Nov 16 (Wed), noon-5pm
Nov 17 (Thurs), 8am-5pm
Morris Conference Center
Life of the Mind Faculty Showcase, spotlighting the research and scholarship, teaching, creative activity, service, and varied integrated contributions made by faculty to the intellectual life of the campus community and beyond
|Call for participants to be issued in early fall 2022|
Nov 17 (Thurs), 5-7pm
Otsego Grille, Morris Conference Center
Community of Scholars Recognition Reception, honoring faculty research and scholarly/creative work including Scholars of the Year awards
Recognition of eligible publications, professional contributions to the arts, and external grant awards from 2021/2022
Apr 26 (Wed), 1-5pm
Apr 27 (Thurs), 9am-1pm
Morris Conference Center
Student Research & Creative Activity (SRCA) Showcase, including presentation sessions and the SRCA Luncheon/Keynote Address
Annual Showcase of student research and creative work, providing the opportunity for students to take part in supportive, academic conference-style presentation sessions
Open Access & Scholarly Communication Resources
How to access and share research
Scholarly Communication Services @ SUNY Oneonta
The Community of Scholars honors faculty research and other scholarly/creative work, recognizing publications (books, book chapters, peer-reviewed journal articles and creative/other published works), professional contributions to the arts, and external grant awards.
Honoring faculty scholarly activity for the period July 1, 2020 to June 30, 2021
SCHOLARS OF THE YEAR
Sarah Rhodes, Reference and Instruction Librarian
Bharath Ramkumar, Assistant Professor, Human Ecology
School of Education, Human Ecology and Sports Studies
Susan Goodier, Assistant Professor, History
School of Liberal Arts and Business
Daniel Stich, Associate Professor, Biology
School of Sciences
INNOVATIVE PEDAGOGY AWARD
Alejandra Escudero, Lecturer, Foreign Languages & Literatures
School of Liberal Arts and Business
Barberio, R. (2020). Presidents and Political Scandal: Managing Scandal in the Modern Era. Cham: Palgrave Macmillan.
Betsinger, T. K., & DeWitte, S. N. (Eds.) (2020). The Bioarchaeology of Urbanization: The Biological, Demographic, and Social Consequences of Living in Cities. Cham: Springer.
Escudero, A., Barreca, N., & Carbone, A. (2021). ¿Cómo suena? Fonética y fonología del español. SUNY Oneonta Open Educational Resources (OER). https://spanishphoneticsandphonology.pressbooks.sunycreate.cloud/
Gregory Fulkerson, and Alexander Thomas
Fulkerson, G., & Thomas, A. R. (2020). Urban Dependency: The Inescapable Reality of the Energy Economy. Studies in Urban-Rural Dynamics Book Series. Lanham, MD: Lexington Books/Rowman & Littlefield.
Harder, M., & Heuer, J. N. (Eds.) (2020). Life in Revolutionary France. London and New York: Bloomsbury Academic.
Knudsen, T. L., Schmidt-Madsen, J., & Speyer, S. (Eds.) (2020). Body and Cosmos: Studies in Early Indian Medical and Astral Sciences in Honor of Kenneth G. Zysk. Leiden and Boston: Brill Academic Publishers.
Mills, J. (2021). Pilgrimage Pathways for the United States: Creating Pilgrimage Routes to Enrich Lives, Enhance Community, and Restore Ecosystems. Berkeley, CA: North Atlantic Books.
Maria Montoya, Elizabeth Small, and Alejandra Escudero
Montoya, M., Small, E., Escudero, A., & Brown, E. (2020). Spanish I and II – ¡Chévere!. SUNY Oneonta Open Educational Resources (OER). https://dspace.sunyconnect.suny.edu/handle/1951/71412
Brennan, M., Pignato, J., & Standnicki, D. A. (Eds.) (2021). The Cambridge Companion to the Drum Kit. Cambridge: Cambridge University Press.
Small, E. (2020). Civilización Hispanoamericana. SUNY Oneonta Open Educational Resources (OER). https://courses.lumenlearning.com/suny-oneonta-latinamericanciv/
Stich, D. (2020). The Worst Stats Text eveR. https://danstich.github.io/worst-r/
Alexander Thomas, and Gregory Fulkerson
Thomas, A., & Fulkerson, G. (2021). City and Country: The Historical Evolution of Urban-Rural Systems. New York, NY: Lexington Books.
VanSlyke-Briggs, K., & Bloom, E. (Eds.) (2021). Dress Rehearsals for Gun Violence: Confronting Trauma and Anxiety in America's Schools. Washington, D.C.: Rowman & Littlefield.
Betsinger, T. K., DeWitte, S. N., Justus, H. M., & Agnew, A. M. (2020). Frailty, Survivorship, and Stress in Medieval Poland: A Comparison of Urban and Rural Populations. In T. K. Betsinger, & S. N. DeWitte (Eds.), The Bioarchaeology of Urbanization: The Biological, Demographic, and Social Consequences of Living in Cities (pp. 223-244). Cham: Springer.
DeWitte, S. N., & Betsinger, T. K. (2020). Introduction to the Bioarchaeology of Urbanization. In T. K. Betsinger, & S. N. DeWitte (Eds.), The Bioarchaeology of Urbanization: The Biological, Demographic, and Social Consequences of Living in Cities (pp. 1-24). Cham: Springer.
Dikovitskaya, M. (2021). In the Beginning was the Image: Russian Ethnography and Colonial Photography in Turkestan, 1860s-1870s. In M. Morton, & B. Larson (Eds.), Constructing Race on the Borders of Europe: Ethnography, Anthropology, and Visual Culture, 1850-1930 (pp. 187-206). London: Bloomsbury Visual Arts.
Goodier, S. (2020). Flexing Feminine Muscles: Strategies and Conflicts in the Suffrage Movement. In T. Gaskell (Series Ed.), Women Making History: The 19th Amendment (pp.36-51). Brookfield, MO: The Donning Company Publishers.
Goodier, S., & Pastorello, K. (2020). The Struggle for Suffrage and Its Aftermath in New York State. In K. M. Dowley, S. I. Lewis, & M. D. O’Sullivan (Eds.), Suffrage and Its Limits: The New York Story (pp. 9-26). Albany, NY: State University of New York Press.
