Understanding Immigration Statuses

Key Challenges Immigrant Students Face

Sample Language-Empathizing with Students Facing These Key Challenges

Helpful Resources

• • CT State Campus Resources

  • Academic Support

    • Advising Services: CT State links immigrant students to community resources and some offer workshops.
    • ESOL/ESL (English as a Second Language) Programs: These programs are available at most CT State campuses.
    • International Advisors: Support for international students who are not citizens or permanent residents of the country where they are studying. These students may also be known as exchange students or foreign students. 
    • Transfer and Scholarship Guidance: Advisors help identify pathways to four-year universities and financial aid. 

    Career and Professional Development

    • Internships and Job Support: Resources for work authorization (DACA, TPS holders). 
    • Alternative Career Pathways: Entrepreneurship and independent contracting guidance. 

    Financial Assistance

    • In-State Tuition: Undocumented students meeting residency requirements qualify for in-state tuition. 
    • Emergency Financial Aid: Some campuses offer grants or loans to students facing financial hardship. 

    Food Assistance

    • Campus Food Pantries: Available across campuses
    • United Way Mobile Food Pantries: The mobile pantry is on the Three Rivers campus the second Wednesday of the month.  February and March we will host the event indoors and then go back to an outside event in the back parking lot when the weather improves

    Mental Health and Wellness

    • Mental Health Services: Free and confidential mental health support services, including counseling sessions, are available at all CT State campuses. Moreover, there are free virtual medical, counseling and basic needs services available via TimelyCare.
    • Peer Support Groups: Student-led organizations supporting undocumented and immigrant students. 
    • Safe Spaces: Social support and facilitated discussions addressing the impact of immigration policies on students.
    • Staff Affinity Groups: Lunch and Learn Teams meetings that are peer-led by staff to support the inclusion and community-building of staff from underrepresented groups 

• • State Resources

  • • Apostle Immigrant Services 
      Legal assistance- DACA, adjustment of status, employment authorization, family-based petitions 
    • Building One Community (B1C)
      Legal assistance, ESL classes, job skills training, educational programs 
    • Catholic Charities Fairfield County
      Immigration services, family reunification, refugee support 
    • Center for Children's Advocacy
      Legal assistance for asylum and special immigrant juvenile status (children-focused)  
    • Colectivo de Defensa de Hartford (Hartford Deportation Defense)  
    • Connecticut Immigration Legal Services Directory
    • Connecticut Legal Services
      Legal assistance with immigration issues and low-income legal aid 
    • Connecticut Students for a Dream (C4D)
      Advocacy and resources for undocumented students 
    • Connecticut Institute for Refugees and Immigrants (CIRI)
      Legal, social, and educational support for immigrants and refugees 
    • CT Office of Higher Education
    • CT Fair Housing Center
    • Building One Community (Stamford) 
    • Greater Hartford Legal Aid
      Legal aid for low-income individuals, including immigrant support. 
    • Hispanic Health Council
    • Integrated Refugee and Immigrant Services (IRIS)
      Refugee resettlement, integration, employment, legal assistance. 
    • Make the Road CT
    • Pro-Bono Volunteer Guide Connecticut
    • United Way of Coastal and Western Connecticut
      Locations:
      • 301 Main St., Ste. 2-5, Danbury, CT 06810; 203-792-5330
      • 24 Bank St., New Milford, CT 06776; 860-354-8800
      • 1150 Summer St., 2nd Floor, Stamford, CT 06901; 203-348-7711
      • 10 Middle St., Suite 1101, Bridgeport, CT 06604; 203-334-5106

• • National Resources

  • • Brazilian Immigrant Center 
    • DACA (Deferred Action for Childhood Arrivals) 
    • Higher Ed Immigration Portal
    • National Immigration Law Center (NILC)
    • United We Dream 
    • U.S. Department of Education 

• Statewide Food Pantries

  • Why Hunger? Website that allows one to search for Food Pantries 
  • Connecticut Mobile Food Pantries: 
    • Stonington High School, Pawcatuck 
    • Ocean Avenue Learning Academy, New London 
    • John’s Christian Church, Groton 
    • CT State Community College, Three Rivers, Norwich 
    • Griswold Public Works (Drive-thru only) 

• • Statewide Legal Assistance

  • • Advocate Resource Center  
    • American Immigration Lawyers Association (AILA) 
    • Building One Community (Stamford)
      • Community Resources
    • Catholic Charities Immigration Services
      • Nearest Agency Locator
    • Center for Children’s Advocacy
    • Center for Latino Progress
    • Connecticut Institute for Refugees and Immigrants (CIRI)
      • Bridgeport Office: 670 Clinton Ave., Bridgeport, CT 06605; 203-336-0141
      • Stamford Office: 34 Woodland Ave., Stamford, CT 06902; 203-965-7190
      • Hartford Office: 75 Charter Oak Ave., Suit 2-180, Hartford, CT 06106; 860-692-3085
      • Waterbury Office: 233 Mill St., 3rd Floor (Riba Aspira Building), Waterbury, CT 06706; 203-754-6172 Ext 102
      • New Haven Office: 1440 Whalley Ave., 2nd  Fl, New Haven, CT 06515; 203-336-0141
    • Connecticut Legal Services
    • Danbury Area Refugee Assistance 
    • Immigration Resources: Family Preparedness Plan
      This toolkit addresses family concerns about the possibility of deportation. It's available in multiple languages.
    • Integrated Refugee & Immigrant Services (IRIS) 
      CT Locations:
      • New Haven Office: 235 Nicoll St., New Haven, CT 06511
      • Hartford Office: 25 Main St., Hartford CT 06106 
    • LEAD – Latinos for Educational Advocacy and Diversity
      Community Centers:
      • New Haven: 100 Crown St.; 203-826-9267
      • Bridgeport: 1021 Main St.; 475-296-8582
      • Danbury: 358 Main St.; 203-826-9267
      • Norwich: 48 Franklin St.; 860-835-3496
    • UndocuAlly Training 
    • UConn School of Law Asylum and Human Rights Clinic
    • New Haven Legal Assistance Association, Inc.

• Know Your Rights Toolkit

  The Immigrant Legal Resource Center has created a variety of materials to educate the community and prepare individuals for encounters with immigration authorities.

  Resources may be found at lrc.org/resources/community/know-your-rights-toolkit and include handouts, videos and webinars in multiple languages.

• • Red Cards

  • Red cards, also known as “Tarjetas Rojas”, are cards that help immigrants assert their rights when interacting with immigration officers. The Immigrant Legal Resource Center (ILRC) created the cards. 

    

  • What do red cards include? 

    • Practical tips and legal rights 
    • Information about constitutional rights like the right to remain silent and the right to privacy, protecting students from excessive searches and seizures

    How can I use a red card? 

    • Carry the card in your wallet or purse. 
    • If approached by an officer, ask if you can show the card. 
    • If an officer approaches your home, slide the card under the door or hold it up against a window. 

    Where can I get a red card?

    • You can print your own red card using templates from the Immigrant Legal Resource Center. 
    • Any printer or copy shop should be able to print the cards from the ILRC's files. 
    • Red cards are available at the CT State campuses. 
    • You can also refer to https://immigrantjustice.or/know-your-rights 

    Why are red cards in demand? 

    • Demand for red cards has increased in recent years, particularly in response to anti-immigrant policies. 
    • These cards are beneficial for all citizens and non-citizens.

• External Scholarships

  • Hispanic Scholarship Fund
  • MALDEF (Mexican American Legal Defense and Educational Fund)
  • My Undocumented Life
  • TheDream.US Scholarship

What to do if U.S. Immigration and Customs Enforcement (ICE) is on Campus

Frequently Asked Questions

• Yes! CT State welcomes all students, regardless of immigration status. 

• Undocumented students do not qualify for federal financial aid but may be eligible for: 

  • In-State Tuition 
  • Emergency Financial Assistance
    Campus-specific emergency support to students who have urgent needs like food, shelter, or medical expenses. Each campus has its own point of contact.
  • Private scholarships  
  • TheDream.US Scholarships
    Scholarships for undocumented students
  • MALDEF
  • Hispanic Scholarship Fund

• Do not provide any information. Refert o the CSCU ICE Protocol at ice.gov/sevis. 

• Several organizations provide free or low-cost legal aid, including: 

  • Connecticut Legal Services
  • New Haven Legal Assistance

  More legal assistance resources are listed in the Helpful Resources section on this page.

• Each campus has confidential mental health support services. Moreover, there are free virtual medical, counseling and basic needs services available via TimelyCare. Students can also contact outside organizations, including but not limited to:  

  • Hispanic Health Council
  • United We Dream

Acknowledgement of Contributors to This Resource Guide

• Students: Access Your Accommodate Portal

• See below for more info.

• Accommodation Information

• Documentation Guidelines

• Campus ODAS Contacts

• Frequently Asked Questions

Faculty: Access Your Accommodate Portal

Getting Started

• Accommodation Information

• Using Accommodations

• Appeal Process

• Additional Information and Resources

• Guidelines for Specific Disabilities

• FAQs

Accommodation Information

• To get started with obtaining disability support services, see the steps below. Once approved, accommodations will be applicable across all campuses within CT State Community College.

