NOTICE regarding Grants Development Office (GDO) operations: The GDO remains open and will continue to provide grant and research/creative activity-related support and program facilitation. However, GDO staff will be telecommuting until further notice; staff can be contacted via email (Kathy Meeker / Chris Barberio) or phone (Kathy, 607-435-0715).
*LINK HERE OR ON THE ICON ABOVE TO ACCESS THE SRCA VIRTUAL SHOWCASE*
May 1, 2020: The Committee on Research announces a new application round for faculty to apply for funding to support engagement of students in research and creative activity (CA) – for summer experiences and course integration.
The “Summer Fellowship” Track supports undergraduate student participation in summer research/CA programs including: campus-based independent research/CA with faculty mentorship; assistantships for campus-based faculty projects; and permitted, approved off-campus research/CA activities mentored by a SUNY Oneonta faculty member.
The “Course-based” Track supports activities that enhance the research/CA element of a course (both classroom-based and/or remotely taught).
Link here for more information including guidelines and how to apply.
SCHOLAR OF THE YEAR
School of Liberal Arts
HONORABLE MENTION SCHOLARS OF THE YEAR
Professor, Management, Marketing and Information Systems
School of Economics and Business
Assistant Professor, Human Ecology
School of Education, Human Ecology and Sports Studies
Assistant Professor, Biology
School of Sciences
SIMPHIWE HLATSHWAYO AWARD FOR OUTSTANDING PART-TIME INSTRUCTOR
Adjunct Assistant Professor, Anthropology
Adjunct Assistant Professor, History
COMMUNITY OF SCHOLARS RECOGNIZED SCHOLARLY ACTIVITY
(eligible citations from the period July 1, 2018 to June 30, 2019)
Arango, G. (2019). Lecturas cómplices: En busca de García Márquez, Cortázar y Onetti. Medellín, Colombia: Universidad de Antioquia.
Arango, G. (2019). Criatura perdida (a novel). Medellín, Colombia: Universidad Pontificia Bolivariana.
Bensen, R. (2019). Before (a 104-page book of poetry). Newburgh, NY: Five Oaks Press.
Hovis, G. (2019). The Skin Artist (a novel). Atlanta, GA: SFK Press.
Leon, M. (2018). Entre Quebradas y Montañas. Una Historia Regional de Conchucos, siglos XVI–XX (Among Gorges and Mountains. A Regional History of Conchucos, XVI–XX centuries). Lima, Peru: Ediciones Tarea.
Leon, M. (2018). Paños e Hidalguía. Encomienda y Sociedad Colonial en Huánuco, 1539–1640 (Textiles and Honor. Encomienda and Colonial Society in Huánuco), Second Edition. Huánuco, Peru: Gobierno Regional de Huánuco.
O’Shea, G. (2018). Cognition: A Psychophysiological Approach. First Edition. San Diego, CA: Cognella.
Sider, K. (2019). White Double-consciousness: A Critical Analysis of Discourse in Teacher Education. Lanham, MD: Lexington Books.
Aultman, J. A., & Marcketti, S. B. (2018). Developing construction and design skills through application of science, technology, engineering, and math (STEM). In H. Kent (Ed.), Teaching Fashion Studies (pp. 141–147). New York, NY: Bloomsbury.
Betsinger, T. K., & Smith, M. O. (2018). Regional differences in caries by sex and social status in late prehistoric East Tennessee. In S. C. Hodge, & K. A. Shuler (Eds.), Bioarchaeology of the American Southeast: Approaches to Bridging Health and Identity in the Past (pp. 54–68). Tuscaloosa, AL: University of Alabama Press.
Boardman, K. (2019). Revisiting living history: A business, an art, a pleasure, an education. In M. B. Katz-Hyman, C. Jones, S. J. McCabe, & M. Seelhorst (Eds.), The Living History Anthology: Perspectives from ALHFAM. First edition (pp. 13–16). New York, NY: Routledge.
Falk, C. G. (2019). Communicating in wood and stone: Building a new world identity in Pennsylvania. In B. Wiggin (Ed.), Babel of the Atlantic: Language and Cultural Politics in Colonial Pennsylvania. University Park, PA: Penn State University Press.
Falk, C. G. (2018). Interpreting Pennsylvania German religion through space, furnishings, and symbolic language: The case of Southeastern Pennsylvania. In B. Franco & G. Buggeln (Eds.), Interpreting Religion at Museums and Historic Sites. New York, NY: Rowan and Littlefield.