Harder, M. (2020). La Mémoire Conventionnelle sous le Directoire: Un Danger pour la République? (trans. "The Memory of the Convention under the Directory: A Danger for the Republic?"). In L. Chavanette (Ed.), Le Directoire: Forger la République (pp. 117–137). Paris: CNRS Editions.
Hummel, G. (2020). Dancing with My Gender Struggle: Attempts at Storying Queer Worldmaking. In A. L. Johnson, & B. LeMaster (Eds.), Gender Futurity, Intersectional Autoethnography: Embodied Theorizing from the Margins (pp. 96-109). New York, NY: Routledge.
Lokshina, I., & Lanting, C. J. M. (2021). Study on Wide-ranging Ethical Implications of Big Data Technology in a Digital Society: How Likely are Data Accidents in the COVID-19 Reality? In N. Kryvinska, & A. Poniszewska-Marańda (Eds.), Developments in Information & Knowledge Management for Business Applications (Volume 2, pp. 1-31). Cham: Springer Nature Switzerland AG.
Lokshina, I. (2021). Revisiting State-of-the-Art Applications of the Blockchain Technology: Analysis of Unresolved Issues and Potential Development. In N. Kryvinska, & M. Gregus (Eds.), Developments in Information & Knowledge Management for Business Applications (Volume 1, pp. 403-439). Cham: Springer Nature Switzerland AG.
Pignato, J. (2021). Jazz Drumming and Mentorship. In M. Brennan, J. Pignato, & D. A. Standnicki (Eds.), The Cambridge Companion to the Drum Kit (pp. 168-180). Cambridge: Cambridge University Press.
Pignato, J. (2020). Music Production Clusters: Engage, Explore, Discover, Create, Collaborate. In A. P. Bell (Ed.), The Music Technology Cookbook: Ready-Made Recipes for the Classroom (pp. 47-50). Oxford: Oxford University Press.
Rhodes, S. (2021). School Ecosystems: Including Librarians in a Proactive Approach to Addressing School Shootings. In K. VanSlyke-Briggs, & E. Bloom (Eds.), Dress Rehearsals for Gun Violence: Confronting Trauma and Anxiety in America's Schools (pp. 71-88). Washington, D.C.: Rowman & Littlefield.
Riddle, E. (2021). Utility of the Flipped Classroom When Teaching Clinical Nutrition Material. In K. M. Williams (Ed.), Doing Research to Improve Teaching and Learning: A Guide for College and University Faculty, 2nd Edition. Abingdon: Routledge.
Aris Erik Stengler
Stengler, A. E. (2021). Science Centers and Planetariums: Bringing the Universe within Public Reach. In A. P. Kaminski (Ed.), Space Science and Public Engagement: 21st Century Perspectives and Opportunities (pp. 29-48). Elsevier Inc.
Trippeer, D. (2021). Chapter 15, S Corporations. In A. Nellen, A. D. Cuccia, M. Persellin, J. C. Young, & D. M. Maloney (Eds.), South-Western Federal Taxation 2022: Essentials of Taxation: Individuals and Business Entities (25th Edition, pp. 15.1-15.31). Boston, MA: Cengage Learning.
Trippeer, D. (2021). Chapter 16, Multijurisdictional Taxation. In A. Nellen, A. D. Cuccia, M. Persellin, J. C. Young, & D. M. Maloney (Eds.), South-Western Federal Taxation 2022: Essentials of Taxation: Individuals and Business Entities (25th Edition, pp. 16.1-16.28). Boston, MA: Cengage Learning.
Trippeer, D. (2021). Chapter 17, Business Tax Credits and the Alternative Minimum Tax. In A. Nellen, A. D. Cuccia, M. Persellin, J. C. Young, & D. M. Maloney (Eds.), South-Western Federal Taxation 2022: Essentials of Taxation: Individuals and Business Entities (25th Edition, pp. 17.1-17.28). Boston, MA: Cengage Learning.
Kjersti VanSlyke-Briggs, and Sarah Rhodes
VanSlyke-Briggs, K., Rhodes, S., & Turner, J. M. (2021). Pearl Clutching and the Normalization of School Shootings in Young Adult Literature. In K. VanSlyke-Briggs, & E. Bloom (Eds.), Dress Rehearsals for Gun Violence: Confronting Trauma and Anxiety in America's Schools (pp. 17-42). Washington, D.C.: Rowman & Littlefield.
PEER-REVIEWED JOURNAL ARTICLES, AND CREATIVE/OTHER PUBLISHED WORKS
Aiyemo, B., & Morshed, M. (2021). Inequality, Growth and Congestion Externalities. The B.E. Journal of Macroeconomics 21(2): 565-606.
Aiyemo, B. (2021). Thresholds of Poverty Reduction. Pennsylvania Economic Review 27(2): 71-80.
Ashbaugh, W. (2019). Transformation, Destruction, and Reconstruction in the Japanese Science Fiction Anime Super Dimensional Fortress Macross. In T. F. Slater, & C. J. Cole (Eds.) Proceedings of the 2019 Science Fictions & Popular Cultures Academic Conference (33-42). Laramie, WY: Pono Publishing.
Ashford, E. H. (2021). Freedom Courts: An Analysis of Black Women’s Divorce in Attala County during Mississippi’s Anti-divorce Campaign, 1890–1940. USAbroad: Journal of American History and Politics 4: 1-12.
González-Morales, J. C., Rivera-Rea, J., Moreno-Rueda, G., Bastiaans, E., Díaz-Albiter, H., Díaz de la Vega-Pérez, A. H., Bautista, A., & Fajardo, V. (2021). To be Small and Dark is Advantageous for Gaining Heat in Mezquite Lizards, Sceloporus grammicus (Squamata: Phrynosomatidae). Biological Journal of the Linnean Society 132(1): 93-103.
Bauer, P., & Rushlow, J. (2021). How the Removal of a Market Barrier Enhanced Market Efficiency: The Case of WTI and Brent Crude Oil Prices. Atlantic Economic Journal 49(1): 87-96.
Betsinger, T. K., & DeWitte, S. N. (2021). Toward a Bioarchaeology of Urbanization: Demography, Health, and Behavior in Cities in the Past. Yearbook of Physical Anthropology 175(S 72): 79-118.
Black, S., Koski, S., & Brown, J. R. (Eds.) (2020). Diversity and Community in Narrative Medicine and the Medical Humanities [Special Issue]. Survive and Thrive: A Journal for Medical Humanities and Narrative as Medicine 5(2).
