LINK HERE FOR 2021 STUDENT PRESENTATIONS AND THE SRCA KICK-OFF/KEYNOTE SPEAKER EVENT
Thank you to student presenters and their faculty mentors for participating
Presentations will be available for viewing through July 11, 2021
*NEW* Open Access & Scholarly Communication Resources
How to access and share research
Scholarly Communication Services @ SUNY Oneonta
The Life of the Mind Faculty Showcase spotlights the teaching, research and scholarship, creative activity, service, and varied integrated contributions made by our faculty to the intellectual life of the campus community and beyond
LINK HERE TO VIEW 2020 PRESENTATIONS
Community of Scholars
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, 2019 to June 30, 2020
Link here to view the 2019/20 virtual Community of Scholars recognition, including the full listing of honorees, congratulatory remarks by Provost Leamor Kahanov, an introduction of the Scholar of the Year, Dr. Gretchen Sorin (Distinguished Professor, Cooperstown Graduate Program) by Dean Tracy Allen, and a presentation by Dr. Sorin.
SCHOLAR OF THE YEAR
Gretchen Sorin, Distinguished Professor, Cooperstown Graduate Program
School of Sciences
HONORABLE MENTION SCHOLARS OF THE YEAR
Simona Giura, Assistant Professor, Management, Marketing and Information Systems
School of Economics and Business
Emily Riddle, Assistant Professor, Human Ecology
School of Education, Human Ecology and Sports Studies
Danny Noorlander, Associate Professor, History
School of Liberal Arts
Michelle Hendley, Reference and Instruction Librarian
INNOVATIVE PEDAGOGY AWARD
Kai Chen, Assistant Professor, Economics, Finance and Accounting
OUTSTANDING LECTURER AWARD
Justin Harnett, Lecturer, Geography and Environmental Sustainability
SIMPHIWE HLATSHWAYO AWARD FOR OUTSTANDING PART-TIME INSTRUCTOR
Valerie Bolger, Adjunct Assistant Professor, Sport and Exercise Sciences
Betsinger, T. K., Scott, A. B., & Tsaliki, A. (Eds.) (2020). The Odd, the Unusual and the Strange: Bioarchaeological Explorations of Atypical Burials. Gainsville, FL: University of Florida Press.
Blinne, K. C. (2020). Pop Culture Yoga: A Communication Remix. New York, NY: Lexington Books.
Bottomley, A. J. (2020). Sound Streams: A Cultural History of Radio-Internet Convergence. Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.9978838
Chase, D., & Haugh, D. (Eds.) (2020). Open Praxis, Open Access: Digital Scholarship in Action. Chicago, IL: ALA Editions.
Ferrara, M. S. (2020). American Community: Radical Experiments in Intentional Living. New Brunswick, NJ: Rutgers University Press.
Fieni, D. (2020). Decadent Orientalisms: The Decay of Colonial Modernity. New York, NY: Fordham University Press.
Gregory Fulkerson and Alexander Thomas
Fulkerson, G., & Thomas, A. R. (2019). Urbanormativity: Reality, Representation, and Everyday Life. Studies in Urban-Rural Dynamics Book Series. New York, NY: Lexington Books.
Hecht, R. (2020). Witness Report. Georgetown, KY: Finishing Line Press.
Malikov, Y. (2019). Modern Central Asia: A Primary Source Reader. Lanham, MD: Lexington Books.
Noorlander, D. L. (2019). Heaven’s Wrath: The Protestant Reformation and the Dutch West India Company in the Atlantic World. Ithaca, NY: Cornell University Press.
Pipino, K. (2020). Women Writing and Directing in the USA. A Stage of Our Own. New York, NY: Routledge.
Ramlal, S. R. (2020). Literacy in Elementary Education, Grades 3-6. First Edition. San Diego, CA: Cognella, Inc.
Sorin, G. (2020). Driving While Black: African American Travel and the Road to Civil Rights. New York, NY: Liveright/Norton.
Renee Whitman (née Walker)
Walker, R. B. (2019). Prehistoric World Cultures (3rd Edition). San Diego, CA: Cognella Press.
Arango, G. (2020). Forward. In Felipe Pérez (Author), Episodios de un viaje. Ediciones El Pozo.