  To request accommodations for the first time, please follow these steps:

  • Step 1: Complete the online registration/self-disclosure form and submit documentation substantiating your accommodation request.
  • Step 2: After ODAS has determined that your records are complete, one of our staff will send an invitation to schedule an intake appointment.
  • Step 3: During the intake appointment, share your self-report. ODAS will work with you over the course of your intake appointment to determine reasonable and appropriate accommodations to ensure your equal access to CT State’s programs and services.
  • Step 4: Students will receive an email after their intake appointment with their approved accommodations and instructions to complete a semester request.
  • Step 5: Each semester, students must submit a semester request indicating consent for accommodation information to be shared and with whom.

• In order to use accommodations, students must request their accommodation letters and give permission for ODAS to share their accommodations approval with selected instructors each semester. This process is completed through a semester request.

  Semester Requests

  Each semester, instructors must be notified of accommodations via an “accommodation letter.” Accommodation letters are sent once students submit their semester requests via Accommodate. Accommodation letters can be sent at any point during the semester, however, accommodations are not applicable until the letter is sent. As a reminder, accommodations are never retroactive and as such, ODAS recommends submitting semester requests as soon as possible. Students can then determine if and when they need to utilize the approved accommodations.

  Accommodate will provide you with a dashboard of information on your registered classes and approved accommodations. Please see the instructions below to complete a semester request:

  • To begin, log in with your CT State single sign-on username and password to Accomodate
  • Select the “Accommodation” tab (on the left)
  • Select “Renewal Semester Request”
  • Click the drop-down and navigate to the correct semester
  • Add “New”
  • Select current semester
  • Select “Review the Renewal” (on the right)
  • Review each accommodation and using the checkboxes, select only those courses to which you want your accommodations to apply
  • Scroll down and click submit.

  Note: requests are reviewed and processed by staff in the order in which they are received. Once processed, you and your instructors will receive your accommodation letter via email. It is typical for semester requests to be responded to within 2 business days.

Using Accommodations

• Exam Accommodations

  Proctored exams are available to students approved for this accommodation. Like all students with approved accommodations, students should submit their semester request through their Accommodate portal at link one accommodate (CT State Accommodate link will be available here early August). Once they have submitted their semester request:

  Steps to Schedule Testing Accommodations:

  • Log in with your NetID and password to Accommodate
  • On the left navigation panel, select “Testing Room”
  • Select “New Booking Request”
  • From the drop-down menu, select the course
  • Complete the testing information fields.
  • Select “Check Availability”
  • Available testing seats will be displayed on the right side of the screen. Please select an available day/time to register
  • From the “Confirm Exam Booking” screen, please review that the information is correct, and click “Submit Request”
  • Upon submitting your test request, an auto-generated email will be sent to you and your instructor indicating the testing reservation

• Alternate Formats

  Students with disabilities who require alternative access to printed material may receive their textbooks in an alternate format. Eligibility for this academic adjustment is determined individually, and students must demonstrate a substantial visual, physical, or learning disability that requires alternate materials. Students approved for this accommodation are required to show proof of purchase of the book prior to receiving it in an alternate format due to copyright laws. Like all students with approved accommodations, students should submit their semester request through their Accommodate portal at link one accommodate (CT State Accommodate link will be available here early August). Once they have submitted their semester request:

  Steps to Request Alternate Format Textbook Titles

  • Log in with your NetID and password to Accommodate
  • Click “Accommodations” and in the drop-down list you will see “Alternative Format”
  • Click “Alternative Format” then click “Student Entered”
  • Click “Upload Document for an Alternative Format Request”
  • Fill in the information requested- ISBN number, title, semester, class, and upload proof of purchase
  • Submit
  • Repeat for each individual audiobook you are requesting

• Interpreting Services

  Interpreting services may be available to deaf/hard-of-hearing students. Please note the following:

  • Like all students with approved accommodations, students should submit their semester request through their Accommodate portal at Accommodate. Once you have submitted your semester request:
    • Please email your ODAS campus contact and indicate the dates/times and course(s) in which you are requesting an interpreter
    • These requests are processed in the order in which they are received
    • Interpreters will adhere to the Registry of Interpreters for the Deaf (RID) Code of Professional Conduct

Appeal Process

Complete the Accommodation Appeals Process

• To get started with obtaining disability support services, see the steps below. Once approved, accommodations will be applicable across all campuses within CT State Community College.

  To request accommodations for the first time, please follow these steps:

  • Step 1: Complete the online registration/self-disclosure form and submit documentation substantiating your accommodation request.
  • Step 2: After ODAS has determined that your records are complete, one of our staff will send an invitation to schedule an intake appointment.
  • Step 3: During the intake appointment, share your self-report. ODAS will work with you over the course of your intake appointment to determine reasonable and appropriate accommodations to ensure your equal access to CT State’s programs and services.
  • Step 4: Students will receive an email after their intake appointment with their approved accommodations and instructions to complete a semester request.
  • Step 5: Each semester, students must submit a semester request indicating consent for accommodation information to be shared and with whom.

• In order to use accommodations, students must request their accommodation letters and give permission for ODAS to share their accommodations approval with selected instructors each semester. This process is completed through a semester request.

  Semester Requests

  Each semester, instructors must be notified of accommodations via an “accommodation letter.” Accommodation letters are sent once students submit their semester requests via Accommodate. Accommodation letters can be sent at any point during the semester, however, accommodations are not applicable until the letter is sent. As a reminder, accommodations are never retroactive and as such, ODAS recommends submitting semester requests as soon as possible. Students can then determine if and when they need to utilize the approved accommodations.

  Accommodate will provide you with a dashboard of information on your registered classes and approved accommodations. Please see the instructions below to complete a semester request:

  • To begin, log in with your CT State single sign-on username and password to Accomodate
  • Select the “Accommodation” tab (on the left)
  • Select “Renewal Semester Request”
  • Click the drop-down and navigate to the correct semester
  • Add “New”
  • Select current semester
  • Select “Review the Renewal” (on the right)
  • Review each accommodation and using the checkboxes, select only those courses to which you want your accommodations to apply
  • Scroll down and click submit.

  Note: requests are reviewed and processed by staff in the order in which they are received. Once processed, you and your instructors will receive your accommodation letter via email. It is typical for semester requests to be responded to within 2 business days.

• Any student or faculty member can appeal a granted accommodation if they have concerns. Appeals should be utilized after attempts have been made to resolve the concern with the campus ODAS Lead. Faculty appeals will be reviewed by Dr. John-Paul Chaisson-Cardenas, Vice President of Diversity, Equity and Inclusion, and a selection of campus ODAS leads and academic affairs professionals. Student appeals will be reviewed by Dr. Sara Hanson, Associate Dean of Student Affairs and Student Affairs Administrator for CT State, and a selection of campus ODAS leads. 

  Complete the Accommodation Appeals Process

Additional Information and Resources

Request to Send Accommodation Letters to Professors Through Accommodate

Find Your Home Campus

• The Office for Disability and Accessibility Services at CT State works collaboratively to serve students with disabilities across all of our CT State locations. To find your home campus, (insert directions to finding in banner/admissions). Navigate to your home campus page above for more information on contacting your ODAS campus lead. Please note students will engage in the interactive process through their home campus for accommodation approval at all CT State campuses.

• • Asnuntuck Campus

  • 

    Jillian Sullivan, M.Ed., B.C.S.E. (she/her)
    Email: jillian.sullivan@ctstate.edu
    Phone: 860-253-3005
    Office Location: 112A

• Capital Campus

  

  Helena Carrasquillo, M.S. (she/her)
  Email: helena.carrasquillo@ctstate.edu
  Phone: 860-906-5204
  Office Location: 314B

• Gateway Campus

  

  Ron Chomicz, M.Ed., SYC (he/him)
  Email: ronald.chomicz@ctstate.edu
  Phone: 203-285-2234
  Office Location: DT S202D

• Housatonic Campus

  

  Marilyn Wehr, M.S., LPC (she/her)
  Email: marilyn.wehr@ctstate.edu
  Phone: 203-332-5018
  Office Location: L-115B

• Manchester Campus

  

  Joseph Navarra, M.S., CRC (he/him)
  Email: joseph.navarra@ctstate.edu
  Phone: 860-512-3592
  Office Location: SSC L131

• Middlesex Campus

  

  Hilary Phelps, M.A. (she/her)
  Email: hilary.phelps@ctstate.edu
  Phone: 860-343-5879
  Office Location: Chapman Hall, Room 707

• Naugatuck Valley Campus

  

  Vincent McCann, M.S. (he/him)
  Email: vincent.mccann@ctstate.edu
  Phone: 203-596-8610
  Office Location: K406

• Northwestern Campus

  

  Daneen Huddart, M.A. (she/her)
  Email: daneen.huddart@ctstate.edu
  Phone: 860-738-6318
  Office Location: Greenwoods 303

• Norwalk Campus

  

  Fran Apfel, Ph.D. (she/her)
  Email: fran.apfel@ctstate.edu
  Phone: 203-857-7192
  Office Location: E101

• Quinebaug Valley Campus

  

  Morgan Conway, M.A., GCertPDS (she/her)
  Email: morgan.conway@ctstate.edu
  Phone: 860-932-4299
  Office Location: West Wing 107B

• Three Rivers Campus

  

  Matthew Liscum, M.S. (he/him)
  Email: matthew.liscum@ctstate.edu
  Phone: 860-861-5555
  Office Location: A124

• Tunxis Campus

  

  Debbie Kosior, M.S. (she/her)
  Email: deborah.kosior@ctstate.edu
  Phone: 860-773-1526
  Office Location: ASTC 6-106

Frequently Asked Questions

• Accommodations, modifications and special education services are covered under IDEA (Individuals with Disabilities Education Act) which ends when a student graduates from high school. Therefore, colleges do not provide special education services.