Falk, C. G. (2018). Interpreting the Diversity of Pennsylvania German Religion at Historic House Museums. In B. Franco & G. Buggeln (Eds.), Interpreting Religion at Museums and Historic Sites. New York, NY: Rowan and Littlefield.
Simona Ileana Giura
Giura I. S., Hasan, I., & Kumar, M. V. S. (2019). The effect of alliance scope on knowledge flows. In F. Contractor, & J. Reuer (Eds.), Frontiers of Strategic Alliance Research: Negotiating, Structuring and Governing Partnerships (pp. 252–266). Cambridge, UK: Cambridge University Press.
Han, S. (2018). Reproduction and language. In K. Hall, & R. Barrett (Eds.), The Oxford Handbook of Language and Sexuality. Oxford, UK: Oxford University Press.
Sallie Han and Tracy Betsinger
Han, S., Betsinger, T. K., Harle, M., & Scott, A. B. (2018). Reconceiving the human fetus in reproductive bioethics: Perspectives from cultural anthropology and bioarchaeology. In L. Campo-Engelstein, & P. Burcher (Eds), Reproductive Ethics II: New Ideas and Innovations (pp. 139–150). New York, NY: Springer Press.
Hecht, R. W. (2018). To see with eyes unclouded by hate: Environmental ethics and the art of seeing in the films of Hayao Miyazaki. In A. Doughty (Ed.), Broadening Critical Boundaries in Children’s and Young Adult Literature and Culture (pp. 76–97). Newcastle upon Tyne, UK: Cambridge Scholars Press.
Kachwala, S. (2018). Masculinities in Colonial India/ Des masculinités en l’Inde à l’époque colonial. In R. Jean-Baptiste, & N. Blancel (Eds.), Sex and Colonies: Decolonization of the Twentieth Century/Décolonisation XXe siècle (1914–1970), Vol. 3 (Paris: Group de Recherche ACHAC).
Kamina, P. (2019). Inclusion and marginalization in childhood, Kenya. In F. Maringe & W. A. Corsaro (Eds.), Bloomsbury Education and Childhood Studies. London: Bloomsbury Academic.
Lokshina, I., & Lanting, C. J. M. (2018). A qualitative evaluation of IoT-driven eHealth: Knowledge management, business models and opportunities, deployment and evolution. In N. Kryvinska, & M. Greguš (Eds.), Data-Centric Business and Applications. Lecture Notes on Data Engineering and Communications Technologies, vol 20. (pp. 23–52). Cham, Switzerland: Springer International Publishing.
Lokshina, I., & Bartolacci, M. R. (2019). Thinking eHealth: Empowering for well-being with health monitoring systems. In N. Meghanathan (Ed.), Strategic Innovations and Interdisciplinary Perspectives in Telecommunications and Networking (pp. 290–312). Hershey, PA: IGI Global.
Izabella Lokshina and Barbara Durkin
Lokshina, I., Durkin, B., & Lanting, C. J. M. (2019). IoT- and big data-driven data analysis services for third parties: Business models, new ventures and potential horizons. In N. Meghanathan (Ed.), Strategic Innovations and Interdisciplinary Perspectives in Telecommunications and Networking (pp. 256–289). Hershey, PA: IGI Global.
Izabella Lokshina and Hua Zhong
Lokshina, I., & Zhong, H. (2019). Digital communications and a smart world. In N. Kryvinska, & M. Greguš (Eds.), Data-Centric Business and Applications. Lecture Notes on Data Engineering and Communications Technologies, vol 1 (pp. 1–21). Cham, Switzerland: Springer International Publishing.
Nikiforidis, L. (2019). Paternal relationships with sons and daughters. In V. A. Weekes-Shackelford & T. K. Shackelford (Eds.), The Oxford handbook of evolutionary psychology and parenting. New York, NY: Oxford University Press.
Relethford, J. H. (2019). Human population structure and history. In D. O’Rourke (Ed.), A Companion to Anthropological Genetics (pp. 123–135). Hoboken, NJ: Wiley-Blackwell.
Relethford, J. H. (2018). Genetics of modern human origins and diversity. In H. Callan (Ed.), The International Encyclopedia of Anthropology. Hoboken, NJ: Wiley-Blackwell.