Scott, A. B., Betsinger, T. K., & Tsaliki, A. (2020). Deconstructing “deviant”: An introduction to the history of atypical burials and the importance of context in the bioarchaeological record. In T. K. Betsinger, A. B. Scott, & A. Tsaliki (Eds.), The Odd, the Unusual, and the Strange: Bioarchaeological Explorations of Atypical Burials (pp. 1-17). Gainsville, FL: University of Florida Press.
Betsinger, T. K., & Scott, A. B. (2020). Does health define deviancy? Non-normative burials in post-medieval Poland. In T. K. Betsinger, A. B. Scott, & A. Tsaliki (Eds.), The Odd, the Unusual, and the Strange: Bioarchaeological Explorations of Atypical Burials (pp. 276-291). Gainsville, FL: University of Florida Press.
Bruscella, J. S., & Bisel, R. A. (2019). Transactional communication: ISIL’s cooption of western discourses. In M. Krona, & R. Pennington (Eds.), The Media World of ISIS. Bloomington, IN: Indiana University Press. https://doi.org/10.2307/j.ctvr7f8hp
Chiang, S.-Y. (2019). Instructional authority and instructional discourse. In S. D. Looney, & S. Bhalla (Eds.), Transdisciplinary Approach to International Teaching Assistants: Perspectives from Applied Linguistics. Bristol, UK: Multilingual Matters.
Fest, R. (2019). Julia Kristeva's new humanism: Imagining Teresa of Avila for the twenty-first century. In M. Bengert, & I. Roebling-Grau (Eds.), Santa Teresa: Critical Insights, Filiations, Responses (pp. 269-286). Tubingen: Narr Franke Attempto.
Goodier, S. (2020). Flexing feminine muscles: Strategies and conflicts in the suffrage movement. In T. Gaskell (Ed.), Women Making History: The Nineteenth Amendment, Official National Park Service Handbook. https://www.nps.gov/articles/flexing-feminine-muscles-strategies-and-conflicts.htm. https://americasnationalparks.org/19th-amendment-free-book-of-the-week/
Han, S. (2020). Mothering tongues: Anthropological perspectives on language and the mother-infant nexus. In R. Gowland, & S. Halcrow (Eds.), The Mother-Infant Nexus in Anthropology: Small Beginnings, Significant Outcomes (pp. 145-155). Cham, Switzerland: Springer International.
Harper, A., & Dixon-Smith, S. (2019). The ties that bind. In J. M. Ferraro, & F. Pedersen (Eds.), The Cultural History of Marriage. Volume 2: A Cultural History of Marriage in the Medieval Age (500-1450) (pp. 77-95). London, UK: Bloomsbury.
Hummel, G. (2020). Dancing with my gender struggle: Attempts at storying queer worldmaking. In A. Johnson & B. LeMaster (Eds.), Gender Futurity, Intersectional Autoethnography: Embodied Theorizing from the Margins (pp. 96-109). Abingdon, UK: Routledge.
Kamina, P. (2019). Inclusion and marginalization in childhood, Kenya. In F. Maringe, & W. A. Corsaro (Eds.), Bloomsbury Education and Childhood Studies. London, UK: Bloomsbury Academic. https://doi.org/10.5040/9781474209472
Keel, G. (2020). The competitive politics of labeling genetically modified foods, now bioengineered foods. In C. Thomas, & J. Oliver (Eds.), Food Labeling Politics and Policies in the United States. Champaign, IL: Common Ground Publishing LLC.
Kent, A. (2019). From España to Iberia: Returning the Malagueña to Málaga. In K. M. Goldberg, W. A. Clark, & A. Pizà (Eds.), Transatlantic Malagueñas and Zapateados in Music, Song and Dance: Spaniards, Natives, Africans, Roma (pp. 169-187). Castle upon Tyne, UK: Cambridge Scholars Publishing.