  CT State provides reasonable and appropriate accommodations in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.

• If you had an IEP or 504 plan in high school and/or have a diagnosed disability, you may be eligible for accommodations at CT State. The process to obtain accommodations in college changes from the process students may have experienced in high school. It is important that students develop their self-advocacy skills and understand which accommodations best support their learning.

  The chart below highlights some key differences between high school and college in the accommodation process.

  HIGH SCHOOL	COLLEGE
  Structured	Unstructured
  The school and parents/caregivers direct disability-related needs	Each student directs their disability-related needs
  The school is obliged to meet most student needs	“Reasonable” accommodations are provided
  The student’s IEP or 504 plan outlines accommodations	The documentation provided by the student outlines reasonable accommodations
  High parent/caregiver involvement	Limited parent/caregiver involvement
  Frequent school-to-parent/caregiver communication	Limited/no school-to-parent communication
  High teacher involvement and responsibility	High student involvement and responsibility
  May provide tutors, attendants, and/or paraprofessionals	Not required to provide tutors, attendants, and paraprofessionals (unless provided for all students)

• Accommodations do not transfer from high school to college. Instead, CT State’s Office for Disability and Accessibility Services works with students to determine reasonable accommodations for the college environment. Please keep in mind that your high school accommodation plan (IEP, 504, etc.) does not automatically transfer. Additionally, accommodations granted in high school may not be considered reasonable in college.

• Postsecondary institutions are required to comply with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. To comply, post-secondary institutions must provide reasonable accommodations to ensure that the student can access their college program. A reasonable accommodation is an adjustment to a course, program, service, job activity or facility that ensures equal opportunity for qualified students with disabilities to participate in and enjoy the benefits of a service, program or activity. The purpose of reasonable accommodations is to afford students with disabilities equal opportunities to receive equal results. Reasonable accommodations cannot substantially alter, change, or modify grading, assignments, exams, instructional methods or class activities.

• The information that you share with the Office for Disability and Accessibility Services is strictly confidential. Your disability status will never be listed on your transcript or any other document from the college.

• The Office for Disability and Accessibility Services does not conduct or provide evaluations to determine if a student has a disability. However, our staff is happy to meet with you and offer guidance. We can provide information about local options if a student feels that they would benefit from an evaluation.

• The Office for Disability and Accessibility Services recognizes that a student can develop or become aware of a disability at any time. Students are strongly encouraged to submit their semester requests as early as possible. Approved accommodations are not retroactive. However, a student may request reasonable accommodations at any time during the semester.

• When a student is in high school, parents and caregivers are legally entitled to participate in the process of determining accommodations and supports. At the college level, the Family Educational Rights & Privacy Act (FERPA) protects a student’s privacy. If a parent or caregiver wishes to speak to staff from the Office for Disability and Accessibility Services, the student must provide their consent in advance.

Guidelines for Specific Disabilities

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.
  • A Verification of Disability form is available to assist students who are currently working with a professional in the health field.
  • 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

• February 7, 2025

  Colleagues,

  Yesterday, the CT State College Senate voted no confidence in Chancellor Terrence Cheng in a Special Meeting, which was called January 31, 2025, to be held on February 6, 2025. A survey was used to determine if 1) a Special Meeting was warranted, 2) the use of Executive Session, 3) the breadth of the resolution and 4) campus inclusion. Senators considered the language of the resolution for over a week prior to the Special Meeting, and all senators had the opportunity to propose alternate language. Ultimately, the language of the resolution was revised, as was the decision to act at the Special Meeting. The resolution is available here.

  The College Senate first considered this issue in November, but postponed formal consideration of a vote of no confidence, pending the results of the Comptroller’s report that Governor Lamont called for in October 2024. The Comptroller’s report was released in December 2024, followed by an additional Auditor’s report last month. 

  The Comptroller’s report details improper use of procurement cards, excessive spending by leadership, violations of financial policies and procedures, and failures to uphold contractual obligations. Specific concerns include Chancellor Cheng’s questionable spending practices, such as meals exceeding policy limits, excessive tipping, unauthorized travel expenses, improper mileage logs for a state vehicle, employment of a chauffeur, and other financial irregularities. 

  The Senate's action reflects concern about the timing of the biennial budget process, ongoing accountability hearings, and the impact of financial mismanagement under Chancellor Cheng, among other concerns. The Senate encourages campus governance bodies to bring forth related resolutions as may be warranted. Ultimately, the Senate’s swift action reflects concerns that Chancellor Cheng’s actions have eroded trust among students, staff, and faculty and the College Senate acted as a representative body of the College.

  The vote of no confidence calls on the Board of Regents to immediately initiate a leadership transition and prioritize ethical leadership in appointing new executives. We urge the Board of Regents to act swiftly and decisively, as the future of the CSCU system is at stake.

  In the spirit of shared governance,

  Elle Van Dermark, President, CT State College Senate

• February 6, 2025

  CT State Colleagues,
  
  I have called a Special Meeting of CT State College Senate for today, Thursday, February 6, at 12:30 to discuss sensitive matters related to personnel issues. No votes can be taken during Executive Session; thus, any action we may take will occur immediately afterward during the open meeting.

  The Senate’s primary role is to deliberate and vote on recommendations to be forwarded to the CT State Community College administration, but our work does not stop there, and occasionally, our concerns need to be elevated to CSCU or the Board of Regents. Additionally, the College Senate serves as the voice of the college community. Presentations to the Senate are, in essence, presentations to the entire college, and Senators' questions often reflect the concerns of their colleagues. Thus, the implications of our work and meetings are far-reaching.

  Issues related to shared governance, academic affairs, and employee recognition were discussed at the January 24 CT State College Senate meeting. These discussions underscore the Senate’s role in shaping the institution’s policies and priorities. At the February Senate meeting, critical decisions will shape the future of shared governance at CT State. As both a decision-making body and a representative voice for the college community, the Senate provides faculty, staff, and students with a platform to influence initiatives and governance matters. To ensure your voice is heard and your perspectives are considered, please share your concerns, support, and questions with your Senators so they can make informed decisions.

  Shared Governance Task Force Recommendations

  The Shared Governance Assessment Task Force presented recommendations to simplify structures, streamline processes, improve communication, and increase engagement. These proposals, developed jointly by the Curriculum Congress and Senate Task Force, were informed by feedback from the Shared Governance Summit, governance leaders, and a survey distributed statewide during the Fall 2024 semester. The Task Force is hosting three virtual Town Hall meetings to answer questions and hear from the college community:

  • Monday, Feb, 10, 6:30 p.m.
  • Tuesday, Feb 11, 12:30 p.m.
  • Wednesday, Feb 12, 4 p.m.

  At the meeting, Senators agreed to consult with their campus colleagues before voting. At the February 28 meeting, the Senate will vote on the proposal options, which will then be forwarded to President Maduko and his cabinet. The Task Force proposals are attached for review.

  Statewide Service Awards and Recognition Program

  Vice President of Human Resources Anna Krupitskiy discussed CT State's commitment to employee recognition through three college-wide programs. She framed these initiatives as important to morale and essential efforts that impact retention and culture.

  • Service Recognition – Acknowledges long-serving employees. Relaunching in Fall 2025, it will honor those who reached service milestones in 2024 and 2025. Previous concerns about consistency and accuracy were noted.
  • Excellence Awards – A new program recognizing employee achievements through nominations and selections. A college-wide committee will oversee this effort, culminating in a celebration at the end of Spring 2025.
  • Employee Spotlight – Recently launched to regularly highlight employees' contributions based on nominations, fostering appreciation and recognition.

  NECHE Visit – Focus on Shared Governance

  NECHE will visit CT State from April 6 to 9. While details on the review team and meetings are pending, shared governance will be a primary focus. Updates will be communicated via statewide email, campus CEOs, and college Senators. Your input will be collected through local and college-wide governance representatives.

  Senate to Respond to NCHEMS and Charter Oak Report

  The Senate will formally respond to the NCHEMS Report, commissioned by the Office of Policy and Management at Governor Lamont’s request. This report raises significant concerns about the future of CSCU, funding, and higher education in Connecticut.

  Additionally, the Board of Regents published the Charter Oak Scaling Report, which could transform the online landscape—including at CT State. Senators were asked to help identify faculty and staff willing to analyze and respond to the findings (see attached report). More information is forthcoming regarding ways the college community can contribute to the Senate reports. 

  Senate Endorses Provost’s Restructuring Plan

  The Senate endorsed a Provost's Office restructuring aimed at improving efficiency by reducing five administrative positions to three. Provost Hynick solicited Senate feedback on her plan in November and requested endorsement during the January Senate meeting.