Dorothy O. Rombo
Lutomia, N. A., Bravo, J. B., Rombo, D. O., & Seck, F. (2019). Becoming an African hair salon entrepreneur in the United States of America. In Immigration and Refugee Policy: Breakthroughs in Research and Practice (pp. 31–51). Hershey, PA: IGI Global.
Rudzik, A. E. F. (2018). Mothering, identity construction and visions of the future among low-income adolescent mothers from São Paulo, Brazil. In T. Taylor and K. Bloch (Eds.), Marginalized Mothers, Mothering from the Margins (pp. 41–55). Bingley, UK: Emerald Publishing.
Watson, J. M., Coghlan, S. M., Zydlewski, J. D., Hayes, D. B., & Stich, D. S. (2019). Role of recovering river herring Alosa spp. populations on Smallmouth Bass diet and growth. In M. J. Seipker, & J. W. Quinn (Eds.), Managing Centrarchid Fisheries, American Fisheries Society Symposium Number 87 (pp. 75–92). Bethesda, MD: American Fisheries Society.
PEER-REVIEWED JOURNAL ARTICLES, and CREATIVE/OTHER PUBLISHED WORKS
Republished poem: “Art Works,” in River, Blood and Corn Literary Journal: A Community of Voices (2019).
Betsinger, T. K., & Smith, M. O. (2019). A singular case of advanced caries sicca in a pre-Columbian skull from East Tennessee. International Journal of Paleopathology 24: 245–251.
Kasten, K., Costello, L., & Chase, D. D. (2019). Raising visibility in the digital humanities landscape: Academic engagement and the question of the library’s role. DHQ: Digital Humanities Quarterly 13(2).
Kai Chen and Dona Siregar
Chen, K., Lin, A., & Siregar, D. (2018). Auditor reputation, auditor independence and the underpricing of IPOs. Journal of Applied Business and Economics 20(6): 30–38.
Kenney, M. K., & Falk, C. G. (2019). An interview with Richard Longstreth. Buildings & Landscapes: Journal of the Vernacular Architecture Forum 26(1): 1–10.
Feng, J. (2018). How product attributes and innovativeness affect the volume of electronic word of mouth? Journal of Marketing Development and Competitiveness 12(4): 45–59.
Jicha, K., Kick, E., Fulkerson, G., & Thompson, G. (2019). Explaining social capital formation in a hinterlands context: The case of Carriacou, Grenada. Comparative Sociology 18: 33–65.
Allan Green and Ron Bishop
Green, A., & Bishop, R. E. (2019). Ketoacidosis – where do the protons come from? Trends in Biochemical Sciences 44(6): 484–489.
Co-editor, Open Anthropology, the digital journal of the American Anthropological Association. Co-curated issue on “Walls, Fences, and Barriers: Anthropology on the Border” (March 2019) and co-authored the editors’ note for the issue.
Harder, M. (2019). ‘Robbers, Muddlers, Bastards, and Bankrupts?’ A collective look at the Thermidorians. In Becoming Revolutionaries: Papers in Honor of Timothy Tackett. H-France Salon 11(1): 1–12.
Published poems: Bracken VI: “Villanelle.” Gone Lawn 31: “Dog Person.” Four Poems, The Basil O’Flaherty: “Like Scissors,” “Signs,” “Sonnet from misread lines,” “One Step Ahead of Them.” Five Poems, The Piltdown Review: “Portrait,” “Summer, 2016,” “By Then,” “Film Studies,” “Donald Trump’s Toe Tag”.
Hendley, M. (2019). ‘The Carrels are Essential’: An investigation of faculty study spaces at a mid-size state college. The Journal of Academic Librarianship 45(2): 84–93.
Published short story: Hovis, G. (2018). “The Undertaker,” in The Carolina Quarterly 68.1.
Hurwitz, C., Chou, W., Chang, C., & Prakash, A. (2019). The determinants of firms’ global diversification decisions. Applied Economics 51(30): 3274–3292.
Jones, K., & Kelsey, G. (2018). The Horofunction Boundary of the Lamplighter Group L2 with the Diestel–Leader metric. In N. Broaddus, M. Davis, J. Lafont, & I. Ortiz (Eds.), Topological Methods in Group Theory. London Mathematical Society Lecture Note Series (pp. 111–134). Cambridge, UK: Cambridge University Press.
