Socioeconomic Status and Speech Disorders

 

Gianna Saitta, Verrazzano Class of 2026, completed a major in English Linguistics and minors in Spanish and Speech Language Pathology

The purpose of this project was to explore how socioeconomic status (SES) influences the development of speech and language skills in young children. Specifically, I examined why children from lower-income backgrounds are more likely to experience speech and language delays or disorders compared to their higher-income peers. Through a review of existing research, I focused on the social and environmental factors that contribute to these differences, such as language exposure, caregiver interaction, access to healthcare, educational resources, and levels of household stress. Overall, the research shows that differences in communication development are not caused by a child's individual ability, but rather by the environments in which children grow up in. Children from lower-income households are often exposed to fewer words and less interactive conversation, which can slow vocabulary growth and language processing. These early gaps can continue into school and affect academic performance. In contrast, children from higher-income households are more likely to experience richer language environments, including more conversation, responsive caregiving, and early learning opportunities that support communication development. 

Another key finding is that environmental stress plays an important role. Families facing financial instability, housing insecurity, or limited access to healthcare may have fewer opportunities for consistent, high-quality interaction with children. Over time, these combined stressors can impact both cognitive and language development. The research also shows that early intervention and access to speech-language services can significantly improve outcomes, especially when communication concerns are identified early. One of the most important conclusions from this project is that speech and language disparities are shaped by multiple factors working together. These include reduced language input, caregiver stress, and limited access to supportive resources. Addressing communication delays requires more than focusing on the child alone, it requires improving the broader systems and environments that support early development. 

I identified my research area because I have always been interested in child development and communication, especially how environment and upbringing shape learning outcomes. I was motivated by the fact that communication skills are essential for success in school and everyday life, yet not all children have equal access to the experiences that support these skills. I wanted to better understand why these differences exist and what can be done to reduce them. Before starting my capstone, I expected it to feel more like a traditional research assignment with a clear beginning and end. In reality, it felt much more like an ongoing process of reading, connecting ideas, and refining my understanding over time. As I reviewed more sources, my perspective kept expanding, and I had to constantly adjust how I organized and explained my ideas. One of the most challenging aspects was combining a large amount of research into a clear and cohesive argument. Many studies focused on different but related factors, so it was difficult at times to decide how to connect them without repeating information. On the other hand, one of the easier parts was finding research that supported my topic, since there is a strong body of literature on SES and language development. What surprised me most was how consistently the research emphasized environmental influence rather than individual ability. I also did not expect caregiver interaction and stress to play such a large role in language development. 

If I were to expand this research further, I would like to explore specific intervention programs that have been successful in reducing language gaps. I would also be interested in studying how bilingual or multilingual environments interact with SES in shaping language development. Additionally, I think it would be valuable to look more closely at school-based programs and how early education systems can help close communication gaps. From this experience, I am taking away a stronger understanding of how deeply a child's environment influences their development. I also learned how important early intervention and access to resources are in supporting communication skills. Most importantly, I gained an appreciation for how research can be used to highlight social inequalities and guide efforts to create more equitable support systems for children.

A Diagnostic Approach to Renal Disease Across Major Clinical Laboratory Departments

Ruth Anson, Verrazzano Class of 2026, completed a major in Medical Laboratory Science and minors in Biology, Chemistry, and Biochemistry 

My project focused on understanding how different areas of the clinical laboratory work together to diagnose and monitor renal (kidney) disease. The kidneys play a vital role in filtering waste from the blood, maintaining fluid and electrolyte balance, and supporting overall body function. When kidney function declines, these processes are disrupted, often before noticeable symptoms appear. My research aimed to highlight how Medical Laboratory Science (MLS) contributes to detecting these changes early and tracking disease progression.

To explore this, I examined how major laboratory departments each provide important information. In the chemistry lab, tests such as creatinine, blood urea nitrogen (BUN), and estimated glomerular filtration rate (eGFR) help determine how well the kidneys are filtering waste. Urinalysis offers direct evidence of kidney damage through findings like protein, red blood cells, and casts. Hematology identifies complications such as anemia, which occurs when damaged kidneys produce less erythropoietin. Microbiology detects infections, such as urinary tract infections or bacteria in kidney stones, that can affect kidney health. Immunology contributes by identifying infections like hepatitis that may lead to renal complications. Blood bank supports patient care by ensuring safe transfusions in cases of severe anemia.

