UConn Connections

Centers, Departments & Institutes

Our graduate students and faculty often are connected to cultural centers, departments, and institutes across UCONN. Attendance or affiliation is found in varying capacities such as program attendees, volunteers, Teaching Assistants or Instructors, interdisciplinary study, research work and more.

Additionally, some graduate students seek specialty certificates through non-sociology departments or centers. Popular certificate programs include the Feminist Studies Certificate Program (WGSS), Human Rights Certificate Program(HRI), Graduate Certificate in College Instruction and Quantitative Research Methods Certificate Program.

Cultural Centers


Research Centers & Institutes



Personal Needs

Getting Paid


  • U-Pass CT: Free bus and train transportation in CT
    • Graduate students eligible (paid for by the Transit Fee on the Fee Bill)
    • Order online at upass.uconn.edu and the pass will be mailed to you
  • UConn Bus Schedule


Housing / Residential Options

Family Care

Emergency Guide

Mandated Reporter

Employee Reporting Obligations

  • In your role as graduate assistants and/or instructors, you are considered a responsible employee and have certain reporting obligations as outlined in the University’s Policy Against Discrimination, Harassment and Related Interpersonal Violence.
  • Specifically, you are required to immediately report to the University’s Office of Institutional Equity (OIE) all relevant details (obtained directly or indirectly) about an incident of Sexual Assault, Intimate Partner Violence and/or Stalking that involves any Student.
  • The University also provides employees with guidance on how to best assist a student who has disclosed an incident of sexual violence to you. More information on this topic can be found at www.titleix.uconn.edu or by calling OIE at 860-486-2943.

Mental Health Emergency

Immediate Action

  1. In a life threatening emergency, call 911 (UConn Police)
    1. Examples of this would be a student threatening to hurt others, a student who informs someone they have taken action to end their life (such as overdose on medication), a student who states a plan to imminently harm themselves.
  1. For a student in crisis or high level of distress, who would benefit from immediate assessment and support, call CMHS 24/7 OnCall service (860-486-4705)

Official Guidelines

  • For more detailed information about crisis services and general info for faculty, please see our websites below:

Active Shooter on Campus

Definition: An active shooter is an individual actively engaged in killing or attempting to kill people in a confined and populated area, typically through the use of firearms.

How to Respond when an Active Shooter is in your Vicinity

  1. RUN
    1. Have an escape route and plan in mind
    2. Leave behind your belongings
    3. Keep your hands visible
  2. HIDE
    1. Hide an area out of the shooter’s view
    2. Block entry to your hiding place and lock the doors
    3. Silence your cell phone and other tech
  3. FIGHT
    1. As a last resort and only when your life is in imminent danger
    2. Attempt to incapacitate the shooter
    3. Act with physical aggression and throw items at the shooter
  4. CALL 911 When Safe to Do So

Provide 911 and Law Enforcement with the following:

  • Location of the active shooter
  • Number of shooters
  • Physical description of shooters
  • Number and type of weapons held by shooters
  • Number of potential victims at the location

How to Respond when Law Enforcement Arrives

  • Remain calm and follow instructions
  • Put down any items in your hands (i.e., bags, jackets)
  • Raise hands and spread fingers
  • Keep hands visible at all times
  • Avoid quick movements toward officers such as holding on to them for safety
    Avoid pointing, screaming or yelling

Do not stop to ask officers for help or direction when evacuating


Student Needs

Academic Resources for Students

Other Resources for Students 

Center For Students With Disabilities

Student Care Team

  • Faculty, staff, friends, and family are frequently in a position to observe student behaviors that indicate distress or potentially compromised personal well-being. If you have a concern about a student who you perceive to be threatening, harming or disruptive, please let the Student Care Team know. This includes a student whose behavior or well-being are negatively impacting those around the student.

Teaching Resources

Grading Information

  • Add / Drop Period

    • Policy for Instructors During Add / Drop Period
      • The university guarantees students the right to add new classes through the end of the official add/drop period. This may mean that new students arrive in your classroom at the beginning of the third week of the semester. Students should not be penalized for adding a course during the official add/drop period; instructors may need to adjust the scale of class-participation grading, or allow make up assignments, or extend assignment deadlines.  Instructors are not obligated to re-teach material, but they cannot penalize students for adding during the official add/drop period. We recommend that instructors work with students who add during the official add/drop period to establish appropriate deadlines for work that is past due or nearly due and to help students catch up with major assignments within two weeks of their enrollment.  If you are teaching a writing intensive course, please avoid unlimited extensions on deadlines because it may negatively affect a student’s progress in your course. Discuss with the student their obligations in other courses so that you can decide upon a deadline that is reasonable to you and feasible for the student.
  • Final Exam Opt-Out Form

In the Classroom

Classroom Technology

LGBTQIA+ Inclusive Classroom Tips

  • UConn Rainbow Center: LGBTQIA+ Dictionary
  • UConn Rainbow Center: Creating Inclusive Classrooms 
  • Ask students for pronouns and their chosen name on the first day of class, and use those identifiers throughout the semester.
  • Integrate LGBTQIA+ topics throughout classroom content — you can find more ways than you think!
  • Create comfortable classroom climate
    • Make asking questions/showing of ignorance ok and use them as teachable moments, not as moments of embarrassment or shame
    • Rather than avoiding LGBTQ+ topics for fear of saying the wrong thing, acknowledge misstatements, commit to educating yourself and address student misconceptions/discomforts the following
    • Recognize that all students benefit from understanding the life challenges of persons who are LGBTQIA+
    • Be proactive in demonstrating values around inclusivity
  • Don’t make assumptions about the identities of the students in your classroom.
  • Include your pronouns on your syllabus, your nametag, your door tag, your email signature, etc.
  • Be careful not to “misgender” students. Misgendering could include not only using the wrong pronouns, but utilizing only binary language like “you guys,” sir, ma’am, policeman, fireman, and others. (Instead, use language such as “you all,” folks, everyone, police officer, firefighter, etc.)
  • Know where the nearest inclusive restroom is on campus, and recognize that if it is in a different building, some students may need to take longer traveling to the restroom they feel comfortable using. If possible, request a classroom closer to an inclusive restroom.