  The new structure includes:

  • Vice Provost of Academic Affairs
  • Vice Provost of Student Affairs
  • Director of the Office of Disability and Accessibility Services
  • Additionally, the six-school model will transition to four:
  • School of Liberal Arts and Education
  • School of STEM
  • School of Nursing, Allied Health, and Human Services
  • School of Business and Professional Studies

  The Senate will receive ongoing updates on this restructuring.

  CT State Metrics for CSCU ACT Framework

  Vice President of Institutional Effectiveness and Planning, JD Mathewson, presented the CSCU ACT Framework, which aims to enhance student success through three strategic pillars:

  • Accessibility
  • Completion
  • Talent

  Each pillar includes measurable goals to assess student outcomes. Faculty and staff feedback is encouraged via a college-wide survey and through Senators before the final report to the Board of Regents in February.

  Senate Bylaws and Website Updates

  The Senate has restructured its bylaws. In addition, you can expect to see further improvements to the Senate web pages in the coming days. These enhancements will improve transparency and accessibility while also responding to calls for a more thoughtful design.

  Faculty Senate Elections – Spring 2025

  Elections for faculty senators from the campuses to CT State College Senate will take place this spring. Last year, the Senate transitioned to three-year terms with phased implementation. Faculty elected this spring will serve a three-year term beginning in the fall. Previously, staff senators were elected to two-year terms, while at-large senators began three-year terms.

  Each campus’s shared governance body must submit the names of newly elected Senators to the College Senate via email by April 1. Additionally, any changes to campus representation, including early departures, should be reported promptly to ensure accurate representation and a smooth transition.

  In closing, while change is constant, and as the CT State College Senate begins its third year of work, we are seeing patterns emerge. The fall semester is a time of evaluation—assessing what is working and what needs improvement. The spring semester is when the senate committees draft recommendations to address areas of concern. As we look to the coming months, I am hopeful that the work we do will continue to improve CT State.

  In the spirit of shared governance,
  
  Elle Van Dermark, President, CT State College Senate

• December 4, 2024

  Colleagues, 
  
  In January 2022, CT State implemented a new shared governance system. After two years, a joint task force of the Senate and Curriculum Congress was charged with assessing its effectiveness and, based on your input, recommending any needed changes to the administration at CT State. 
  
  This confidential survey asks for your input on shared governance at CT State. Your honest feedback, including suggestions, is crucial to this process.
  
  Current Shared Governance Structure
  CT State's shared governance currently operates with three main components:

  • Administrative The CT State Senate addresses administrative matters like budget, personnel, and policies. It includes equal representation from all 12 campuses, College Office staff, and student senators.
  •  Curriculum The curriculum governance process has three levels:
  • Statewide Discipline Councils (SDCs): Reviews, incorporates feedback for, and approves curriculum for specific academic disciplines.
  • School Area Curriculum Committees (SACCS): Reviews and approves curriculum proposals originating from each School of Study.
  • Curriculum Congress: Provides final approval of curriculum proposals for new or modified courses and programs.
  • Campus: Each campus also maintains its own shared governance structure in addition to these statewide bodies. 

  
  Please provide as much detail as you'd like in your responses. You may skip any questions that do not apply or that you prefer not to answer. Thank you for your time and valuable input. Please complete the survey.  
  
  The deadline for submission of this survey is December 20 at 5 p.m.
  
  You can expect further updates based on the results of this survey at the beginning of the spring semester. If your feedback indicates that changes are needed, you can expect proposals for any such changes to be voted upon by all faculty and staff at CT State during the spring semester.
  
  Best Regards,
  
  CT State Shared Governance Assessment Taskforce
  Joe Cullen, Jenn Natoli, Brian Keiser, Hannelore Moeckel-Rieke, Rebecca Busch Adams, Marsha Bryant, Topher Logan, Mark Lynch, Jacob Spjut, Sarah Selke, Allan Ballinger
  
  Elle Van Dermark, President of College Senate
  Jason Seabury, Chair of Curriculum Congress

• November 8, 2024

  CT State Colleagues, 
  
  The October meeting of CT State Senate focused primarily on financial matters, specifically the shared services model, CT State's Plan in response to the Student Services Resolution, and the budget process, before responding to a request to support a Human Services Statewide Discipline Council.
  
  Shared Services – A Murky View
  Shared Services includes various services used by both CT State and CSCU. We commonly think of IT, Payroll, Labor Relations, and until recently HR, but there are many more. Despite CT State contributing 11% of its total budget to these services, many questions about these services remain unanswered. Senators expressed frustration because CFO Lloyd Blanchard, who had requested time to brief the senate on Shared Services, was unable to provide clear answers to basic questions. This lack of transparency raises serious concerns about CSCU's understanding and oversight of Shared Services.
  
  Unresolved issues include details about the specific services provided, the offices within Shared Services, the number of personnel involved, existing vacancies, and funding sources beyond CT State’s contributions. It is also unclear how other institutions—such as Eastern, Western, Central, Southern, or Charter Oak—benefit from these services, which appear to be funded primarily by CT State.
  
  Shared Services originated from the initial efforts to consolidate the 12 community colleges in order to reduce costs. Initially, it was touted as administrative consolidations that would save the system money by leveraging purchasing power and limiting redundancies. However, CSCU stopped touting the savings, resulting in many questioning if these cost savings were ever realized. When asked about savings resulting from Shared Services, CFO Blanchard admitted that he could not identify a beginning or endpoint to conduct a reliable analysis. Nevertheless, the current Shared Services structure, the specific services provided, the beneficiaries, and the commingling of fiscal resources are disconcerting.
  
  Now that CT State is an independent institution, larger and more diverse than its sister institutions – Eastern (3,604 HC), Western (3,165 HC), Central (9,195 HC), Southern (8,385 HC), and Charter Oak (1,561 HC) combined – the lack of transparency in Shared Services is particularly concerning. CT State (34,658 HC) serves a significantly larger, more vulnerable student population. Our students are more likely to be first-generation, to work full- or part-time, and to come from disproportionately underserved populations. These differences highlight an imbalance in power dynamics within CSCU.
  
  How Shrinking System Office Risks Offloading Poorly Performing Area to CT State
  The Board of Regents directed CSCU to shrink the size of its System Office. Many Shared Services will be moved to CT State, but this is a risky move for CT State. Without a clear understanding of what Shared Services encompasses, its budget for the past five years, or its potential shortcomings, we cannot plan and budget for these services.
  
  Importantly, without the resources necessary to accomplish the work, Shared Services could not be successful. Why then was there a $13M surplus from Shared Services? In approximately January 2024, a $13M surplus was revealed in budget documents submitted to the BoR. If CT State pays for Shared Services, those dollars should be returned to our coffers. These discrepancies make clear the importance of ensuring that we are asking critical questions about past performance and the budget to plan for the transition. We need a complete and comprehensive organizational chart at CSCU that includes the component parts of Shared Services, a budget by functional area, staffing and vacancies, single points of failure, master list of projects for the last five years, and a detailed accounting of the problems each area has encountered. Until we know the state of Shared Services, what is coming our way, previous budgets, and an anticipated timeline for transfer, how can we manage Shared Services any better?
  
  Senate Secures Commitment for Mid-Year Review
  The senate reviewed CT State's plan to restore student services, which was developed in response to the Board of Regents Resolution of August 28, 2024. 

  • Most-Needed Positions: Positions eliminated before the budget mitigation process were not considered despite the need, along with benefits they would have provided to students.
  • Campus Input: The process for gathering and evaluating recommendations from campus CEOs.
  • Shared Governance: The extent to which campus-level shared governance was involved.
  • Sustainability: Whether restored positions would be maintained long-term.
  • Plan Robustness: The overall adequacy of the plan to address student needs.

  
  In addition, senate support for the three Presidential Initiatives and Student Services, while important, was divided. These initiatives were not vetted with the same rigor, nor did they adhere to the resolution. The three Presidential Initiatives focus on new efforts to address Student Transportation gaps, Supplemental Instruction establishes a pilot program to assist students in 25 sections of courses with high withdrawal or failure rates, and Career Services which provides additional career services at Asnuntuck, Northwestern, Three Rivers and Tunxis as these campuses do not have dedicated full-time resources for this critical area
  
  Nonetheless, after the senate expressed concerns, President Maduko committed to collaborate with campus CEOs and shared governance leaders to consider further restoration of positions during the mid-year budget review. This commitment secured the senate's endorsement of the plan.
  
  Budget Conversation – Complexity Continues
  The projected budget conversation continued along the same trajectory of seeking clarity on a topic that is deeply nuanced. CFO Kerry Kelley was asked to help the senate understand how CT State develops a budget in response to Office of Policy and Management’s (OPM) biannual budget request and the projected deficit. The presentation runs from 2:19 to 2:33 in the video.
  
  Senators raised questions about funding for full-time faculty, a centralized process for creating the budget that fails to include campus shared governance, and capital funding from the bonding commissions. Additionally, there was a desire for more transparency and communication from the administration regarding budget decisions and the rationale behind them. Senators felt they needed more information to understand the budget and provide informed feedback. Finally, Faculty Advisory Committee Co-Chair Colena Sesanker raised concerns about the current funding process used by the governor and legislature that maintains a constant state of crisis at CT State.
  