Ming-Chang, C., Chen, K., Lee, C.-C., & Wu, C.-H. (2021). Wealth Effects of Dividend Announcements on Bondholders: The Case of Taiwan Bond Market. Journal of Applied Business and Economics 23(3): 73-97.
Christie, C. (2021). What is Hidden Can Still Hurt: Concealable Stigma, Psychological Well-being, and Social Support among LGB College Students. Sexuality Research and Social Policy 18: 693-701.
David, A., Senn, W., Peak, D., Prybutok, V., & Blankson, C. (2021). The Value of Visual Quality and Service Quality to Augmented Reality Enabled Mobile Shopping Experience. Quality Management Journal 28(3): 116-127.
Fieni, D. (2020). Mobile and Captive Geometries: From Hurufiya to Video in Abdelkébir Khatibi, Mounir Fatmi, and Bouchra Khalili. Expressions Maghrébines 19(1), 33-47.
Charlene Foley-Deno, and Lisa Flynn
Buchan, H., Foley-Deno, C., & Flynn, L. (2020). Ethical Climate and Ethical Leadership in Public Accounting Firms. Journal of Business and Accounting 13(1): 74-83.
Goodier, S. (2021). Doublespeak: Louisa Jacobs, the American Equal Rights Association, and Complicating Racism in the Early US Women’s Suffrage Movement. New York History 101(2): 195-211.
Goodier, S. (2020). Alice Hill Chittenden. In American National Biography. New York, NY: Oxford University Press.
Goodier, S. (2020). Hester Jeffrey. In American National Biography. New York, NY: Oxford University Press.
Goodier, S. (2020). Vira Boarman Whitehouse. In American National Biography. New York, NY: Oxford University Press.
Hartnett, J. (2020). A Classification Scheme for Identifying Snowstorms Affecting Central New York State. International Journal of Climatology 14(3): 1712-1730.
Chaurasia, S., Kumar Pati, R., Padhi, S. S., Jensen, J., & Gavirneni, N. (2021). Achieving the United Nations Sustainable Development Goals‐2030 through the Nutraceutical Industry: A Review of Managerial Research and the Role of Operations Management. Decision Sciences, 1-16.
Knudsen, T. L. (2021). Three Purānic Statements on the Shape of the Earth. History of Science in South Asia 9: 128-166.
Levinni, A. [Levine, A.], Xiangzhu, L., & Xiang, L. (2021). On the Change from Teacher-centered to Student-centered and the Balance between the Two. Journal of Guangxi Institute of Education 2021(01): 206-214.
Tran, T., Lin, C.-W., Baalbaki, S., & Guzmán, F. (2020). How Personalized Advertising Affects Equity of Brands Advertised on Facebook? A Mediation Mechanism. Journal of Business Research 120: 1-15.
Lokshina, I. (2021). A Study on Wide-ranging Ethical Implications of Big Data Technology in a Digital Society: How Likely Are Data Accidents during COVID-19? Journal of Business Ecosystems 2(1): 32-57.
Lokshina, I. (2020). Analysis of Queueing Networks in Equilibrium: Numerical Steady-State Solutions of Markov Chains. International Journal of Interdisciplinary Telecommunications and Networking 12(4): 1-17.
Izabella Lokshina, and Wade Thomas
Lokshina, I. V., Greguš, M., & Thomas, W. L. (2019). Application of integrated building information modeling, IoT and blockchain technologies in system design of a smart building. Procedia Computer Science 160: 497-502.
Beasley, L., Magliocca, J., & Smith, Z. T. (2021). The Experiences of Social Workers in NCAA Division I Athletic Departments. Journal for the Study of Sport and Athletes in Education, 1-26.
McAvoy, M. (2021). Collector Preferences for Hall-of-Fame Baseball Player Picture Cards, 1981-2010. New York Economic Review 51: 44-62.
Noorlander, D. (2020). The Dutch Atlantic World, 1585-1815: Recent Themes and Developments in the Field. History Compass 18(8): 1-15.
Nowak, R. (2020). About Time. Mid America Print Council Journal: New Eyes 30/31: 94-97.
Nowak, R. (2020). From the About Time Series. The Hand Magazine 28: 45).
Alakent, E., Ozer, M., & Ucar, E. (2020). The Effect of Creative Culture on Corporate Social Responsibility. Journal of Leadership, Accountability, and Ethics 17(3): 41-56.
Qin, J. (2020). The Impact of Stock Liquidity on Audit Pricing. Journal of Accounting and Finance 20(7): 37-50.
Ramkumar, B., Woo, H., & Kim, N. (L.) (2021). The Cross-cultural Effects of Brand Status and Social Facilitation on Enhancing Consumer Perception Toward Circular Fashion Services. Corporate Social Responsibility and Environmental Management 28(4): 1254–1269.
Kim, N., Woo, H., & Ramkumar, B. (2021). The Role of Product History in Consumer Response to Online Second-hand Clothing Retail Service Based on Circular Fashion. Journal of Retailing and Consumer Services 60: 102457.
Ramkumar, B., & Dias, R. M. (2021). Sustaining Traditional Textile Art Among the Indigenous Nongtluh Women of North-eastern India: An Interpretative Phenomenological Analysis. Fashion, Style & Popular Culture, 1-28.
Scholz, T., Choudhury, A., & Reyda, F. B. (2021). The Proteocephalus Species-aggregate (Cestoda) in Cyprinoids, Pike, Eel, Smelt and Cavefish of the Nearctic region (North America): Diversity, Host Associations and Distribution. Systematic Parasitology 98: 255-275.
Herzog, F. S., Meininger, R. S., & Reyda, F. B. (2021). A New Species of Elasmobranch Tapeworm in the Genus Stillabothrium (Rhinebothriidea: Escherbothriidee) from a Stingray from Borneo. Comparative Parasitology 88(1): 34-40.