Izabella Lokshina and Barbara J. Durkin
Lokshina, I., Lanting, C. J. M., & Durkin, B. (2020). Evaluation of strategic opportunities and resulting business models for SMEs employing IoT in their data-driven ecosystems. In M. E. Jennex (Ed.), Knowledge Management, Innovation, and Entrepreneurship in a Changing World (pp. 148-186). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-2355-1.ch007
Izabella Lokshina and Hua Zhong
Lokshina I., Zhong H., & Lanting C. J. M. (2020). Self-similar teletraffic in a smart world. In N. Kryvinska, & M. Greguš (Eds.), Data-Centric Business and Applications. Lecture Notes on Data Engineering and Communications Technologies, vol 30. (pp. 137-160). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-19069-9_5
McAvoy, M. (2019). Jimmy "Foxy Grandpa" Bannon hits two home runs. In B. Lemoine, & B. Nowlin (Eds.), The Glorious Beaneaters (pp. 324-326). Phoenix, AZ: Society of American Baseball Research.
Okoth, K. O., Wanjau, R. N., & Odago, M. O. (2020). Semiconductor nanocomposites-based photoelectrochemical aptamer sensors for pharmaceuticals detection. (2020). In V. Shikuku (Ed.), Effects of Emerging Chemical Contaminants on Water Resources and Environmental Health (pp. 109-132). Hershey, PA: IGI Global. https://doi.org/doi:10.4018/978-1-7998-1871-7
Poplock, S. (2019). An introduction to cultural and global psychotherapy. In M. J. LaRoche (Ed.), Towards a Global and Cultural Psychotherapy: Theoretical Foundations and Clinical Implications (First Edition). San Diego, CA: Cognella Academic Publishing.
Purcell, E. (2019). Iris Young’s city of difference. In S. M. Meagher, S. Noll, & J. S. Biehl (Eds.), Handbook of Philosophy on the City. Abingdon, UK: Routledge.
Thalacker-Mercer, A., Riddle, E., & Barre, L. (2020). Chapter 2: Protein and amino acids in skeletal muscle health in aging. In F. Toldrá (Ed.), Advances in Food and Nutrition Research 91 (pp. 29-64). London, UK: Academic Press/Elsevier. https://doi.org/10.1016/bs.afnr.2019.08.002
Rombo, D. O., Lutomia, N.A., & Sore, I. (2020). Applying data triangulation to explain parenting experiences in the African diaspora. In U. Onyebadi (Ed.), Multidisciplinary Issues Surrounding African Diasporas (pp. 201-130). Hershey, PA: IGI Global.
Donald R. Trippeer
Trippeer, D. (2020). Chapter 14, Partnerships and Limited Liability Entities; Chapter 15, S Corporations; Chapter 16, Multijurisdictional Taxation; Chapter 17, Business Tax Credits and the Alternative Minimum Tax. Entries in D. M. Maloney, J. C. Young, A. Nellen, & M. Persellin (Authors), South-Western Federal Taxation 2021: Comprehensive, 44th Edition.
Peer-Reviewed Journal Articles, and Creative/Other Published Works
Published short story: “Elena Matta” (2020). In the literary supplement of the newspaper El Colombiano, Medellín, Colombia.
No olvides que estás escribiendo para los tuyos [a remembrance of an encounter with American writer Joyce Carol Oates] (2019). In Generación, the literary magazine of the newspaper El Colombiano, Medellín, Colombia.
E. Howard Ashford
Ashford, E. H. (2020). Medical Messiahs: African American women in Mississippi medicine, 1900-1940. Journal of Health Science and Education 4(3): 1-9. https://escires.com/articles/Health-1-186.pdf
Pearlie Rose Baluyut
Baluyut, P. (2019). Faith in formaldehyde: Conversion in the oldest cabinet of curiosity in the Philippines. South East Asia Research 27(4): 344-360. https://doi.org/10.1080/0967828X.2019.1679970
Helms, E., & Bennett, J. (2020). Methods of forming imines, imine-related, and imine-derived compounds using green solvents. Provisional patent application #190-2078USP01.
Artist Exhibition Catalog for the 8th Annual International Combined Caucus Juried Exhibition, Box 13 ArtSpace, Society for Photographic Education, Houston, Texas.
Smith, M. O., & Betsinger, T. K. (2019). Caries as an archaeological problem-solving tool: Reconstructing subsistence patterns in late prehistoric west-central Tennessee. Dental Anthropology 32: 51-66.