  Human Services Statewide Discipline Council
  The senate then turned our attention to a request to form a Human Services Statewide Discipline Council (SDC). This request, brought forward by Human Services faculty from several campuses, was made by Professors Sarah Perez and Shelley Buchbinder. The senate voted to support their request, and the recommendation was subsequently made to the Provost.
  
  What is Next
  Please watch for a forthcoming report on the Shared Governance Summit held at Middlesex. You will start to see some changes such as the new CT State Shared Governance email (from which this communication was sent), as well as updates to the Shared Governance webpage, and other suggestions from the summit. 
  
  Remember, the CT State Senate webpage hosts meeting videos, minutes, our charge, bylaws, last spring’s recommendations, and a list of Senators from each campus. You’ll also find links to all our upcoming meetings. Senate meetings are scheduled for the fourth Friday of each month during the academic year, except December. 
  
  In the spirit of shared governance,
  
  Elle Van Dermark
  CT State Senate President

• October 15, 2024

  CT State Colleagues, 
  
  Most of this letter focuses on the issues raised at the Senate’s State of the College Reports. Before we delve into those, there is something different I want to share. As I visit each campus and meet with local shared governance leaders, I have the extraordinary privilege of seeing and experiencing pride in place. Despite long hours and being asked to do more with less, you are still incredibly proud of the work you do for one another and our students. Somehow, you rise to the challenges we are experiencing with unrelenting dedication and determination that manifests in being proud of where you work is awe-inspiring. Thank you for sharing that with me. It is something I want everyone to know exists to varying degrees at each of the seven campuses I have visited thus far. As I share this observation, most colleagues know their campus is special, but CT State is more than a campus, and I suspect that pride in place exists at every campus. Now, let’s get on to the usual business at hand.
  
  Campus Reports
  The primary focus of the September meeting was the campus reports, which serve as the State of the College Report and form the foundation for Senate committee work in the coming year. One thing that may not have been clear, if you were watching or listening, is some campuses opted not to repeat issues once they were raised. That should not be misconstrued to conclude the issues articulated only apply to that campus. Rather, our Senators opted to truncate their reports, once an issue was known.
  
  Some of the challenges we are currently facing include:
  
  - Shared Services: Issues with Human Resources, Labor Relations, and IT infrastructure.
  
  - Communication: Problems related to and including inconsistency in the quality of emails, being overwhelmed by emails and announcements, no point of contact, and navigating complex webpages at the campuses and CT State.
  
  - Staffing Shortages: Key student-serving areas such as admissions, advising, financial aid, placement services, and exam proctoring are vacant or understaffed. These impact the quality of services we provide and creates uneven expectations for students across campuses.
  
  - Course Related Issues: Limited course availability, especially in critical General Education courses, was frequently lamented by faculty and advisors alike. Additional concerns related to the rigor of online instruction, student preparedness for online courses, and student’s ability to succeed in online courses were also frequently raised. These problems are made more salient when we also learned that seated section cancellations result in increased pressure on advisors to place students in online classes. These trends stand in stark contrast with some campus deans canceling seated sections early while other campuses add online sections to swoop in and bolster enrollment. Although CT State reported 378 fewer class cancellations this fall, 707 classes were still canceled this fall.
  
  - Leadership Disparities: Differences in leadership structures across campuses were raised as was their absence during evenings, Saturday classes, and after-hours events.
  
  - Facilities and IT Infrastructure Issues: Outdated facilities, IT infrastructure, and inadequate maintenance are negatively affecting both staff and students. Maintenance gaps are also contributing to less than idea working and learning environments.
  
  - Drop for Non-Payment Policy: This policy remains a significant barrier to student retention. Many campuses report issues with students being dropped from classes, and the re-registration process is burdensome and confusing for both students and staff.
  
  - Low Morale: Burnout is becoming more common, affecting staff and faculty as we try to balance increased workloads with limited resources.
  
  - Frustration with Decision-Making: Faculty and staff expressed frustration with the decision-making processes. There is a clear need for more meaningful engagement and more effective ways for our input to be incorporated into campus decisions.
  
  - Disparate Processes: Leadership structures and the decision-making processes at the campuses and the college remain a concern, as does campus leadership’s presence and meaningful involvement (or a lack thereof) in shared governance at both the campus and statewide levels.
  
  It is clear the strains these challenges place on staff and faculty are adversely impacting students. What is less clear is what we can do in response. What is clear is the solutions will come from you. While Senators are steeped in the problems raised, the solutions will come from those who are closest to the issues. I look forward to hearing the solutions and ideas you make through your Senators–making shared governance work for us all.
  
  Student Services Resolution
  As I attend Board of Regents meetings, it is evident the Board is moving in new directions. However, it remains unclear what this means for CT State. The Board resolution directing CT State to restore some student services positions is hopeful and yet, the timeline was extremely short. President Maduko and I sent a joint letter to Chancellor Cheng and Board Chair Martin Guay requesting additional time, and we were granted two additional weeks. While we appreciate this, I must point out that these conversations should have happened last year during budget remediation or after we received additional funding from the legislature. Nevertheless, the extra time allows the Senate’s Budget and Finance Committee to work closely with Vice President of Finance and Administration Kerry Kelley and for CT State’s recommendations to be presented at our October meeting. It also provides an opportunity for the Senate’s recommendations to be considered by CT State leadership.
  
  As I visit campuses, attend President Maduko’s Town Halls, and meet with local shared governance leaders, I see how passionate the people of CT State are. We are deeply committed to our campuses and our students. What remains unclear ishow we become a community. How do we create a unified community when campuses like Quinebaug Valley and Northwestern are hours away from Three Rivers, Housatonic, or Norwalk? I don’t have an answer, but I believe we will. Seven visits are complete with five to go, and I look forward to each one. Please continue to come introduce yourself and say hello.
  
  Your Ideas Will Solve Address Our Challenges
  Please remember, your voice is crucial to shaping the solutions that will address these challenges. It is easy to continue complaining once we start down that path. It is harder to identify the problems and focus on solutions. Please engage with your Senators: talk with them regularly, invite them to your department and division meetings, meet them in the hallways, and brainstorm solutions. They can only represent you and share what’s happening in Senate, when they are given the opportunity.
  
  More information is forthcoming soon, but on Friday, October 11, about 75 elected shared governance leaders gathered at Middlesex campus for the Shared Governance Summit. We began with a deep dive into the Charge for each CT State, Shared Governance Body. After learning what we should be doing, we reported some gaps and suggestions for doing a better job. The day was focused on helping our elected leaders learn from one another, air some common grievances, and suggest solutions. More to come on the summit, so please keep an eye out.
  
  Student Senators
  Soon, the Senate will have a full complement of student Senators. Working with the Student Activity Directors at the 12 campuses, a process for electing student Senators was defined that aligns with our charge.
  
  CT State Senate Student Representative Schedule

  Academic Year	Small Campus	Medium Campus	Large Campus
  2024-2025	Northwestern	Capital	Manchester
  2025-2026	Quinebaug Valley	Housatonic	Gateway
  2026-2027	Middlesex	Tunxis	Naugatuck Valley
  2027-2028	Asnuntuck	Three Rivers	Norwalk

  
  Already this year, Christina Murphy from Northwestern and Leesa Cabrera were elected. Once Capital knows the results of their student election, CT State Senate will benefit from our students’ voices.
  
  Remember, the CT State Senate webpage hosts meeting videos, minutes, our charge, bylaws, last spring’s recommendations, and a list of Senators from each campus. You’ll also find links to all our upcoming meetings. Senate meetings are scheduled for the fourth Friday of each month during the academic year, except December. The September Senate meeting already has more than 600 views, which is particularly impressive given that the meeting was held in person and the video quality is …less than ideal. Still, you’ve taken the time to watch the CT State Senate at work. Thank you. 
  
  In the Spirit of Shared Governance,
  
  ~ev
  Elle Van Dermark

• September 11, 2024

  CT State Colleagues, 
  
  My name is Elle Van Dermark, and I am currently serving as the President of the CT State Senate. Last year, my peers entrusted me with this responsibility, and in May, I was honored to be re-elected for a second term. In the year ahead, I will send regular updates about the work we are doing in the Senate.
  
  At the end of last year, Senate Committees presented 27 recommendations to President Maduko and his leadership team aimed at improving the effectiveness and transparency of our processes at CT State. These recommendations, shaped by the hard work of those who worked on our Senate Committees, reflect our ongoing effort to improve CT State. I will continue to encourage Senators to identify and address pressing issues so we can make incremental improvements. Working together, we will learn about the issues, advocate for our college, and work towards decisions that steadily improve CT State for students, staff, and faculty.
  
  Doing a Little Bit Better
  This year, I am challenging myself and the Senate to do a little better than we did last year. I believe small, continuous improvements are essential to making "CT State 2.0" a little better for all of us. Over the past decade, we have navigated persistent and ongoing change. Now, it is time to assess where we are and see if we can do things just a little bit better. With your support and contributions, I am confident we can continue making steady progress.
  