Bengtsson, F., Rydin, H., Baltzer, J. L., Bragazza, L., Bu, Z.-J., Caporn, S. J. M., Dorrepaal, E., Flatberg, K. I., Galanina, O., Gałka, M., Ganeva, A., Goia, I., Goncharova, N., Hájek, M., Haraguchi, A., Harris, L. I., Humphreys, E., Jiroušek, M., Kajukało, K., Karofeld, E., Koronatova, N. G., Kosykh, N. P., Laine, A. M., Lamentowicz, M., Lapshina, E., Limpens, J., Linkosalmi, M., Ma, J.-Z., Mauritz, M., Mitchell, E. A. D., Munir, T. M., Natali, S. M., Natcheva, R., Payne, R. J., Philippov, D. A., Rice, S. K., Robinson, S., Robroek, B. J. M., Rochefort, L., Singer, D., Stenøien, H. K., Tuittila, E.-S., Vellak, K., Waddington, J. M., & Granath, G. (2021). Environmental Drivers of Sphagnum Growth in Peatlands Across the Holarctic Region. Journal of Ecology 109(1): 417-431.
Laitinen-Mazères, E. C., & Robinson, S. (2021). The Bryophytes of Delaware County, New York. Evansia 37(4): 139-151.
Rudzik, A. E., & Ball, H. L. (2021). Biologically Normal Sleep in the Mother-Infant Dyad. American Journal of Human Biology 33(5).
King, G. A., Hartman, L. R., McPherson, A. C., DeFinney, A., Kehl, B., Rudzik, A. E., & Morrison, A. (2020). Exploring the After-hours Social Experiences of Youth with Disabilities in Residential Immersive Life skills Programs: A Photo Elicitation Study. Disability and Rehabilitation 10: 1-9.
Rusch, L. (2021). Leisure-Time Physical Activity and General Health Mitigate Effects of Job Demands on Nonrestorative Sleep: CDC National Healthy Worksite Project. Journal of Occupational and Environmental Medicine. 63(8): 665-672.
Alvarez, T. L., Scheiman, M., Morales, C., Gohel, S., Sangoi, A., Santos, E., Yaramothu, C., d’Antonio-Bertagnolli, J. V., Li, X., & Biswal, B. B. (2021). Underlying Neurological Mechanisms Associated with Symptomatic Convergence Insufficiency. Scientific Reports 11(1): 1-10.
Seale, E. (2020). Strategies for Post-Culture-of-Poverty Research on Poverty, Meaning, and Behavior. The American Sociologist 51(4): 402-424.
Stewart, K. (2021). Justified: Transitioning the Old Television Cowboy into a New Television Protagonist. Canadian Review of American Studies 51(3): 276-289.
Gilligan-Lunda, E. K., Stich, D., Mills, K. E., Bailey, M. M., & Zydlewski, J. D. (2021). Climate Change May Cause Shifts in Growth and Instantaneous Natural Mortality of American Shad Throughout their Native Range. Transactions of the American Fisheries Society 150(3): 407-421.
George, S. D., Stich, D., & Baldigo, B. (2021). Considerations of Variability and Power for Long-term Monitoring of Stream Fish Assemblages. Canadian Journal of Fisheries and Aquatic Sciences 78(3): 303-311.
Caves, S., Baumman, J. R., & Stich, D. (2021). Density-dependent Changes in Grass Carp Growth and Mortality in Long-term Aquatic Plant Management. North American Journal of Fisheries Management 41(2): 355-365.
Oliver, D. C., Rude, N. P., Whitledge, G. W., & Stich, D. S. (2021). Evaluation of Recently Implemented Harvest Regulations in a Data-Limited Catfish Fishery with Bayesian Estimation. North American Journal of Fisheries Management 41(S1): S364-S378.
Sotola, V. A., Sullivan, K. T., Littrell, B. M., Martin, N. H., Stich, D., & Bonner, T. H. (2021). Short-term Responses of Freshwater Mussels to Floods in a Southwestern U.S.A. River Estimated Using Mark-recapture Sampling. Freshwater Biology 66(2): 349-361.
Storrie, C. (2020). The Economics of Cupcakes: A Class Activity on the Law of Diminishing Marginal Product. Journal for Economic Educators 20(2): 47-51.
Takagi, Y., & Saltzstein, H. D. (2021). Preschoolers' Gap in Understanding of Moral and Prudential Transgressions in Real-life Parent-child Encounters. Early Child Development and Care.
Jiang Tan, and Daqi Li
Tan, J., & Li, D. (2019). Online Graduate Students’ Globalized Teaching and Learning Experience. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 114-118). Princeton-Mercer, NJ: Association for the Advancement of Computing in Education (AACE).
Alexander Thomas, and Gregory Fulkerson
Thomas, A. R., & Fulkerson, G. M. (2021). Urbanormativity and the University. New Directions for Student Services 171-172: 21-28.
Vokatis, B. (2020). “Don’t Talk to It!”: Reconfiguring Reading in Parent-child Interaction with eBooks. Ubiquity: The Journal of Literature, Literacy and the Arts 7(1): 8-63.
Watanabe, J. (2021). Teaching Neuroimmunology to Undergraduate Students: Resource for Full Course or Modular Implementation. Journal of Undergraduate Neuroscience Education 19(2): A63-A184.
Withington, J., Goebel, M., Bulaj, B., Oleksyn, J., Reich, P., & Eissenstat, D. (2020). Remarkable Similarity in Timing of Absorptive Fine Root Production Across 11 Diverse Temperate Tree Species in a Common Garden. Frontiers in Plant Science 11: 62322.
Yang, J. (2021). Competitive Advantages and Values Created and Attained out of Well-Crafted Customer Value Propositions. Studies in Business and Economics Journal 16(2): 53-73.
Millard, G., Driscoll, C., Montesdeoca, M., Yang, Y., Taylor, M., Boucher, S., Shaw, A., Richter, W., Paul, E., Parker, C., & Yokota, K. (2020). Patterns and Trends of Fish Mercury in New York State. Ecotoxicology 29(10): 1709-1720.
Yokota, K., & Mehlrose, M. (2020). Lake Phytoplankton Assemblage Altered by Irregularly Shaped PLA Body Wash Microplastics but not by PS Calibration Beads. Water 12(9): 2650.
