, including the achievement gap
      and what I like to call the opportunity gap data and civil rights investigation data.

      To think broadly and creatively about how we will respond to the equity gaps, the cultural gaps
      that we have at CT State. We want to work on these things systemically and deliberately.

      I want to thank all of you staff, faculty, administrators and students who continue and continue to work with us to contribute to these programs and practices, which we have now highlighted in the annual report that should be linked below this video.

      This is because no one person or office owns the DEI work at CT State.

      It is the responsibility of all of us from each of our organizational vantage points to do this work. It is not something different than our mission and our work. Overall DEI, it's not something you do in addition. It is really at the center of our work for our students.

      And only together can we create the type of environment and institution we all want to learn at, we all want to teach at and we all want to work at.

      I leave this past year energized and hopeful about the work ahead. I know that we have a caring, competent, and dedicated group of administrators, faculty and staff who each day dedicate their lives and work to serving our students. It is within that cultural context that we want to take the next step and really figure out how to support each one of the groups that we've mentioned before, to feel like they belong here. That CT State is their academic home.

      And so have a wonderful year. I look forward to seeing you in the hallways of each one of our campuses. And don't forget, you are the center of DEI work at CT State.

      ODEI Annual Report

      Who We Are

      John-Paul Chaisson-Cardenas, Ph.D., M.S.W.

      Vice President of Diversity, Equity, and Inclusion (Chief Diversity Officer, T-IX and Disability Coordinator)
      Email:
      johnpaul.chaissoncardenas@ctstate.edu 
      Phone:
       860-612-7056

      Sara Hanson

      Interim, CT State Disability Lead
      Email: 
      sara.hanson@ctstate.edu
      Phone:
       860-343-5883

      Nicholas D’Agostino, M.S.

      Director of Equity and Civil Rights
      Email:
       nicholas.dagostino@ctstate.edu
      Phone:
       860-612-7075

      Rebecca Cannon-Klemenz, M.A.

      Senior ECR Investigator and Compliance Specialist
      Email:
       rebecca.cannonklemenz@ctstate.edu
      Phone: 860-612-7082

      Luciano Mastrangeli, M.Ed., M.P.P.A.

      ECR Investigator and Compliance Specialist
      Email:
       Luciano.Mastrangeli@ctstate.edu
      Phone:
       860-612-7084

      Kailey Baker

      Equity and Civil Rights Assistant/Data Specialist
      Email:
       Kailey.Baker@ctstate.edu
      Phone:
       860-612-7080

      Campus DEI Programs and Staff

      • Campus DEI/Equity Coordinator

        Joseph Berenguel

        Campus Accessibility/504 Coordinator

        Jillian Sullivan, M.Ed., B.C.S.E.

        Campus Deputy Title IX Coordinator

        Dawn Bryden, Ed.D.

      • Campus DEI/Equity Coordinator

        Carl Guerriere

        Campus Accessibility/504 Coordinator

        Helena Carrasquillo, M.S.

        Campus Deputy Title IX Coordinator

        Kelly K. Hope

      • Campus DEI/Equity Coordinator

        Licella Arboleda, Ed.D., LPC, NCC

        Campus Accessibility/504 Coordinator

        Ron Chomicz

        Campus Deputy Title IX Coordinator

        LaRue Pierce

      • Campus DEI/Equity Coordinator

        Alison Williams, Ph.D.

        Campus Accessibility/504 Coordinator

        Marilyn Wehr, M.S., LPC

        Campus Deputy Title IX Coordinator

        Joshua Williams

      • Campus DEI/Equity Coordinator

        K. Umesh Vig

        Campus Accessibility/504 Coordinator

        Joseph Navarra

        Campus Deputy Title IX Coordinator

        Trent J. Barber

      • Campus DEI/Equity Coordinator

        Nutan Mishra, Ph.D., M.S.W.

        Campus Accessibility/504 Coordinator

        Hilary Phelps, M.A.

        Campus Deputy Title IX Coordinator

        Sara Hanson

      • Campus DEI/Equity Coordinator

        Antonio Santiago, Ed.D.

        Campus Accessibility/504 Coordinator

        Vincent McCann

        Campus Deputy Title IX Coordinator

        Sarah E Gager, M.B.A.