Kachwala, S. (2018). Recovering history: Gender, anti-colonial militancy and Indian popular cinema. Gender and History 30(3): 704–717.
Mamiseishvili, K., & Lee, D. (2018). International faculty perceptions of the departmental climate and workplace satisfaction. Innovative Higher Education 43(5): 323–338.
Rai, D., & Lin, C.-W. (2019). The influence of implicit self-theories on financial decision making. Journal of Business Research 95: 316–325.
Izabella Lokshina and Barbara Durkin
Lokshina, I., Durkin, B., & Lanting, C. (2018). The IoT- and big data-driven data analysis services: KM, implications and business opportunities. International Journal of Knowledge Management 14(4): 88–107.
Lokshina, I., Lanting, C. J. M., & Durkin, B. (2018). The IoT- and big data-driven data analysis services for third parties, strategic implications and business opportunities. International Journal of Social Ecology and Sustainable Development. Special Issue: Rise of the Business Ecosystems: Business Models, Structures, Processes, and People 9(3): 34–52.
McAvoy, M. (2019). War, race, and ethnicity: Collector discrimination for Hall-of-Fame player baseball cards. The Cooperstown Symposium on Baseball and American Culture, 2017–2018: 48–69.
Noorlander, D. L. (2018). The Reformed Church and the regulation of religious literature in the Early Dutch Atlantic World. Itinerario 42(3): 375–402.
Noorlander, D. L. (2018). Revisiting the tolerance question: Calvinists and their competitors in New Netherland and the Dutch Atlantic World. De Halve Maen 91(4): 81–88.
Lee, S.-H., Ozer, M., & Baik, Y.-S. (2018). The impact of political connections on government bailout: Examining the recent 2008 sudden credit crunch in the United States. Economics of Governance 19(4): 299–315.
Portway, S. (2019). Climate justice isn’t sexy: The double failure of sustainable fashion marketing and activism. Fashion, Style and Popular Culture 6(1): 49–67.
Portway, S., & Ashdown, S. (2018). Sustainability at Better Sweater: Knitwear size customization and the triple bottom line. Bloomsbury Fashion Business Cases (10 pp.).
Dedrick, E. A., Reyda, F. B., Iwanyckyj, E. K., & Ruhnke, T. R. (2018). Two new species of Stillabothrium (Cestoda: Rhinebothriidea) from stingrays of the genus Fontitrygon from Senegal. Folia Parasitologica 65:014 (12 pp.).
Doolin, M. L., & Reyda, F. B. (2018). A new species of Neoechinorhynchus (Acanthocephala: Neoechinorhynchidae) from white sucker (Catostomus commersonii) in New York. Journal of Parasitology 104(6): 671–678.
Rudzik, A. E. F., Robinson-Smith, L., & Ball, H. L. (2018). Discrepancies in maternal reports of infant sleep vs. actigraphy by mode of feeding. Sleep Medicine 49: 90–98.
George, S. D., Baldigo, B. P., & Stich, D. S. (2019). Temporal variability in stream fish assemblage metrics and implications for long-term monitoring. Ecological Indicators 101: 661–669.
Stich, D. S., Sheehan, T. F., & Zydlewski, J. D. (2019). A dam passage performance standard model for American Shad. Canadian Journal of Fisheries and Aquatic Sciences 76: 762–779.
Stich, D., Gilligan, E. & Sperhac, J. (2019). shadia: American shad dam passage performance standard model for R version 1.8.0.
Daniel Stich and Paul Lord
Franzem, T. P., Kugler, M., LaRochelle, R., Stich, D., Gascho Landis, A., & Lord, P. (2019). Reproductive phenology of Elliptio complanata in the Upper Susquehanna River tributaries of New York. Northeastern Naturalist 29:
Storrie, C. L. (2018). Demystifying bubbles in asset prices. Pennsylvania Economic Review 25(2): 78–90.
Saltzstein, H. D., & Takagi, Y. (2019). Some critical issues in the study of moral development. International Journal of Developmental Science 13: 21–24.
Vokatis, B. (2018). Reflections from the first phase of teaching online literacy clinics: Changes to the initial perspectives and future considerations. Journal of Literacy Practice & Research 43(3): 24–31.
Wang, J. (2019). Long horizon institutional investors and the relation between missing quarterly analyst forecast and CEO turnover. International Journal of Accounting and Information Management 27(2): 190–223.