Jane, S. F., Hansen, G. J. A., Kraemer, B. M., Leavitt, P. R., Mincer, J. L., North, R. L., Pilla, R. M., Stetler, J. T., Williamson, C. E., Woolway, R. I., Arvola, L., Chandra, S., DeGasperi, C. L., Diemer, L., Dunalska, J., Erina, O., Flaim, G., Grossart, H.-P., Hambright, K. D., Hein, C., Hejzlar, J., Janus, L. L., Jenny, J.-P., Jones, J. R., Knoll, L. B., Leoni, B., Mackay, E., Matsuzaki, S.-I. S., McBride, C., Müller-Navarra, D. C., Paterson, A. M., Pierson, D., Rogora, M., Rusak, J. A., Sadro, S., Saulnier-Talbot, E., Schmid, M., Sommaruga, R., Thiery, W., Verburg, P., Weathers, K. C., Weyhenmeyer, G. A., Yokota, K., & Rose, K. C. (2021). Widespread Deoxygenation of Temperate Lakes. Nature 594: 66-70.
EXTERNAL PROFESSIONALLY RECOGNIZED MUSIC AND THEATRE CONTRIBUTIONS, AND JURIED ART EXHIBITS
Juried group exhibition (with HUEC 394 students): Schenectady County Historical Society, Redesigning Fashion: Transgression and Identity in Women's Historic Dress, Schenectady, NY.
Invitational group exhibition: Floyd Center for the Arts, Art Appalachia 2020 Exhibit, Work from the Appalachia Region, Floyd, VA.
Juried group exhibitions: Represent: New Portraiture, Barrett Art Center, Poughkeepsie, NY; 26th Annual Photography National Juried Photography Show, Louisville Art Association, Louisville, CO; :Nor’Easter: 50th Annual Juried Members Exhibition, New Britain Museum of Art, New Britain, CT.
Invitational solo exhibitions: Picnic at Sunset, Zinc Contemporary, Seattle, WA; Accommodating the Mess, Cooperstown Art Association, Cooperstown, NY; Domicile, Taymour Grahne Gallery, London.
Invitational group exhibitions: Show of Hands, September Gallery, Hudson, NY; Domestic Brutes, Pelham Art Center, Pelham, NY.
Museum exhibit curation: Building Blocks of a City: 100 Years of Architecture in Oneonta, Greater Oneonta Historical Society, Oneonta, NY.
Museum exhibit curation: The Rhode Island Anti-Suffrage Movement, John Hay Library, University of Rhode Island, Providence, RI.
Musical performances: A Tempo with Adam and Beethoven at 250, Community Unitarian Universalist Congregation of White Plains, NY; Piano recital, The Church on the Hill of Flushing, NY; Piano Works by Tania Leon, Rutgers State University of New Jersey, New Brunswick, NJ.
Musical recording: Spanish Masterworks for Clarine, Bard College, Annandale-on-Hudson, NY.
Theatre writing, direction, performance: Via Aquarium Talk Like a Pirate Day, Going Overboard Pirate Crew, Via Aquarium, Schenectady, NY.
Invitational group exhibitions: Hot off the Press, Printmakers Network of Southern New England, online, Pawtucket, RI; What Now?, John Slade Ely Center for Contemporary Art, online, New Haven, CT.
Juried group exhibition: Printmaker Interrupted, Illinois State University, online, Normal, IL.
Music performances: Bright Dog Red, Ropeadope Records, Cassandra Studios, Beacon, NY; ShapeShifter Lab, Brooklyn, NY.
Sound recordings: In Vivo and Somethin' Comes Along, commercial album releases, Ropeadope Records, Philadelphia, PA; Kali, commercial extended play release; Vega, commercial album release.
Theatrical direction: Briar Rose and Colored Water, virtual readings, ATHE Conference.
Artist in Residence: Jazz at the Oak, The Oak Tavern, Oneonta, NY.
Musical performance: solo, trio, and quartet performances, Otesaga Resort Hotel, Cooperstown, NY.
Musical arrangement/performance: televised NYS Martin Luther King Day celebration, Albany, NY.
Invitational group exhibition: The Spirit of Gesture, Guillermo Santana, Community Arts Network of Oneonta (CANO), Oneonta, NY.
Invitational group exhibition: AIR, The Smithy Gallery, Cooperstown, NY.
Juried group exhibition: Essential Art, Cooperstown Art Association, Cooperstown, NY.
Juried solo exhibition: Along the Way: Drawings Past & Present, Community Arts Network of Oneonta (CANO), Oneonta, NY.
Film writing, direction: Driving While Black: Race, Space and Mobility in America, Steeplechase Films, PBS.
Music performance: A Musical Journey, Boston Consulting Group, zoom recital, Paris, France; Benefit zoom concert, piano recital, Biennale de Paris, France.
Music performances: Overtures Concert, Rockland Conservatory of the Arts (YouTube); Friday Night Music, Skyview Center, Pomona, NY; Riverrun Benefit, Hopper House, Nyack, NY.
Museum exhibit curation: Prehistory of the Butternut Valley (display of artifacts from the Richardson Collection), Gilbertsville/Mt. Upton School, Mt. Upton, NY.
EXTERNALLY FUNDED AWARDS
Funding Source: Otsego Land Trust
Water Quality Assessment
Funding Source: Society for Integrative and Comparative Biology (Co-PI)
Lead in the Red-Zone: A Population Structure Analysis of the Red-Backed Salamander (Plethodon cinereus) Expressing an Unexpected Color Morph in Upstate NY
Funding Source: Social Sciences and Humanities Research Council, Canada (Co-PI)
From Womb to Tomb: A Bioarchaeological Exploration of Childhood Health in 18th and 19th century Halifax, Canada
Funding Source: United States Agency for International Development (USAID), contract with Southern African Parliamentary Support Trust (Co-PI)
Zimbabwe Parliamentary Support Program
Funding Source: Vernacular Architecture Forum (VAF)
VAF Oral History Project
Thor Gibbons and Lee Graham
Funding Source: National Writing Project
Summer 2021 NWP and Future of Work Grant
Funding Source: Carrie Chapman Catt Center for Women and Politics, Iowa State University
Networks of Activism Black Women in the Women's Rights Movement in New York
Funding Source: NYS Department of Environmental Conservation
Catskill Region AIS Spread Prevention Program
Funding Source: New York State Department of Transportation
Mussel Survey Services for NYSDOT
Funding Source: Twin Oaks Dairy
Tioughnioga Mussel Survey
Funding Source: Cayuga County Soil & Water Conservation District
Pearly Mussel Survey, Crane Brook
Funding Source: Otsego Land Trust Inc.