      • Campus DEI/Equity Coordinator

        Megan Vo, M.F.A., M.S.

        Campus Accessibility/504 Coordinator

        Daneen Huddart, M.A.

        Campus Deputy Title IX Coordinator

        Megan Vo, M.F.A., M.S.

      • Campus DEI/Equity Coordinator

        Pracilya A. Titus

        Campus Accessibility/504 Coordinator

        Fran Apfel, Ph.D.

        Campus Deputy Title IX Coordinator

        George (Tony) Peffer, D.A.

      • Campus DEI/Equity Coordinator

        Tanaya M. Walters, Ed.D.

        Campus Accessibility/504 Coordinator

        Morgan Conway, M.A., G.Cert.P.D.S.

        Campus Deputy Title IX Coordinator

        Tanaya M. Walters, Ed.D.

      • Campus DEI/Equity Coordinator

        Kem Barfield, Ed.D.

        Campus Accessibility/504 Coordinator

        Matthew Liscum, M.S.

        Campus Deputy Title IX Coordinator

        Rebecca A Kitchell, Ed.D.

      • Campus DEI/Equity Coordinator

        Sydney Lake/Jordan Long

        Campus Accessibility/504 Coordinator

        Debbie Kosior, M.S.

        Campus Deputy Title IX Coordinator

        Sydney Lake

      • Hits: 9921

      Guidelines and Forms

      Disability and Accessibility Services (DAS) is committed to providing accommodations and services to students with disabilities to ensure equal access to the educational environment. DAS providers engage in an interactive process with each student and review requests for accommodations on a case-by-case basis. DAS considers each student’s condition(s), history, experience, and requests to determine eligibility for accommodations and/or auxiliary aids. In order to determine academic accommodations, DAS may request documentation to establish the presence of a disability and the impact it has on the student in a postsecondary environment.  Students who are applying for DAS accommodations should provide DAS with the disability documentation listed below for us to determine eligibility for DAS services. If the documents listed are not available to you, please submit any documentation you have and complete the Request for Services through our Accommodate System.

      While students are a vital source of information, in order to determine accommodations under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) 1990, and the Americans with Disabilities Amendment Act 2008 (ADAAA), we also request information from other sources to establish a disability and the impact it has on learning in a postsecondary environment. In determining disability status, Connecticut State Community College is guided by federal law which defines persons with disabilities as those who have a physical or mental impairment that significantly restricts one or more major life activities such as caring for oneself, hearing, learning, reading, speaking, breathing, or working; have a record of such impairment; or are regarded as having such an impairment.

      Accommodations are determined through the interactive process between the student and the disability service provider. They are informed or guided by documentation that substantiates the need for specific accommodations. The disability documentation students submit must, at minimum, verify two things: (1) the presence of a diagnosed disability or medical condition and (2) the current impact of the diagnosed disability or medical condition. At your appointment with a DAS Provider, they will guide you further if additional documentation is needed.

      Documentation Guidelines

      • Please consider the following regarding documentation:

        • Students should submit their most current assessments and/or evaluative reports conducted by school psychologists, physicians, medical professionals, etc., which may assist in determining academic accommodations.

        • Documentation should provide a clear and detailed comprehensive assessment of the disability and/or diagnosis provided by a qualified professional.

        • This documentation should substantiate the need for these services based on the individual’s current level of academic functioning in an educational setting.

        • Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.

        • Prior receipt of accommodations (e.g., in high school or in another postsecondary institution) helps to inform the process of determining accommodations; however, they do not guarantee receipt of the same accommodations. Likewise, approval of accommodations through CT State Community College does not guarantee the receipt of the same accommodations at other postsecondary institutions.

        • If the documentation specified in the guidelines below is not available, please submit what you have for review and further guidance.

        A request for new accommodations or a review of current accommodations may be considered at any time. Please contact your DAS Provider for next steps.

        Comprehensive documentation should include a recent evaluation by the appropriately credentialed professional, who is not a family member, which makes evident the current academic impact of the disability as it relates to the accommodations and services requested. Accommodation decisions are made through an interactive, individualized process based on the functional limitations of the disability and information provided by the student. Transfer students should submit their disability documentation and are also encouraged to provide an Accommodation Letter from their previously attended college or university.