Zhang, S., Du, Z. Wang, J. T. L., & Jiang, H. (2018). Discovering frequent induced subgraphs from directed networks. Intelligent Data Analysis 22(6): 1279–1296.
EXTERNAL PROFESSIONALLY RECOGNIZED MUSIC AND THEATRE CONTRIBUTIONS, AND JURIED ART EXHIBITS
Invitational exhibit: A Tale of Three Books: Collaborations with Phil Young, The Smithy Gallery, Cooperstown, NY.
Juried art exhibit (two paintings): Tong in My Office, People in a Public Library, State of the Art Gallery, Ithaca, NY.
Solo exhibition: The Cairns, recent prints by Rhea Nowak, Wallace and Foyer Galleries, Capital District Center for the Arts, Troy, NY.
Invitational group exhibition: Crossing and Transpositions, The University City Art Museum of Guangzhou Fine Arts Academy, Guangzhou, China.
Juried group exhibitions: 5th Atlanta Print Biennial, Kai Lin Art Gallery, Atlanta, GA; 26th Parkside National Print Exhibition, University of Wisconsin-Parkside Galleries, Kenosha, WI; Signs and Symbols, Fraction Print Studio Gallery, Kansas City MO; Frontera (traveling exhibition), Sheridan College, Neltje Gallery, Sheridan, WY; Eastern Washington University, Cheney, WA; Denver School of the Arts, Main Gallery, Denver, CO; Plymouth State University, Plymouth, NH; Willow Street Gallery, Washington, DC.
Direction: Lucas Hnath’s A Doll’s House Part 2, Chenango River Theater, Greene, NY; William Shakespeare’s All’s Well That Ends Well, Prague Shakespeare Company, Prague, Czech Republic; Jerry Polner’s Scapegoat, PACT FOCUS group, ATHE 2019, Orlando, FL.
Guest artist: The Evolution of American Musical Theater, University of Trento, Italy.
EXTERNALLY FUNDED AWARDS
Michael Faux and Gavin Vitale
Funding Source: SUNY Innovative Instruction Technology Grant (IITG) Program
Title: From Concept to Final Product: The Design and Fabrication of Innovative Musical Electronic Devices to Enhance Student Learning
Funding Source: Education Commission of the States
Title: Strong Start to Finish
Funding Source: National Writing Project
Title: SEED Advanced Institute to Scale-up C3WP
Thor Gibbons and Lee Graham
Funding Source: National Writing Project: 2019 LRNG Innovators Challenge
Title: The Leatherstocking Writing Project’s Video Game Designer Institute
Funding Source: The Library Company of Philadelphia, Andrew W. Mellon Foundation Fellowship
Title: The St. Thomas Sanitary Committee Fair of 1864 and Louisa Jacobs
Lee Graham and Ed Beck
Funding Source: SUNY Innovative Instruction Technology Grant (IITG) Program
Title: Refining a Scalable Model for Open Educational Practice across the SUNY System
Funding Source: Fulbright Scholar Program Cohort 2018-2019
Title: Intercultural Competence through Collaborative On-line International Learning (COIL) [Universidad del Valle, Cali Colombia]
Funding Source: International Group for the Psychology of Mathematics Education Special Projects
Title: School Mathematics: Connections to Social and Cultural Contexts in East and Central Africa, 2019 Strathmore International Mathematics Conference
Amount: EUR 8657.70
Ursula Sanborn-Overby and Kjersti VanSlyke-Briggs
Funding Source: SUNY Performance Improvement Fund
Title: Institutionalizing Applied Learning Practices for all Majors
Funding Source: The Dr. Nuala McGann Drescher Leave Program (NYS/UUP Joint Labor-Management Committees)
Title: Two Projects: Manuscript Development for Publication
Funding Source: Humanities NY
Title: CENTENNIAL: Listen to Everyone: Women’s Rights and Citizenship Dialogue
Funding Source: Otsego Land Trust
Title: Oaks Creek Water Quality Assessment
Funding Source: Village of Cooperstown
Title: Monitoring the Effectiveness of the Cooperstown Wastewater Treatment Wetland
Funding Source: New York State Department of Environmental Conservation
Title: Catskill Region Aquatic Invasive Species Spread Prevention Program
Funding Source: Catskill Center, Inc.