  Deeper Understanding for Better Solutions
  I have called upon our Senators to deepen their understanding of issues before raising them at the Senate. We will take a more comprehensive approach to examining campus issues by working with our campuses and collaboratively across our campuses. We will also seek to understand issues brought to us by CT state administration in the same way. This means we will be reaching out to you—asking for your insights, opinions, and ideas on the topics before us. By developing a more thorough understanding, we can develop solutions that benefit everyone and avoid unintended consequences that could negatively impact campuses or our students.
  
  Restoring Student Services
  At the Special Meeting of the Board of Regents on August 28, 2024, Board Chair Martin Guay directed President Maduko to reinstate essential student services at CT State. The Regents were clear that while reserves may be used this year, these restorations must be sustainable long-term. Thus, further remediation seems likely. Additionally, the Regents emphasized that each campus should have the flexibility to decide which services are most critical to restore.
  
  In addition, Chair Guay charged the Regents to be more active and committed to engaging in more robust shared governance. Given the Senate’s level of engagement, this is an opportunity for us to engage with and make recommendations to the BOR. 
  
  Senate Solicits Your Input
  In response, I have directed our incoming Budget and Finance Committee to work with campuses to identify the most needed student services at each and estimate the cost of their restoration. This will require collaboration with staff, faculty, and administration at each campus to evaluate the financial implications of restoring services and to identify areas where additional cuts might be made. Please reach out to your Senators if you have ideas or suggestions.
  
  First Meeting of AY24-25, Next Meeting
  Our first meeting of the academic year took place on August 30. We are adjusting some of our operating processes to better manage our time. Still, the relative brevity of that first meeting shouldn’t mislead us into thinking we’ve mastered time management—it remains a work in progress. Meeting videos and minutes are posted monthly to our CT State Senate webpage. I have also requested that Senators keep their cameras on during meetings, so you can see your Senators actively representing your campus. I will continue working with the Senate to streamline our processes, manage meeting lengths, ensure transparency, and enhance communication with our campuses.
  
  Our next meeting is scheduled for September 27. It is our annual State of the College in-person meeting, but there will still be a remote option, and you can watch via a link on ourCT State Senate webpage. Most of the meetings will be dedicated to hearing senators from each campus report on concerns, issues, and progress on their campuses. In particular, I have asked Senators to collect information on morale. Please share your thoughts, questions, and ideas with your Senators ahead of the meeting so their reports accurately reflect your campus’s needs.
  
  Shared Governance Summit
  On October 11, we will hold our first statewide Shared Governance Summit at Middlesex. In addition to the full Senate, Curriculum Congress, Gen Ed, and DEI committees, SDC chairs, SACC Chairs, and two shared governance leaders from each campus will participate. This summit presents a valuable opportunity to discuss the work of each group, explore the intersections of statewide shared governance, and plan how we can effectively manage our collective work moving forward. 
  
  We will also convene the first Joint Senate-Curriculum Congress Shared Governance Assessment Committee Meeting at the summit. This committee will lead the formal assessment of the effectiveness of our current shared governance model and make recommendations for changes after surveying the college and working extensively with the college community.
  
  Town Halls
  In closing, I will be attending the town halls on the campuses and meeting with your senators and campus shared governance leaders afterward. Please come say hello and share your reactions and thoughts. 
  
  In the Spirit of Shared Governance,  
  
  Elle Van Dermark

  Senators Academic Year 24-25

  Elle Van Dermark	Asnuntuck
  Seth Freeman	Capital
  Allan J. Ballinger	Gateway
  Asantewa Dawson	Housatonic
  Luz Londono Diaz	Manchester
  Jill Flanigan	Middlesex
  Robyn-Jay Bage	Naugatuck Valley
  Riaz Lalani	Norwalk
  Topher Logan	Northwestern
  Jayne Battye	Quinebaug Valley
  Nicola Ricker	Three Rivers
  Mark Milewski	Tunxis

  
  Staff Senators

  Bonnie Solivan	Asnuntuck
  Ariel Robinson	Capital
  Roberta Prior	Gateway
  Felisha Guirand-Fleurimond	Housatonic
  Jennifer Natoli	Manchester
  Vacant	Middlesex
  Vince McCann	Naugatuck Valley
  Jeremy Withnell	Norwalk
  Stephen Kittredge	Northwestern
  Peter Bennett	Quinebaug Valley
  Brian Keiser	Three Rivers
  Sandy Vitale	Tunxis

  At-Large Senators Thayre Trzepacz Staff -- Asnuntuck Marsha Bryant Faculty -- Capital          Mia Samsel                  Faculty -- Gateway China Byrd  Staff -- Housatonic Diane Hillyer Faculty -- Manchester  Aja Shabana    Faculty -- Middlesex    Bonnie Goulet              Staff -- Naugatuck Valley  Vacant Northwestern Hannah Moeckel-Rieke Faculty – Norwalk  Nicole Marcoux-Bowen Staff -- Quinebaug Valley  Joe Selvaggio  Faculty -- Three Rivers  Michelle Giannakopoulos  Faculty -- Tunxis FT Professional/Classified Staff Not Affiliated with a Campus Joseph P Cullen Staff -- New Britain  FT At-Large Staff  Michael Panicello Staff -- New Britain CT State Student Representatives – Pending Elections 1 Student Representing Small-sized campuses 1 Student Representing Medium-sized campuses 1 Student Representing Large-sized campuses  CT State Leadership, Ex Officio John Maduko   New Britain

• May 23, 2024

  Dear CT State Colleagues,

  Final Meeting CT State College Senate

  The final CT State Senate meeting is tomorrow, Friday, May 24 at 12:30 pm. Join the meeting online.

  Thank You For Your Service

  As our first year of statewide shared governance draws to a close, I am struck by the immense amount of work we have accomplished and the challenges that lie ahead. I want to acknowledge and express my deepest gratitude to the Senators who were willing to step up and get involved, despite the uncertainties of this new endeavor.

  Tunxis: Mark Milewski, Kirstin Cullinane, Sandy Vitale 

  Three Rivers: Nicola Ricker, Ronda Charette, Joe Selvaggio 

  Quinebaug Valley: Norly Germain, Peter Bennett, Nicole Marcoux-Bowen 

  New Britain: Eileen Rhodes, Brian Kapinos 

  Norwalk: Peter Aster, Michelle Nye, Stephen Kittredge 

  Northwestern: Crystal Wiggins, Jeremy Withnell, John Fiorello 

  Naugatuck Valley: Paul Collette, Lisa Boyko, Sarah Perez 

  Middlesex: Angelo Glaviano, Patrick Verroneau, Betty Riedinger 

  Manchester: Mehrdad Faezi, Jennifer Natoli, Sarah Cieglo 

  Housatonic: Asantewa Dawson, Felisha Guirand-Fleurimond, DeNeva Wilson 

  Gateway: Allan J. Ballinger, Miguel García III, Roberta Prior 

  Capital: Seth Freeman, Ariel Robinson, Sarah Zorn 

  Asnuntuck: Elle Van Dermark, Bonnie Solivan, Thayre Trzepacz 

  Special recognition is given to Brian Kapinos, Secretary; John Fiorello, Vice President of Staff; and Nicola Ricker, Vice President of Faculty. As members of the Executive Council during this formative year, their efforts were crucial in shaping the Senate and helping establishing protocols and practices that were later incorporated into the Bylaws.

  All our Senators contributed to a robust, framework for future collaborative efforts and decision-making processes. Thank you for your unwavering support and hard work throughout this year.

  Your Senators, Your Issues, Your Voice

  At CT State Senate, Senators take up the issues brought to us by our constituents – the students, staff, faculty, and administrators at our campuses. We seek to understand how issues manifest at each campus. It is through the prism of disparate experiences at each campus that we grasp the complexity of the issues and work towards recommending effective solutions. This makes our work challenging but also requires your participation because, without you, Senators cannot help shape solutions.

  During spring 2023, our work focused primarily on implementing shared governance, defining participation, and logistical parameters for the Senate. In September 2023, we held a State of the College Session where each campus identified and shared their top concerns. While we have resolved some issues directly, others are still in progress. Nevertheless, your elected Senators serve as your voice.

  Progress & Process

  In recent months, we have begun offering solutions. Our standing committees–Admin and Human Resources, Bookstore, Budget and Finance, Bylaws, Elections, Staff and Student Affairs Council, and Council of Faculty to the Provost–have helped refine and improve processes, address gaps, and make recommendations to CT State. Some of the issues we have undertaken include:

  - Budget: Mitigation

  - Marketing CT State to prospective students

  - CT State Org: Structure, redundancies

  - Course and Pre-Req substitutions

  - Course Program of Study (CPOS) issues, Grade Changes, Home Campus Designation

  - Degree Works, and Banner & Ellucian Reports

  - Bookstore: Access to textbooks, challenges related to using Financial Aid

  - Provost’s Syllabus Template

  - Final Exam Schedule

  - Communications from CT State, Campus Leadership: Point of Contact/Point Person

  - Campus Governance and relationships to Statewide Governance

  We have also sought to address concerns related to Course Caps, the Cancellation Process, building the Course Schedule, and issues adjacent to these through a dedicated taskforce. The Course Caps and Cancellation Taskforce sponsored the statewide survey soliciting your feedback, which your senators shared at each campus.