General Policies and Procedures


India Gay Sex Ban Struck Down

By Jeffrey GettlemanKai Schultz and Suhasini Raj

Sept. 6, 2018

NEW DELHI — India’s Supreme Court on Thursday unanimously struck down one of the world’s oldest bans on consensual gay sex, a groundbreaking victory for gay rights that buried one of the most glaring vestiges of India’s colonial past.

After weeks of deliberation by the court and decades of struggle by gay Indians, Chief Justice Dipak Misra said the law was “irrational, indefensible and manifestly arbitrary.”

News of the decision instantly shot around India. On the steps of an iconic courthouse in Bangalore, people danced, kissed and hugged tightly, eyes closed. In Mumbai, India’s pulsating commercial capital, human rights activists showered

The justices eagerly went further than simply decriminalizing gay sex. From now on, they ruled, gay Indians are to be accorded all the protections of the Constitution.themselves in a blizzard of confetti.

Read more of the New York Times article here

Queering Inter-Asian Linkages

Professor Debanuj DasGupta wins prestigious Social Science Research Council Fellowship in TransRegional Studies: Inter-Asian Linkages & Connections.  This research focuses on the changing regulations related to LGBT communities across South & SE Asia. 

Read more about the Fellowship here.

DasGupta is an Assistant Professor of Geography and Women’s, Gender, and Sexuality Studies at the University of Connecticut. Debanuj’s research and teaching focuses on the geopolitics of sexuality and gender identity, global governance of migration, sexuality, and HIV, digital culture and the uses of digital technologies in social movements. Prior to his doctoral degree, Debanuj worked for over sixteen years within several international development agencies, HIV/AIDS, LGBT rights and immigrant rights organizations in India and the US. Debanuj serves on the political geography editorial board of the Geography Compass and is Board-Co Chair of the Center for Lesbian, Gay, Bisexual and Transgender Studies: CLAGS at the City University of New York.  He is the recipient of the Ford Foundation funded New Voices Fellowship, American Association of Geographers and National Science Foundation funded T. J. Reynolds National Award in Disability Studies, and the International AIDS Society’s Emerging Activist Award. His scholarly work has been published in journals such as Disability Studies Quarterly, Contemporary South Asia, SEXUALITIES, Gender, Place & Culture, Emotions, Space, and Society, and the Scholar and the Feminist (S&F online). He is the co-editor of Friendship As Social Justice Activism: Critical Solidarities in Global Perspective (University of Chicago Press/Seagull Press), and Queering Digital India: Activisms, Identities and Subjectivities (University of Edinburgh Press/Oxford University Press).

Official Press Release from SSRC

Supporting Transgender Students in the Classroom

By Sherry Zane, PhD

As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and gender-nonconforming students.

Title IX protections
Our comfort zone as academics, regardless of discipline, is often built on basic academic assumptions and research that adhere to a male-female binary, which silences and invalidates transgender, gender nonconforming, nonbinary, and intersex individuals. Recent interpretations of Title IX legislation by federal and state institutions now require us to think and act beyond our comfort zones so we can protect our students’ rights.

Title IX is part of the Federal Education Amendments of 1972, and all educational institutions (K-12 and postsecondary) must comply with this law. Many people are familiar with Title IX protections against sexual harassment and sexual violence, but few people are aware that Title IX also prohibits gender-based harassment “including acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on sex or sex stereotyping, even if those acts do not involve conduct of a sexual nature” (Office of Civil Rights, 2011).

Gender diversity
As educators it is our responsibility to reflect on and challenge our gender assumptions so we can create more gender-inclusive spaces where all students are free to be who they are. As a student reminded me last semester, “We must learn to be comfortable with being uncomfortable” to create change.

Below is a list of strategies I use in my classrooms to support gender diversity. I hope they can help you shape more gender-inclusive spaces where you teach.

Read more of the Faculty Focus article

UConn Positioned to Take the Lead on Gender Minority Student Accommodations

“We’ve gone from being one of the most homophobic campuses in the country to one of the most LGBT friendly, and that’s amazing. It puts us in a really good situation to get even better.”

— Barbara Gurr, WGSS professor and principal investigator of the study

A recent study by the Women’s, Gender, and Sexuality Studies department said the University of Connecticut should address the needs of gender minority students by increasing access to gender-neutral bathrooms and expanding faculty training.

The preliminary findings are based on a series of 39 online surveys responses and in-person interviews conducted by WGSS staff and undergraduates in which gender minority students were asked to describe their experiences on UConn’s Storrs campus. Students identifying as transgender, gender nonconforming, nonbinary and otherwise genderqueer described unreliable access to gender-neutral bathrooms as one of their top concerns.

For some, this was due to a genuine preference for neutral facilities, while others preferred single-stall accommodations to avoid transphobic harassment from their peers, said WGSS professor and principal investigator Barbara Gurr.

“Some students pass, and some students don’t,” Gurr said, using the term “passing” to describe a person’s ability to be perceived as a cisgender (not transgender) man or woman. “Some students are gender nonconforming and may not visually fit the box of one gender or another, so students would really prefer a choice.”

Read more of the Daily Campus article