Mussel Survey Cherry Valley Creek
Funding Source: New York Foundation for the Arts (NYFA)
Keep New York State Creating Project Grant
Funding Source: Humanities New York Action Grant (PI)
Rebuilding New York State History Day: Supporting Humanities Learning for Adolescents
Funding Source: Maine Department of Marine Resources
Development of Dam Passage Performance Standard Models for Blueback Herring and American Shad in the Kennebec and Androscoggin Rivers, ME, USA
Funding Source: Texas Comptroller of Public Accounts Office (Co-PI)
Range-wide Survey for Louisiana Pigtoe Pleurobema riddellii and Texas Heelsplitter Potamilus amphichaenus
Funding Source: Great Lakes Research Consortium (PI)
Effects of Great Lakes – Isolated Microplastics and their Associated Microbial Communities and Small Molecules on the Growth of Harmful Algal Bloom-Causing Species
Funding Source: New York State Water Research Institute (Co-PI)
The Trophic State is Dynamic: Seasonal Patterns of Nutrient Controls on Phytoplankton in Lakes across New York State
Funding Source: National Council on Public History (PI)
Developing Critical New Content for The Inclusive Historian's Handbook
Funding Source: Greater Hudson Heritage Network/New York State Council on the Arts (Co-PI)
Creativity Incubator Grant
Funding Source: Humanities New York Vision Grant (PI)
Visioning Meeting for New Statewide History Conference for New York State
2019-2020: View the virtual COS recognition, including the full listing of honorees and a presentation by the Scholar of the Year, Dr. Gretchen Sorin (Distinguished Professor, Cooperstown Graduate Program).
2018-2019: COS program for the period of July 1, 2018 to June 30, 2019.
View the 2018/19 COS presentation, including the full listing of honorees, congratulatory remarks by Provost Leamor Kahanov, an introduction of the Scholar of the Year, Rhea Nowak (Professor, Art Department) by Dean Elizabeth Dunn, and a narrated presentation of Professor Nowak’s work.
The Fulbright U.S. Scholar Program competition for 2023-24 is now open. The deadline to apply is September 15, 2022.
Visit the Catalog of Awards for details of over 400 awards offered across 130 countries. Please note that U.S. citizenship is required.
Join a webinar to learn more about Fulbright opportunities around the world. All webinars are recorded and archived on the Fulbright website. To view upcoming and archived webinars, visit Webinar Schedule.
DR. NUALA McGANN DRESCHER DIVERSITY AND INCLUSION LEAVE PROGRAM
A Grant Program of the NYS/UUP Joint Labor-Management Committees (JLMC). Information on JLMC grant programs is available here.
The application deadline (for Fall 2022 leave) is February 1, 2022. (Future deadlines subject to terms of new UUP contract currently in negotiations.)
The Dr. Nuala McGann Drescher Affirmative Action/Diversity Leave Program enhances employment opportunities for Academics and Professionals who are preparing for permanent or continuing appointment with preference given to minorities, women, and employees with disabilities or with military status. The Affirmative Action/Diversity Committee seeks to promote a broad diversity of award recipients.
A Drescher award AND campus funds support such costs as:
- Salary for the applicant during the leave + full cost of fringe benefits (campus = 100%)
- Salary for a replacement (campus = 40% salary + full cost of fringe benefits / Drescher = 60% salary) during the proposed leave
- Other expenses for projects or activities related to scholarship and mastery of specialization (campus = 40% / Drescher = 60%)
- Full-time, term employees who are in a position eligible for continuing appointment (academic employees) or permanent appointment (professional employees) and have at least a one-term renewal, or prior service credit.
- A campus endorsement for a full-time leave.
- A campus financial contribution of a minimum of 40% of the cost of salary for a replacement for the duration of the leave and a minimum of 40% of the total project or activity expenses.
- An acknowledgement from the applicant of an obligation to return to the campus for a minimum of one year at the conclusion of the leave unless this obligation is waived by the campus president or designee.
- A project or activity proposed for a leave must:
- Assist in meeting one or more criteria established in Article XII, Evaluation and Promotion of Academic and Professional Employees, of the Policies of the SUNY Board of Trustees.
- Require full-time leave from professional obligations for at least one semester and a maximum of one year, including but not limited to a summer.
- Be completed prior to being reviewed for permanent or continuing appointment.
- Include a detailed timeline with dates for completing various phases of the project or activity.
TYPES OF PROJECTS
Consideration will be given to areas of Scholarship and Mastery of Specialization including, but not limited to, the following projects or activities:
- Pure, applied and historical research.
- Preparation of manuscripts or other materials for publication.
- Invention or innovation in professional, scientific or technical areas.
- Grant proposal development.
- Course work not covered by Article 46 Program for Tuition Assistance, of the NYS/UUP Agreement, or a SUNY tuition waiver.
For a Fall 2022 Semester leave – February 1, 2022 (future deadline dependent on new UUP contract currently in negotiations)
The above deadline is when the final application, including confirmation of campus financial contribution and signed endorsements from campus officials (UUP/administration), must be sent to the Joint Labor-Management Committee.
Applicants should start planning well in advance of application deadlines – NOW! Because a campus commitment and signed endorsements from various campus officials are required, all applications must be coordinated through the Grants Development Office (GDO). GDO staff will help facilitate confirmation of the required support and endorsements; and assist with other components of the application. Consultation MUST take place with campus and UUP representatives at least several weeks in advance of submission to ensure campus and local UUP support. Email Kathy Meeker (x2632) or Christine Barberio (x2004) for an appointment.
Grant Opportunities link: Choose Dr. Nuala McGann Drescher Diversity and Inclusion Leave Program.
GUIDELINES: Download and read thoroughly and carefully!
APPLICATION: Download and save to your files before filling it out. (Be sure to save the fillable version.)
Part A: APPLICANT INFORMATION
Fill out the required information about yourself including a short (750 character max) description of why you qualify for the program.
Part B: PROPOSAL INFORMATION
- Enter the dates of your proposed project and the title. Attach a description of your project/activity.
- Appointment Dates: Academics use the Continuing Appointment field and Professionals use the Permanent Appointment field. The “Date of submission of tenure review file” is either the date an Academic’s file for Continuing Appointment will be submitted to the departmental committee or the date a Professional’s supervisor will make a recommendation on Permanent Appointment. (If you do not know the date of submission, you can obtain that information from your department chair, dean or Provost Office.)
Part C: BUDGET SUMMARY
- Enter the semester start and end dates for the proposed project or activity. If you are applying for a multi-semester project or activity, you must submit a separate Budget Summary for each semester.