        All information received is confidential and is used by DAS for the sole purpose of determining a student’s eligibility for services and determining academic accommodations.

        If the documentation provided is incomplete or insufficient to determine whether the student qualifies as having a disability or is eligible for accommodations, DAS may require additional documentation. Any cost incurred in obtaining additional documentation is the responsibility of the student. Missing information may result in a delay in reviewing a student’s request for accommodations.

      • Documentation of Disability Form

        DAS has developed a  Documentation of Disability form which students can ask their provider to complete documenting their disability and need for accommodations. DAS also recommends that in addition to the form, students share the appropriate documentation guidelines below with their physician/clinician.

      Guidelines for Specific Disabilities

      • Acquired Brain Injury

        Students requesting accommodations on the basis of an Acquired Brain Injury (ABI), which includes Traumatic Brain Injury (TBI) are to provide documentation that reflects the current impact of the disability on academic performance including:

        1. A Neuropsychological evaluation containing assessments of intellectual, conceptual, and cognitive competence; academic skills; personality status; motor facility of all extremities; sensory, perceptual, and processing efficiency; visual, auditory, and tactile facility; speech, language, and communication ability; and evaluation of memory and attention.
        2. An integrated summary that: • Indicates executive functioning deficits expected to impact postsecondary education performance and appropriate adjustments, • Describes the impact of the limitations specifically on learning (e.g., reading, math, and written expression), • Identifies concerns with negotiation of the college environment and suggests strategies, and • States how the effects of the brain injury are mediated by the recommended adjustments.

        For a list of other acceptable forms of documentation: Utilization of particular evaluation techniques at the discretion of the evaluator possibly including; Bender-Gestalt, Halstead Reitain Battery (or selected parts); Detroit Tests of Learning Aptitude - 4 (DTLA-4) or Detroit Tests of Learning Aptitude - Adult (DTLA-A); Luria Nebraska Battery (or selected parts); Peabody Individual Achievement Test-R/NU (or other adult individual achievement tests); Woodcock Reading Mastery Tests- Revised/NU; Woodcock-Johnson III; and the Spache Written Language Assessment.

        Documentation of Disability form

      • Attention Deficit Hyperactivity Disorder

        Students requesting accommodations on the basis of attention deficit hyperactivity disorder (ADHD) are to provide documentation by a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Documentation for students requesting accommodations on the basis of ADHD should include:

        1. Evidence of current impairment. A history of the individual's presenting attentional symptoms and evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning.
        2. A discussion of the Neuropsychological or Psycho-educational assessments administered, if applicable, to determine the current impact of the disorder on the individual's ability to function in an academic setting.
        3. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
        4. An integrated summary that: • indicates the substantial limitations to major life activities posed by the disability, • Describes the impact of the disability in an educational setting and suggests possible accommodations.

        Documentation of Disability form

      • Autism Spectrum Disorder

        Students requesting accommodations on the basis of autism spectrum disorders (ASD) are to provide documentation from a professional (e.g., psychologists, psychiatrists, neuropsychologists, licensed therapists, and other relevantly trained medical professionals). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

        1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
        2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
        3. Current level of social/emotional functioning.
        4. Integrated narrative summary, including impact of symptoms on learning and/or communicating.
        5. A clinical interview including a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
        6. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.
        7. Co-morbid diagnoses, if present and impacting the educational environment, should include documentation and/or evaluations by allied health professionals such as speech/language assessments, occupational therapy records, statements from therapist or other treating professionals.

        Documentation of Disability form

      • Blindness or Low Vision

        Students requesting accommodations on the basis of low vision or blindness are to provide current documentation from a professional that includes:

        1. An ocular assessment and narrative summary or evaluation from an Ophthalmologist.
        2. A low-vision evaluation of residual visual function, when appropriate.
        3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

        Documentation of Disability form

      • Chronic Health-Related Disabilities

        Students requesting accommodations on the basis of a chronic health-related disability are to provide current documentation from a medical professional that includes:

        1. An identification of the disabling condition(s).
        2. Describes the impact of the health-related condition in an educational setting and suggests possible accommodations.
        3. Describes the degree and range of functioning for a progressive condition.
        4. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including any possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

        Documentation of Disability form

      • Deaf or Hard of Hearing

        Students requesting accommodations on the basis of being deaf or hard of hearing are to provide current documentation from a professional that includes:

        1. An audiological evaluation and/or Audiogram administered by an Otorhinolaryngologist (ENT), Otologist, or licensed Audiologist.
        2. An interpretation of the functional implications of the diagnostic data and hearing aid evaluation, where appropriate.
        3. Describes the impact of the disability in an educational setting and suggests possible accommodations.