  On Friday, some of our work will come to fruition with recommendations from the Senate to CT State administration. It is our intent to engage with administration to make incremental progress. These recommendations will advance that work. Our work is not done, but in the last year, we have seen faculty and staff forge a path for shared governance.

  As we conclude this academic year, we welcome the incoming Senate who will resume this work in August. The new Senators bring fresh perspectives and renewed energy to continue our work. They will build upon the foundation we have established addressing issues and exploring new opportunities.

  In the spirit of shared governance,

  Elle Van Dermark

  CT State Senate President

  https://ctstate.edu/shared-governance/college-senate

  Professor of History

• April 24, 2024

  CT State Colleagues,

  Our March meeting has almost 300 views on YouTube. Our April meeting will be held Friday, April 26 at 12:30 pm, and you can watch the April meeting online.

  Elections for Statewide Shared Governance

  I want to start off this month by expressing my thanks to the Shared Governance bodies across the 12 campuses for their efforts during the Spring Elections. First endeavors are inevitably challenging, and we encountered some unexpected obstacles; nonetheless we completed our inaugural round of elections. Some folx were reelected, and we will also welcome new individuals to serve in various capacities in Senate, Curriculum Congress, the Statewide Discipline Councils, School Area Curriculum Committees, and more. The official results will be announced once all reporting is finalized.

  From this experience, it is evident we need to establish more direct channels of communication, gain a deeper understanding of the diverse organizational structures and leadership frameworks across campuses, and enhance our collaborative efforts. We will focus on these in the upcoming academic year.

  Shared Governance: We Control What We Do and How Administration Responds Is Up to Them

  Last month I shared a report commissioned by CSCU on Human Resources Shared Services, conducted by Lori Lamb through the American Association of State Colleges and Universities, to guide future steps. During the presentation, one of the most concerning revelations was no staff nor faculty were consulted during the review, nor were they interviewed in the preparation of the report.

  CT State Senate views this omission as significant and committed to convening a Special Meeting. The purpose of the proposed meeting was to provide Chancellor Cheng and (now) Interim Assistant Vice Chancellor Lamb the opportunity to directly engage with the largest group of individuals impacted by HR Shared Services. However, both Lamb and Cheng declined to participate in this crucial dialogue.

  Despite a finding from Lamb (written when she was a consultant) highlighting the "failure in shared governance" and the importance of collecting input from relevant stakeholders, neither Lamb nor Cheng showed any inclination to collaborate with Shared Governance. In our invitation, we proposed, "the purpose of the meeting is for faculty and staff to benefit from an abbreviated presentation, for you to outline how the recommendations will be put into action at the college, and to address any questions."

  In her current role as Interim Assistance Vice Chancellor, Lamb replied, “We welcome further written feedback from the Senate and any recommendations you would like to propose. We can then consider that information in the context of work that is already underway to implement the recommendations in the report. However, given this report was completed last year and that many things are in process or require further consultation with CT State Leadership, and System Office leadership, to implement, we do not believe another meeting to talk about the report is in order.”

  Authentic Shared Governance

  Shared Governance is a complex and nuanced mechanism in higher education. While it serves an advisory role, it also plays a crucial role in fostering trust. Mandated by the New England Commission of Higher Education, the quality and reciprocity of the relationship ultimately rests with administration.

  Administration has the choice to disregard the efforts of Shared Governance or to address the issues raised through it directly with integrity and to enact meaningful change. Effective Shared Governance offers the promise of collective decisions informed by the expertise and perspectives of various stakeholders. Genuine collaboration has the potential to enhance policies, practices, and the overall institution. Authentic engagement with Shared Governance requires a steadfast commitment and belief in its value.

  Alternatively, administration may opt not to engage, resist conflict resolution, or evade transparency, and accountability. We are committed to authentic engagement. We cannot control how they respond.

  The CT State Senate has diligently worked to establish a record of transparency and accountability. Our meetings are recorded and made publicly available, Senators are elected from every campus, and we remain accountable to both you and one another. If you believe a Special Meeting is necessary despite the lack of participation from CSCU, please talk with your Senators so they can represent your concerns at our meeting on Friday, April 26.

  Consultants, Reports & Climate

  The AASCU report on HR Shared Services was commissioned by CSCU, and it is one of several we are grappling with. They have also partnered with SVP Connecticut on a project titled, “North Star,” to develop system priorities. Also underway is Governor Ned Lamont and the Office for Policy and Management’s (OPM) report from the consulting firm, National Center for Higher Education Management Systems (NCHEMS), to make recommendations in response to the question, “What are the day-to-day barriers to serving students more effectively?” According to Brian Prescott, President of NCHEMS, this project was funded by OPM to find a path forward. From the onset he was clear during a campus meeting, “This project is forward looking. Recommendations (from you) to roll back to 12 colleges – we are unlikely to make that recommendation.”

  Then, CT State commissioned the Ferrilli report, titled "Enrollment Gap Analysis and Optimization Project," which sheds light on various issues within the system. These include excessive middle management, a deficiency in strategic planning, ineffective communication structures, and bureaucratic obstacles. While the consultant conducted 28 interviews, it remains unclear who is included in the category of "key college personnel." Furthermore, there is a lack of data regarding the total number of individuals interviewed and how many were campus staff or students. What is evident, however, is no faculty members were involved in the process.

  Finally, CT State, in collaboration with the Higher Education Research Institute at UCLA, is currently administering a Climate Survey. Presented to the Senate in March, the HERI survey seeks to gauge the sentiments of our student, staff, and faculty. Last week, Senators were called upon to encourage participation. This survey is an important opportunity for CT State to collect information directly from staff, students, and faculty. Perhaps it will shed light on the morale issues we are grappling with.

  While surveys and reports can serve as valuable tools for assessment, the sheer volume of surveys also raises concerns. In a year dominated by budgetary considerations, the influx of external reports has led to questions about costs to implement these reviews that lack data explaining their methodology and findings with shared governance and concerns about survey fatigue.

  Data, Collaboration, & Recommendations to Improve CT State

  In September 2023, we held a State of the College Session: each campus was asked to identify and share the top concerns from their campus. In recent months, your elected Senators have engaged in committee work to address these concerns.

  In the weeks ahead, please look for opportunities to provide feedback on the recommendations that Senate Committees will share via your Senators. We do our best work when you share your thoughts, ideas, and concerns.

  The Senate remains steadfast in our commitment to Shared Governance and our devotion to improving the college and operations. We are spearheading these efforts and will continue to work with CT State leadership to improve operations. To ensure your voice is heard, please connect with your Senators, and share your thoughts and concerns. Together, we can navigate these challenges and ensure the voices of our community are heard.

  ~ev

  Elle Van Dermark, President of Senate

• March 28, 2024

  Dear CT State Community,

  This announcement is to notify the college community of upcoming governance changes and elections for AY2024-25.

  Inaugural elections occurred in the Fall of 2022, and various committees were charged and began work in January 2023. Since that time, an incredible amount of work has been completed by the CT State Statewide Discipline Councils (SDCs), School Area Curriculum Committees (SACCs), Curriculum Congress and College Senate. Those initial governance terms come to an end at the end of the Spring 2024 semester, and elections will occur over the next month for these bodies as well as for a new general education subcommittee of Congress. The current model, updates and summaries of this work can be found on ourShared Governance website (a summary is also attached to this message). Of particular note, the Congress and Senate bylaws have been finalized with updated representation, and a new general educationsubcommittee of Curriculum Congress is being formed. The current agreed-upon compensation for these committees is also attached, though further negotiations for increased compensation are ongoing.

  Statewide Elections

  All CT State shared governance bodies requiring statewide elections – this includes Curriculum Congress and the discipline-based positions on general education – are using the following election cycle:

  March 22 – Process shared at Congress and Senate

  March 27 – Call for nominations distributed to college community, deadline April 8

  April 9 – Online ballots distributed to college community, voting commences

  April 23 – Voting concludes, Results announced shortly after

  May 1 – AR proposal approval deadline

  May 17 – Curriculum Congress meeting will include old and new members, the latter of whom will vote on Congress leadership elections for AY2024-25: Chair, Vice Chair, and Secretary

  Please consider self-nominating yourself for one or more of these important positions by clicking the following link. Note the deadline listed above of April 8.

  Self-Nomination Form

  Local Elections

  All CT State shared governance bodies requiring local campus elections – this includes College Senate, SDCs, SACCs, and the campus-based positions on the general education subcommittee – should also be getting underway imminently. Your senators should generally be coordinating those campus-based elections. Please refer to an email from Elle Van Dermark, current President of Senate, for further details on the senate side. As a point of further clarity, for the general education subcommittee, local governance groups are directed to hold elections for the following positions if they have not already done so: “1 FT Faculty or Staff rep per campus with general education assessment expertise (x12) elected locally at each campus.” It is worth noting that while having people with extensive assessment expertise is preferred and such individuals ideal to have on the committee, how the campus-based representative is selected is ultimately left up to the campuses, and the “assessment expertise” criterion can be met in a variety of ways. When any local representative is elected, make sure to notify your campus dean, as they have the responsibility of forwarding that name on to those handling election results.