A key part of my project was incorporating real case studies from my clinical rotations. These experiences allowed me to see how laboratory results directly connect to patient diagnosis and management. Overall, my research showed that MLS is essential not only in diagnosing renal disease but also in monitoring its progression and guiding clinical decisions.

I identified this research area during my clinical rotations, where I saw how frequently renal-related lab tests were ordered and how critical they were in patient care. I was motivated by the realization that although patients may not interact with laboratory professionals directly, the results we produce play a major role in their diagnosis and treatment. This inspired me to focus on showcasing the importance of MLS in a condition as common and impactful as kidney disease.

Before starting this capstone, I expected it to be mostly literature-based and focused on writing. However, it turned out to be much more practical and reflective, especially with the inclusion of case studies from my clinical experience. It allowed me to connect what I learned in the classroom to real-world applications in the hospital setting.

One of the most challenging aspects was organizing information from multiple laboratory departments into a clear and cohesive project. Each department has its own methods and significance and bringing them together required careful thought. At the same time, one of the easier parts was relating the findings to renal disease, as I had observed many relevant cases during my rotations. I was also surprised by how interconnected the departments are and how each one contributes a piece to the overall clinical picture.

If I were to expand this research, I would focus more on specific types of renal disease, such as acute kidney injury or chronic kidney disease, and explore how laboratory findings change over time. I would also consider including more detailed patient case studies to show disease progression and treatment outcomes.

Overall, this experience has strengthened my understanding of the critical role of Medical Laboratory Science in healthcare. I have gained a deeper appreciation for the impact of accurate laboratory testing and the responsibility that comes with it. This project has also reinforced my interest in the field and prepared me to apply my knowledge in a professional setting, where I can contribute to patient care through reliable and meaningful laboratory results.

Synthesizers: The Science and History of Technology in Music

 Matthew Hale, Verrazzano Class of 2026, completed a major in Music Technology and a minor in Dramatic Arts

My work with Prof. Carlos Delgado focused on what goes into creating a functioning synthesizer and a sequencer. At the start of this project, Prof. Delgado had me read up on the extensive history of technological innovation in the field of music. Over the course of this study, I gained a better understanding of the steps taken to create what we use in today’s music, from the earliest instances of electricity in music to the technology found in the music of David Bowie and Pink Floyd. Through hands-on work, I learned the different components of a synthesizer. As the building process of the synthesizer went on, the more I learned, starting with the oscillators that create the waveforms, then the filters that carve away at the waveforms to shape your sounds, then the amplifiers that shape the volume throughout the sound,  and finally the Low Frequency Oscillators that shape the sound further with frequencies that are lower than the range of human hearing. The sequencer works hand-in-hand with the synthesizer, creating patterns using a string of notes that sends data to the synthesizer.

I knew I wanted to do my capstone project about music technology. However, I didn’t realize I wanted to focus on synthesizers and sequencers until I started working with Max/MSP in Prof. Isidore Ramkissoon’s class. The following semester, I started Prof. Carlos Delgado’s class, where the area of focus is entirely up to me. He mentioned programming my own synthesizer, and I was hooked immediately. Because I am currently enrolled in my mentor’s class, the workflow was a little unorthodox. I was expecting to need to dedicate time outside my classes to work on this project, but I was able to complete a good majority of it during my class time. Programming the synthesizer definitely had its difficult moments. Specifically, working with many tiny, intricate parts led to several issues that required extensive trial and error to resolve. Remembering what each component does was also a bit tricky, given all the moving parts. One aspect that surprised me, however, was the research on history. I was not expecting to find traces of electronic music dating back to the mid-18th century. Moving on from this project, I would like to further experiment with updating my synthesizer, adding new components, and experimenting with ones already in it. I would also like to delve deeper into early-20th-century innovations because they seemed the most experimental and “out there.” From this experience, I have gained a newfound appreciation for electronic music and a better understanding of the programs I have been working with on my own time.

Resisting Erasure: Queer Women and the Historical Record

Isabella Roseo, Verrazzano Class of 2027, completing major in History (7-12)

I have always loved history, and I am majoring in History Education 7-12, so naturally I gravitated towards researching history. However, I wanted to stray from the "Great Man" view of history that is all too common. It's about time we focus more on women's history and more obscurely queer women's history. I was motivated simply through the knowledge that I was using my platform to bring visibility to a topic that is dear to me and too often overlooked.

This project examines why the lives and relationships of queer women in the nineteenth-century United States and England are so difficult to find in historical records. At first glance, their absence might suggest that such women were rare or invisible in their own time. However, my research argues that queer women did exist in significant ways, and that their apparent absence is the result of how history has been recorded, interpreted, and sometimes deliberately altered.