        Documentation of Disability form

      • Intellectual Disabilities

        Students requesting accommodations on the basis of an intellectual disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

        1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
        2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
        3. Current level of social/emotional functioning.
        4. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified disability may be accommodated.

        Note: Individual "learning styles," "learning differences," "academic problems," and "slow learner” and test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

        Documentation of Disability form

      • Learning Disabilities

        Individualized Education Plans (IEPs), Summary of Performance (SOPs), or Section 504 Plans from high schools are not sufficient on their own and therefore students are asked to also submit the most recent Psychological/Educational Evaluation Report completed in high school.

        Students requesting accommodations on the basis of a learning disability are to provide current documentation from a professional (e.g., clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists, special education teachers). Requested documentation should be in the form of a comprehensive neuropsychological evaluation accompanied by a clinical statement reviewing history and current symptoms. Comprehensive diagnostic evaluations should include:

        1. Standardized cognitive testing, such as the Wechsler Adult Intelligence Scale (WAIS) or Wechsler Intelligence Scale for Children (WISC) that details current cognitive functioning.
        2. Achievement testing, such as the Woodcock Johnson (WJ) or Wechsler Individual Achievement Test (WIAT).
        3. Integrated narrative summary, including impact of symptoms on learning and/or communicating, • current level of social/emotional functioning, • the substantial limitations to major life activities posed by the disability, • suggests how the specific effects of the specified learning disability may be accommodated.

        Note: Individual "learning styles," "learning differences," "academic problems," and "test difficulty or anxiety" in and of themselves do not constitute a disability at the postsecondary level.

        Documentation of Disability form

      • Physical Disabilities

        Students requesting accommodations on the basis of a physical disability are to provide current documentation from a medical professional that includes:

        1. An identification of the disabling condition(s).
        2. Describes the impact of the disability in an educational setting and suggests possible accommodations.
        3. Describes the degree and range of functioning for a progressive condition.

        Documentation of Disability form

      • Psychological Disabilities

        Students requesting accommodations on the basis of a psychological disability are to provide current documentation from a licensed mental health professional. Documentation from other medical providers will be considered and reviewed for provisional accommodations. Documentation should include, but not be limited to:

        1. An integrated summary that: • indicates a specific, current psychiatric diagnosis as per the DSM of the American Psychiatric Association, • indicates the substantial limitations to major life activities posed by the psychological disability, • Describes the impact of the health-related condition in an educational setting and suggests possible accommodations, • includes a description of the presenting problem(s) including any significant developmental, medical, psychosocial and employment; and family history.
        2. Prescribed medications, dosages and schedules that may influence the types of accommodations provided, including possible side effects. Information about prescribed medications, if applicable, that may influence the types of accommodations provided, including any possible side effects.

        Note: Emotional Disturbance (ED) is an educational label and does not constitute a disability at the postsecondary level.

        Due to the evolving and changing nature of psychological disabilities, providing current updates is helpful to ensure appropriate supports are considered.

        Documentation of Disability form

      • Temporary Disabilities

        Disability and Accessibility Services (DAS) may also assist students who have a temporary injury or condition, which results in a functional limitation in an academic setting. Examples may include broken bones and pregnancy; for example, a scribe or note taking assistance may be appropriate for a student with a broken arm.Assistance is determined on a class-by-class basis and is dependent upon the nature of each course and the method of instruction as it relates to the student’s functional limitations. Accommodations are extended to students with temporary conditions for the duration of their functional limitations associated with the condition.

        Since temporary conditions can occur at any point during the semester, the timing can significantly impact the accommodation options available to the student. Timely and open communication with DAS, faculty and other campus offices, as needed,about the nature and duration of the condition and requested assistance can often result in satisfactory solutions to the short-term issues caused by the injury or condition. Students with temporary injuries or conditions are encouraged to contact DAS to determine accommodation options.

        Documentation of Disability form

      • Hits: 12607