- Travel and Related Expenses: A separate entry must be made for each trip.
- Tuition (at SUNY rate): Expenses must be at or below the SUNY rate for the type of course [undergraduate or graduate courses will be reimbursed at the applicable SUNY rates].
- Registration Fees: Specify the conference, seminar, or workshop.
- Replacement Salary: This is the cost to have someone replace you (without fringe).
- Other Expenses: In the justification of other sources and expenses box, describe and specify any other expected expenses for which funding is requested.
Part D: REQUIRED ATTACHMENTS (be sure to put a check mark in each box on the application form)
- A description of the proposed/activity’s job relatedness and how it may assist in achieving continuing or permanent appointment.
- A detailed timeline proposed under Eligibility.
- Copies of all appointment letters (initial, renewal, and current). If unavailable, a letter from the administration certifying the titles and effective dates of all letters listed above will be accepted.
- A signed certification from the campus president or designee attesting that the employee qualifies for preference to be given to employees who demonstrate they are underrepresented in their department, unit, program, or school on the basis of their protected class status including but not limited to age, race, creed, color, sex, sexual orientation, national origin, military or veteran status, disability, gender expression, and gender identity.
- A letter of endorsement for full-time leave from the campus president or designee.
- A letter of endorsement from the department or program dean, chair, director or supervisor.
- A letter of endorsement from the UUP chapter president.
- A letter from the campus president or designee indicating the campus's financial contribution of a minimum of 40% of the cost of salary for a replacement for the duration of the leave and a minimum of 40% of the total project or activity expenses.
- A financial statement from the campus fiscal officer indicating the cost of salary for a replacement for the duration of the leave.
- An acknowledgement from the applicant of an obligation to return to the campus for a minimum of one year at the conclusion of the leave.
- Curriculum vitae (no more than three pages).
- Contact the GDO several weeks in advance of the deadline (Kathy Meeker, x2632; Christine Barberio, x2004). GDO staff will assist with budget development, application form and attachment preparation, and securing campus commitments and endorsements.
- Print the PDF application form, sign, and obtain the other required signatures: campus president (Dr. Alberto Cardelle) or designee, and the UUP chapter president (Dr. Robert Compton); GDO staff will help facilitate this requirement.
- Compile all required documents and send the completed application (including all required attachments) to the JLMC staff (firstname.lastname@example.org).
REVIEW / AWARD / EVALUATION
- The decision to fund an application is at the discretion of the NYS/UUP JLMC (Affirmative Action/Diversity Committee).
- If funded, a program evaluation must be submitted within 30 days of completing the project or activity. Failure to submit a timely Program Evaluation may result in your being ineligible for future funding from NYS/UUP Joint Labor-Management Committee programs.
2022 Spencer Foundation Field Initiated Research Grant Programs application deadlines announced.
The goal of Spencer Foundation research grants is “to support rigorous, intellectually ambition and technically sound research that is relevant to the most pressing questions and compelling opportunities in education.”
Research Grants on Education: Large – For education research projects that will contribute to the improvement of education, broadly conceived - $125,000 to $500,000 for projects ranging from one to five years.
o Application now open: Intent to apply due January 26, 2022; Full proposal deadline February 23, 2022
Small Research Grants Program: For small education research projects that will contribute to the improvement of education, broadly conceived - up to $50,000 for projects ranging from one to five years.
o Application open: February 7, 2022; Full proposal deadline April 12, 2022
The NSF Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. This program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings.
IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet student needs, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES to develop STEM talent from all sectors and groups in our society.
The IUSE: EHR program has two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation. Several levels of scope, scale, and funding are available within each track, as summarized in Table 1.
Table 1: Overview of Engaged Student Learning and Institutional and Community Transformation tracks, levels, and deadlines
Engaged Student Learning
Level 1: up to $300,000 for up to three years
July 20, 2022
January 18, 2023
3rd Wednesday in January and July thereafter
Level 2: $300,001 - $600,000 for up to three years
July 20, 2022
3rd Wednesday in July thereafter
Level 3: $600,001 - $2 million for up to five years
July 20, 2022
3rd Wednesday in July thereafter
Institutional and Community Transformation
Capacity-Building: $150K (single institution) or $300K (multiple institutions) for up to two years
July 20, 2022
January 18, 2023
3rd Wednesday in January and July thereafter
Level 1: up to $300,000 for up to three years
July 20, 2022
January 18, 2023
3rd Wednesday in January and July thereafter
Level 2: $300,001 - $2 million (single institution) or $3 million (multiple institutions and research centers) for up to five years
July 20, 2022
3rd Wednesday in July thereafter
Round Nine (2020) Request for Proposals “Scaling Innovation at SUNY ”
IITG funds encourage SUNY faculty and staff to extend beyond departmental and campus boundaries to pilot, share and “scale up” innovations that transform and impact teaching and learning practices. This RFP seeks project ideas that will build upon previous IITG project outcomes and have the potential to leverage technology to improve student learning, success and program completion throughout SUNY. Proposals are due February 23, 2020 at 11:59 pm at https://innovate.suny.edu/iitg/apply/
TYPES OF APPLICATIONS AND FUNDING LEVELS
Applicants are strongly encouraged to select the funding tier that best suits the project. Please do not submit duplicate or similar projects at multiple funding tiers:
§ Tier 1 – Up to $10,000 for small, proof-of-concept projects. Campus or external in-kind budget resources are encouraged, but not required.
§ Tier 2 – Up to $20,000 to develop and/or pilot proof-of-concept projects. 25% of the requested project funds must be matched by the campus or an external partner through in-kind resources. Interdepartmental or cross-campus collaborations are strongly encouraged, but not required.
§ Tier 3 -- Up to $60,000 to develop and/or pilot proof-of-concept projects. 50% of the requested project funds must be matched by the campus or a partner through in-kind resources. Proposals that do not include a cross-campus/multi-campus collaboration at this level are rarely funded.
ELIGIBLE EXPENSE GUIDELINES
Applicants are strongly encouraged to attend an IITG webinar , review FAQ Budget Questions, and Application and Program Support resources. Applications that do not follow the guidelines are marked down during the evaluation phases.