  I can personally attest to the reality that it has been, and will continue to be, a challenge to try to create processes while also handling a daunting workload. However, this is work that directly impacts the classrooms and programs of your colleagues, and it’s work that must be done for the sake of the students, who deserve the best and clearest programs, classes, and processes that we can give them. Thank you all, and looking forward to seeing many of you in meetings to come. 

  Best,
  Jason

  Jason Seabury
  Professor of Mathematics
  Chair, Curriculum Congress
  CT State Community College – Naugatuck Valley
  Office: E419 Phone: 203-596-8631

• March 27, 2024

  Dear CT State Colleagues,

  Building upon the previous CT State Senate letter (2/24/24), I want to share some exciting, interesting, and even disturbing information with you.

  Exciting: A Historic Meeting as CT State Senate Delegation Meets with Governor Ned Lamont

  A Senate Delegation met with Governor Lamont on February 29 to advocate for funding for CT State, discuss the unique role of Connecticut’s only Community College, and elucidated the responsibilities we have to our students and in our communities. Our meeting with Governor Lamont was nothing short of historic, and it rests upon the work of our staff, students, faculty, and labor unions who have been tireless advocates for years.

  Governor Lamont posed some interesting comparisons, asked questions and genuinely engaged with the delegation. We emphasized the need for additional support to CT State with block grants or attributed funding; made clear the harm that has come from budget cuts to our students as a result of cuts at our campuses; explained how Office of Personnel Management’s (OPM) restructuring of debt has disproportionately hurt CT State, and we explained how desperately our campuses need bonding to be approved from the Bonding Commission to address health and safety issues in our facilities. The dialogue was constructive, and we remain hopeful for positive outcomes.

  As we emphasized the need for more financial support, Governor Lamont raised the issue that his administration allocated more dollars to CSCU than ever before and made clear his support for Chancellor Cheng. We asserted several critical factors related to that funding and how it impacts CT State: two additional layers of administration (CSCU and CT State), inflation, the distinct needs of an open access college, and the impact of OPM restructuring. We also challenged the claims that CSCU made to the state legislature for years, that CT State would save money.

  Joining me to advocate for additional funding was Vice President of Staff John Fiorello (Northwestern), Vice President of Faculty Nicola Ricker (Three Rivers), Sandra Vitale (Tunxis), and Allan Ballinger (Gateway). Please join me in thanking them for their ardent advocacy.

  Interesting: Statewide Shared Governance Elections will be Facilitated and Reported by Campus Shared Governance Leaders

  In the inaugural elections for statewide shared governance, campus deans and CT State administration oversaw the process of electing campus representation. However, moving forward, this responsibility transitions to campus shared governance bodies. This marks a pivotal moment for campus shared governance to manage and report the elections of representatives who will advocate how statewide policies impact your campus. If you are interested in serving, please reach out to current senators to learn about their experiences from the last year and a half.

  During our State of the College meeting last fall, senators identified over 50 pressing issues from our campuses. While we are still in the process of formulating recommendations, we have made significant progress as we have established relationships with CT State Administration, conducted investigations and researched current processes and practices compared to best practices. We are on track to make recommendations to President Maduko by the end of this year’s session which demonstrates the important roles and responsibilities of statewide shared governance.

  Our focus has included a range of critical issues, including timely communications with a designated point of contact, budget allocations and remediation efforts, course schedule development, course caps, the course cancellation process, final exam scheduling, responses to the draft syllabus template, which is planned as mandatory for fall, as well as concerns surrounding campus bookstores. Additionally, the Student Services and Experiences Council has been actively addressing a range of issues related to enrollment management.

  If this work interests you, please consider running in your campus elections. Your involvement and dedication to addressing these and upcoming issues are invaluable as we continue to work towards enhancing our institution's operations and fostering an environment conducive to academic excellence. Our next senate meeting will be held on Friday, April 26 at 12:30 pm. You can watch the senate meeting online.

  Campus participation in the process is vital and a new ask. Campus shared governance leaders will need to solicit interest for CT State Senate, hold elections, and report the results to co-collegesenate@ct.edu as soon as possible and prior to the April Senate Meeting on April 26.

  Terms for senators shall be for three years and senators may serve a maximum of two consecutive terms. However, in order to establish staggered terms:

  • Faculty Senators will be elected to a one-year term in April of 2024
    • Faculty Senators also serve on the Council of Faculty to the Provos and Committees
  • Staff Senators will be elected to a two-year term in April 2024
    • Staff Senators also serve on the Council of Student Services & Experiences and Committees
  • At-large Senators will be elected to a 3-year term in April 2024
    • At-Large Senators serve on senate committees

  All senators serve on senate committees and have responsibilities to work with their campuses as well as share information from senate in regular campus communications as well as prepare for and attend senate meetings.

  Campus governance leaders shall submit names, membership role (faculty, staff, atlarge), and contact information of newly elected Senators to Senate Elections Committee via email.

  Senate Committees: Your Passion and Experience Can Help Advance Senate Priorities

  If you find yourself deeply engaged in an issue that warrants a different approach, please consider joining a CT State College Senate Committee. You needn’t be a senator to join a committee, but it does require a commitment to learning about the issues deeply before making recommendations. These committees provide essential avenues for collaboration, where your expertise, experience, and commitment can effect meaningful change. By becoming a member of one of our committees, you'll actively contribute to crucial initiatives and procedures that shape the trajectory of our institution. Talk to your current senators to learn about the issues we are working on and the committee leading our efforts.

  Disturbing: A Damning Shared Services Report

  Finally, at Senate’s March meeting, Lori Lamb presented a recent report (attached) to Chancellor Cheng that sheds light on issues with the Shared Services framework that demands immediate attention (see March meeting, 1:15 for the report). It is evident that corrective measures in response to the findings need to be articulated. Rest assured, we are committed to addressing these issues transparently and swiftly and while prioritizing the best interests of our colleagues as the Senate considers our next steps.

  Working together, our commitment to shared governance transcends our campuses as we forge a path for strong, meaningful, statewide shared governance that advocates for our students, our colleagues, and Connecticut State Community College.

  Committed to Shared Governance,

  Elle Van Dermark
  She/her
  President, CT State Community College Senate
  Professor of History, CT State Asnuntuck

• February 21, 2024

  CT State Colleagues,

  This is the first of what I hope is many updates from CT State Community College Senate. I want to begin by inviting you to review the Senate Shared Governance webpage where you will find a list of our Senators, videos from past meetings, minutes and links to our remaining 2023/24 meetings. Our next meeting is Friday, February 23 at 12:30 pm.

  One Year Later

  It has been a year since faculty and staff embarked upon the journey of actively participating in and eventually leading CT State Senate. With three representatives from each campus – faculty, staff and at-large – the elected body diligently drafted bylaws and embarked upon the mission of establishing a statewide Senate that is committed to meaningful shared governance and supporting campus shared governance bodies. The process of establishing a new college has been arduous, and we needn’t dwell on the challenges. Rather, at CT State Senate we are committed to improving Connecticut State Community College. These challenges are opportunities for the Senate to shape the trajectory of our institution. We are committed to working with President Maduko and campus governance bodies who are also interested in proposing solutions to the challenges we face. Thus far, we believe our work has been characterized by efforts to understand the breadth and depth of issues brought to our attention, identify solutions and operate with transparency. We are working to bring about significant positive change to improve CT State.

  Shared Governance Focused on Solutions

  Throughout the spring of 2023, our focus was primarily on implementing shared governance and delineating the parameters for Senate participation and logistics. Then, in September, we hosted a State of the College Senate Session where each campus shared their most pressing concerns. In response, we charged standing committees dedicated to investigating those issues and developing solutions.

  Our college Senate work begins by trying to understand what is happening and why. That means we are engaging with CT State administrators to familiarize ourselves with the policy or regulatory requirements and subsequently, delving deeper to understand their intentions while effectively communicating our concerns. Through this, we are developing a deeper understanding of the differences at each campus, how those issues impact the campuses differently, and establishing parameters for working together to craft solutions that support each campus.

  The Senate also works closely with President Maduko who is an ex-offcio, non-voting member. We also worked with our respective campuses to solicit and appoint campus representatives to the Academic Program Planning committee. We anticipate further collaboration on the forthcoming Early College and Dual Enrollment taskforce. Additionally, our task-focused faculty and staff councils work candidly with administration and campus-based leadership to engage leaders with direct knowledge of important issues as they arise so they can be dealt with directly and efficiently.

  We Can Do Better and Will with Your Help

  In closing, we have done a lot in the last year, but there is still much to do. I am asking you to consider how you and your campus interact with statewide governance. At our January meeting, we invited Curriculum Congress to join us in a CT State Governance Review and Assessment that seeks to analyze how well the current structures are meeting CT State’s\ needs. To do that, we will need to learn from your experiences, and we will benefit from your ideas and input.

  It is our sincere hope that by evaluating what governance is and is not doing, as well as how it operates, we will develop recommendations for how we can be more effective, efficient and responsive. Thus, CT State Senate is committed to making Connecticut State Community College better – for everyone.

  Together, we remain dedicated to fostering a collaborative environment where shared governance is not just a concept but a reality that drives positive change within Connecticut State Community College.

  Committed to Shared Governance,

  Elle Van Dermark
  She/her
  President, CT State Community College Senate
  Professor of History, CT State Asnuntuck

Welcome to the CT State Community College library.