The main objective of this research is to understand how this invisibility was created. Rather than treating the lack of explicit evidence as proof that queer women were not present, I focused on the social and cultural forces that shaped what was documented. I examined personal letters, diaries, and long-term relationships between women that were recorded but later described as “romantic friendships" instead of being considered potentially queer.

One of the key findings is that nineteenth-century society had strict expectations about gender and sexuality, which made it difficult to openly identify or label same-sex relationships. As a result, many women formed deep emotional and sometimes lifelong partnerships that were socially acceptable, as long as they were framed in non-sexual terms. Historians later reinforced this framing by interpreting these relationships as purely platonic, even when the evidence suggests a more complex emotional or romantic bond.

Another important conclusion is that the erasure of queer women's history was not accidental. Over time, institutions such as publishers, historians, and even families contributed to reshaping the historical record. Letters were sometimes edited before publication, and language that suggested romantic or intimate connections between women was softened or removed. This process limited the evidence available to future historians and helped create the impression that queer women were largely absent from the past.

Language also plays a significant role in this issue. Terms like "lesbian" or "queer" were not widely used in the same way during the nineteenth century, making it difficult to directly identify these relationships using modern categories. This creates a challenge for historians, who must interpret historical evidence without forcing present-day labels onto the past, while still recognizing patterns of same-sex intimacy and connection.

Ultimately, this project concludes that the invisibility of queer women in nineteenth-century history is not due to a lack of existence, but to long-standing processes of reinterpretation, omission, and silence. By revisiting historical sources with a more critical perspective, it is possible to recover aspects of these hidden lives and better understand the diversity of past relationships.

This research is important because it challenges the idea that queer identities did not exist in earlier periods. By uncovering the ways queer women's lives were documented and later obscured, this project contributes to a more accurate and inclusive understanding of history.

I expected a capstone to be very tedious. In reality, at some points, it was very tedious. However, all the hard work and time spent is worth it in the end. For the first time in my college experience I really felt like I was getting the most out of higher education and applying it to something that really mattered.

The most challenging part of the research was having to stay focused during long hours of reading through sources and writing. The easiest part was presenting at the Undergraduate Research Conference. I was surprised by the more administrative aspects of the process. I feel like I have filled out so many forms and emails throughout this experience.

I would like to expand on my research by looking for examples of queer women's history beyond the Western world. My biggest take away from this experience is that research can be very enjoyable, and it certainly generates a feeling of deep academic pride and fulfillment. 

Determining the Feasibility and Environmental Benefits of Implementing PV Systems to the CSI Campus

 

Emilia Turek, Verrazzano Class of 2026, completed a major in Environmental Science

My capstone project analyzed the benefits of implementing solar energy canopies to the CSI campus. I wanted to learn more about renewable energy and how CSI could benefit if it was implemented on campus.

To do this research, I digitized the parking lots of CSI on ArcGIS Pro to get the area of each row of the parking lots and getting the area of each lot. I then calculated the number of panels that could fit on each parking lot row, the cost of implementation, and the energy that could be generated annually.

From this project, I learned that implementing solar energy is a complex and costly process. Although it is beneficial and the costs will be recouped over time, it is important to research the most efficient ways this can be done to best help the environment while also limiting costs. As part of this project, different programs that could aid CSI with this were considered that would help limit costs. I learned that there are different programs that are specific to helping higher education institutions with decreasing their carbon footprint.

 This project can be developed further by considering different sources of renewable energy that can be implemented on the campus, such as wind energy. In addition, other solar energy companies can be researched, or other assumptions can be made to ensure the most efficient method is used. I found a standard size for solar panels and costs per panel to create calculations on the costs of this, the number of panels that could fit in each row, and the amount of energy that could be produced. These calculations were then used to find the recoup time when CSI would eventually get their return on investment. However, other data can be found and utilized to determine the recoup time.

Future work could also find how much funding this project could receive and use this in calculating the recoup time. I have also learned how to digitize on ArcGIS Pro with maximum accuracy. I precisely mapped out each row to the parking lots by hand using a computer mouse to get as accurate data as possible. It is important for this to be done carefully with as little human error as possible. It was challenging to map out the parking lots as accurately as possible. However, it was easy to do the calculations to find the amount of energy that could be produced.

Overall, from this capstone project, I learned about the many ways CSI would benefit from solar energy on campus. I researched initiatives that other institutions are doing to decrease their carbon footprint, and learned more skills when using ArcGIS Pro.