IITG is funded by University Wide (taxpayer) funds. This initiative is NOT connected to the Research Foundation, and must follow all campus based guidelines for state fund expenditures, including fiscal year (June 30, 2021) deadlines. Unexpended funds will not be available after the deadline!
IITG does not directly support technology infrastructure. Proposals that appear to seek expenditures on technology for the sake of bolstering campus infrastructure will not be eligible for funds (e.g., furniture or technology to support a classroom, or a cart of mobile devices). However, if the technology is critical to pedagogical solutions and learning outcomes under exploration (e.g., piloting a newly developed discipline-based application technology), that cost is eligible.
If a campus invests in a new technology (e.g., use in classroom or classrooms, or licensing that covers users beyond a pilot investigation), that investment can count as campus matching funds in the project budget.
Time and campus resources (faculty, staff, and student) in support of a project (to the exclusion of normal activities) are eligible as part of the campus match, including summer release time. Extra service funds are eligible, but a strong case for such should be described in the budget narrative. 
IITG funds used to support participant incentives, refreshments for meetings and seminars are eligible under strict state guidelines. Campus policies must be followed. It is recommended that applicants investigate campus policies prior to budgeting these types of activities.
IITG does not fund projects that are primarily focused on normal departmental curricular/disciplinary course (re)design. IITG may be used to support curricular/disciplinary projects with “technology in
service of pedagogy” as a primary objective (e.g., development or pilot of a technology application that improves a curricular or disciplinary process).
Note: All SUNY Faculty and Staff are invited to serve as IITG reviewers. Information about how to apply as a reviewer is posted on the IITG website.
Each proposal will be evaluated in three stages:
- Projects are blind peer-reviewed from a rubric mirroring the RFP. Reviewers have access to the complete proposal as submitted, but all reviewer identity and scores are blind. Peer review scores and comments are ranked and compiled.
- The compiled files are forwarded to the Innovative Instruction Research Council (IIRC) and SUNY Provost staff for funding recommendations aligned to SUNY priorities as described in this RFP.
- The SUNY Provost makes final funding decisions within available resources.
The IIRC uses the following rubric to evaluate peer ranked proposals for evidence of:
§ Innovation defined in one of four ways;
- Basic innovation - smaller, low-stakes projects that seek to test ideas in single courses or programs. (Most likely IITG Tier One)
- Sustaining innovation - well-defined but somewhat new educational approaches that may merit widespread adoption. (Typically Tier Two or Three)
- Breakthrough innovation - projects that seek new solutions to well understood and pervasive educational challenges. (Typically Tier Two and Three)
- Disruptive innovation - projects that seek to employ creative solutions to the most intractable and hard to address educational challenges. (All Tiers depending on scale)
§ Alignment with one or more SUNY strategic objectives;
- Improve student learning, student success, & program completion
- Build competencies and support post traditional and adult learners – particularly those seeking to reinvent their academic or career trajectory
- Support modular courses or pathways that are highly transferable and “stackable” into micro-credentials, certificates or degrees
- Address needs identified by recent FACT2 task groups on educational transformation, online pedagogy, adaptive learning, open pedagogy, micro-credentialing, mixed realities, students with special needs, learning environments, and virtual and alternative labs;
- Address one or more of the four themes in Chancellor Kristina Johnson’s 2018 State of the University (SOU) address: Innovation & Entrepreneurship; Individualized Education; Sustainability; and Partnerships. (Please note this RFP pre-dates the Chancellor’s 2020 SOU which may further articulate and guide SUNY strategic objectives.)
§ Overall quality;
- Clear project description and vision
- Feasibility (project timeline and budget)
- Assessment Plan (how the project goals and outcomes will be assessed, measured and reported)
- Collaboration (if relevant to the project)
§ Clear justification for the proposed funding tier (NOTE: IF seeking a renewal, the narrative must describe progress to date, how funds will extend the progress, and how the project will be sustained absent IITG funds in the future);
§ Strong potential to scale from a small scale IITG effort into a larger campus or sector opportunity through external funding;
§ How well the proposed innovation, practice or method can be shared, adopted and replicated either within a particular discipline, or across disciplines; or within an existing or newly proposed community of practice;
§ Campus support and appropriate levels of in-kind support to ensure successful project completion.
PROJECT REQUIREMENTS AND LIMITATIONS
All campus-based SUNY faculty, staff and administrators (including community colleges) are encouraged to respond to this RFP within the following guidelines:
§ IITG seed grants are limited to two rounds of funding per project. As with all previous grant rounds, projects receiving IITG funds must select a Creative Commons license when submitting final outcomes. This program may not be suitable for projects with commercial licensing value. It is acceptable to collaborate with a commercial partner so long as the final project outcomes have a Creative Commons license. Specific issues can be addressed on a case by case basis.
§ Findings are required to be shared at the annual SUNY CIT conference in a format of choice, the IITG website, and any relevant discipline-based communities of practice.
§ Projects that may impact campus IT infrastructure (e.g., cloud based operations, network security, etc.) should be reviewed by appropriate technical support staff. If relevant, a letter of support from a campus technology leader is encouraged.
§ All local campus policies and procedures must be followed for appropriate use of State funds.
§ If necessary, research related projects intended for later publication should consult with campus based IRB resources as soon as practical.
§ Any campus submitting a proposal(s) must have a minimum of one campus FACT2 representative actively participating in FACT2 webinars, and communicating and distributing SUNY information and activities throughout their home campus.
PROGRAM RESOURCES AND INFORMATION
The Innovative Instruction Research Council (IIRC) urges applicants to review Exemplars of Past Projects that illustrate either direct transformational impact or have strong potential for large scale collaborations.
Application information is available and regularly updated. Applicants are strongly encouraged to attend an orientation webinar (Friday, January 17th) followed by a Q&A session (Thursday, February 6th). Registration for both webinars is available.
Awards will be announced prior to the 2020 SUNY Conference on Instruction and Technology (CIT) at SUNY Oswego to enable principal investigators time for project planning prior to the start of the summer months. Any project expenditures incurred prior to funds distribution must be supported by the campus (but can be made whole through a later journal transfer once University wide funds are in place).
Questions regarding this RFP should be directed to the IITG Project Team at: email@example.com
 Please refer to IITG FAQ for details, but in general, budgeting the true cost value of campus services, such as video production, student labor, and a portion of faculty/staff time dedicated exclusively to the project, is acceptable. All project applications MUST use the IITG budget template provided.