Title: CRISP Watershed Steward Program (Catskill Regional Invasive Species Partnership)
Funding Source: Peterson Family Trust
Title: Biotic Survey of Cranberry Bog
The Community of Scholars (COS) 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. This spring’s COS showcase honors faculty accomplishments for the period of July 1, 2018 to June 30, 2019, and includes 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.
To view the COS presentation, click here.
|September 23 (Wed), noon - 1 pm||
FACULTY CONVIVIUM - Maria Chaves Daza (Africana & Latinx Studies) - "Coalitions Don't Always Happen On The Street: One Undocumented Woman's Story and the Black Community During Katrina"
Live streamed w/discussion:
|October 15 (Thurs), noon - 1 pm||FACULTY CONVIVUM - Matthew Murphy (Political Science) - "Confronting Historical Injustices in the US: What Can We Learn From the Rest of the World?"||
Live streamed w/discussion:
November 17 (Tues) &
November 18 (Wed)
Launch of LIFE OF THE MIND Faculty Showcase
|November 17 (Tues), noon - 1 pm||FACULTY CONVIVIUM - Kiara Pipino (Theatre) - "Finding Medea: Adapting Live Theater to a Virtual World"||
Live streamed w/discussion:
|November 18 (Wed), 5 pm||SUSAN SUTTON SMITH LECTURE - Melissa Lavin (Sociology) - "Divining and Healing through Tarot and the Metaphysical"||Details forthcoming|
The NEH Summer Stipends Program provides $6,000 to support continuous full-time work on a humanities project for a period of performance of two consecutive months. Projects may begin as early as May 1, 2021. The application deadline is September 23.
Please read the information below regarding the required institutional nomination for potential applicants.
Per the NEH Summer Stipend Program guidelines, faculty members with tenured or tenure-track positions who teach full-time at institutions of higher education must be nominated by their institutions to apply for a Summer Stipend. ONLY TWO tenured/tenure track full-time faculty may be nominated by any given institution. (Non-tenure-track faculty may apply without an institutional nomination.)
NOMINATION PROCESS: If you are interested in applying, please submit to your school Dean a one page description of the proposed project that includes a project title no later than Thursday, August 13; please refer to the Narrative requirements in the program guidelines (page 10) in developing your one-page summary. The program information page includes webinars and presentation slides describing the program, the application and nomination processes, and suggestions for writing an effective application.
Requests will be reviewed by Deans Council. Notification of selection of the two nominees will be made by Friday, August 21 to allow sufficient time to prepare an application for the September 23 deadline. Once nominated by their institutions, faculty members must submit their applications via Grants.gov. Applicants must include the name and e-mail address of the nominating official for their institutions. If you are nominated and subsequently apply, your nominating official will receive an e-mail message seven to ten days after the application deadline, asking for confirmation of your status as one of your institution’s nominees. Confirmation must be submitted online no later than October 16, 2020.
Grants Development Office (GDO) staff are available to help the selected nominees with their applications. If you have questions regarding the program or process, please contact Kathy Meeker (x2632) or Chris Barberio (x2434) of the GDO.
IUSE is an NSF-wide initiative to accelerate improvements in the quality and effectiveness of undergraduate education in all STEM fields. IUSE supports a variety of activities including inquiry based and active learning approaches; efforts to increase undergraduate STEM research experiences and courses; and research on persistence and graduation of students in STEM programs. IUSE supports development and implementation, and research efforts that (1) bring recent advances in STEM disciplinary and interdisciplinary knowledge into undergraduate education, (2) adapt, improve and incorporate evidence-based practices into STEM teaching and learning, and (3) lay the groundwork for institutional improvement.
FY 2020 IUSE topics of interest include (but are not limited to):
- Development and study of the efficacy of innovative teaching and learning practices and resources
- Development, testing, and dissemination of instruments for measuring student outcomes;
- Efforts to increase diversity of STEM workforce including K-12 teachers and/or faculty and institutions engaged in work to improve undergraduate STEM education;
- Faculty professional development to increase the use of evidence-based teaching practices;
- Implementation and research on sustained change processes involved in adopting evidence-based and effective instruction within or across departments, disciplines, or institutions;
- Efforts to achieve STEM educational goals through innovative partnerships (with community organizations, local, regional, or national industries, centers for teaching and learning, professional societies, or libraries);
- Propagating and sustaining transformative and effective STEM teaching and learning through institutional practices or involvement of professional societies
Proposals are also accepted to conduct workshops and conferences aimed at improving undergraduate STEM education, developing implementation practices, and/or assembling research partnerships and agendas.
All projects are expected to increase knowledge about effective STEM education. This may be achieved through posing one or more research questions that will be answered through the course of the study or through evaluation of project activities, impacts, or outcomes.
Program Tracks (see deadlines for each below)
Track 1: Engaged Student Learning (ESL). Design, development, and research studies that involve the creation, exploration, or implementation of tools, resources, and models that have high potential to increase student engagement and learning in STEM. Projects may focus directly on students or indirectly serve students through faculty professional development or research on teaching and learning. (See page 7 of solicitation)
- ESL Level 1: Max award $300,000/ Max duration 3 years: For early-stage or exploratory research projects and projects that propose to adapt existing pedagogies and methodologies in novel environments on a small scale. Proposals may be single institution, with one or more faculty in single discipline or more. Partnerships are also appropriate. Deadlines: August 4, 2020 / February 2, 2021
- ESL Level 2: Awards range from $300,001 to $600,000/ Max duration 3 years. Projects should have scale and scope beyond what is expected for Level 1. Projects should be design and development efforts or impact studies; inter/multidisciplinary collaborations or partnerships across institutions. Deadlines: December 1, 2020
- ESL Level 3: Awards range from $600,001 to $2 million/Max duration 5 years. Projects are expected to benefit large numbers of students or broad communities of faculty and instructors through large scale design and developments studies or impact research. Proposers are encouraged to contact a program officer prior to preparation and submission to distinguish between a Level 2 and Level 3 project. Deadlines: December 1, 2020
Track 2: Institutional and Community Transformation (ICT). For innovative work applying evidence-based practices that improve undergraduate STEM education and research on organizational change process involved in implementing evidence-based practices. Emphasis for this track is on systemic change that can be measured at the departmental, institutional, or multi-institutional level, or across communities of STEM educators and/or educational researchers. Projects are expected to include one or more theories of change to guide the proposed work. (See page 9 of the solicitation for range of approaches.)
- ICT Capacity-Building: May be submitted as individual or collaborative projects. Max award $150,000 for a single institution and $300,000 for a multi-institution proposal/ Max duration 2 years. These projects are expected to enable institutions that have not served as the lead institution on a prior ICT award to identify a project of interest. Funding intended to support efforts to assess institutional needs, formulate departmental and/or institutional commitments, develop necessary campus partnerships, audit prior institutional efforts, gather data, learn about relevant theories of change, identify relevant institutional practices and policies, and/or formulate plans for advancing institutional or community transformation. Deadlines: February 4, 2020 / August 4, 2020
- ICT Level 1: Max award $300,000/Max duration 3 years. Intended for early-stage exploratory projects or small to mid-scale projects that build on prior work. Deadlines: August 4, 2020 / February 2, 2021
- ICT Level 2: Awards range from $300,001 to $2 million for single institution projects and $3 million for collaborative projects/Max duration 5 years. Proposers are encouraged to contact program officer to distinguish between a level 2 or level 3 project. Deadlines: December 1, 2020
Conferences and Workshops: Conference proposals that address diversity in STEM teaching and learning, and collaborations of educational researchers and disciplinary scientists are especially encouraged. See PAPPG for information about preparing conference proposals. Deadline: Any time (must first consult with a Program Officer)
NOTE: For more details, see the complete IUSE Program Solicitation; also refer to the IUSE Program Page, which includes contact information for Program Officers in each of the disciplines applicable to the program.
A Grant Program of the NYS/UUP Joint Labor-Management Committees (JLMC). Information on JLMC grant programs is available here.
The Spring 2020 Drescher Leave application deadline (for Fall 2020 leaves) is February 21st.
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 2020 Semester leave – February 21, 2020
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 (by January 15 for the February 21 deadline) to ensure campus and local UUP support. Email Kathy Meeker (x2632) 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): by January 15 for the February 21, 2020 deadline (Fall 2020 leave). 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. Barbara Morris) or designee, and the UUP chapter president (David Lincoln); 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.
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: https://innovate.suny.edu/iitg/
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 at https://sunycpd.eventsair.com/iitg20/info20.
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.