Finn, M., Rosner, D. K., Black, S., Cunningham, N., Dew, K. N., Hoy, J., McCraney, K., & Morgan, C. (2020). Troubled worlds: A course syllabus about information work and the Anthropocene. Journal of Critical Library and Information Studies 3(1). https://doi.org/10.24242/jclis.v3i1.137
Co-editor, Bulletin of the Association for Living History, Farm and Agricultural Museums.
Bottomley, A. J. (2019). Giant pools of content: Theorizing aggregation in online media distribution. Journal of Cinema and Media Studies 59(1): 149-156. https://doi.org/10.1353/cj.2019.0070
Kasten-Mutkus, 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). http://www.digitalhumanities.org/dhq/vol/13/2/000420/000420.html
Maria Chaves Daza
Chaves Daza, M. (2020). Horizontal contact zones: Undocumented Latina women’s coalitional practices during Katrina. Chicana/Latina Studies: The Journal of Mujeres Activas en Letras y Cambio Social 19(2).
Chen, K. (2020). The effects of marketing on commercial banks' operating business and profitability: Evidence from US bank holding companies. International Journal of Bank Marketing 38(5): 1059-1079. https://doi.org/10.1108/IJBM-08-2019-0301
Chen, K., & Marcus, R. (2019). Estimating the discount rate of S&P 500 portfolio with cointegration analysis. Journal of Accounting and Finance 20(6): 30-39.
Witches of the Catskills (Editor). Delhi, NY: The Delaware County Historical Association.
Ebert, J. R., & Matteson, D. K. (2019). The Lac au Renard Tephra Cluster: A record of Lochkovian (Lower Devonian) volcanism in the Indian Point Formation, Gaspe Peninsula, Quebec, Canada. Atlantic Geology 55: 361–378. https://doi.org/4138/atlgeol.2019.012
Falk, C. G. (2019). Viewpoint: Mi Casaor Su Casa: U.S. influence on domestic architecture in Northern Honduras. Buildings & Landscapes 26(2): 1-16.
Falk, C. G. (2020). Vernacular Architecture, Oxford Bibliographies in Architecture, Planning and Preservation. New York, NY: Oxford University Press. https://www.oxfordbibliographies.co/view/document/obo-978010922467/obo-9780190922467-00017.xml
Fest, R. (2019). Julia Kristeva's new humanism: Imagining Teresa of Avila for the twenty-first century. In M. Bengert, & I. Roebling-Grau (Eds.), Santa Teresa: Critical Insights, Filiations, Responses (pp. 269-286). Tubingen: Narr Franke Attempto.
Layoun, A., Goldbert, A. A., Baig, A., Eng, M., Attias, O., Nelson, K., Carella, A., Amberber, N., Fielhaber, J. A., Joung, K-B, Schmeing, T. M., Han, Y., Downey, J., Divangahi, M., Roux, P. P., & Kristof, A. S. (2019). Regulation of protein kinase Cδ nuclear import and apoptosis by mechanistic target of Rapamycin Complex-1. Scientific Reports 9, 17620. https://doi.org/10.1038/s41598-019-53909-5
Lisa M. Flynn and Charlene Foley-Deno
Flynn, L., Foley-Deno, C., & Buchan, H. (2019). Consistency of ethical analysis among accounting students. Journal of Business and Accounting 12(1): 124-132.
Foley-Deno, C. (2019). The accounting professional of tomorrow. The CPA Journal 89(9): 14-15. https://www.questia.com/magazine/1P4-2291508030/the-accounting-professional-of-tomorrow
Charlene Foley-Deno and Philip Sirianni
Foley-Deno, C., Sirianni, P., & Stathopoulos, S. (2019). Incorporating sustainability and principles for responsible management education (PRME) into an undergraduate research program. Journal of Business and Educational Leadership 9(1): 37-46.
Rybakova, K., Rice, M., Moran, C., Zucker, L., McDermott, M., McGrail, E., Loomis, S., Piotrowski, A., Garcia, M., Gerber, H. R., Marlatt, R., & Gibbons, T. (2019). A long arc bending toward equity: Tracing almost 20 years of ELA teaching trends. CITE Journal: Contemporary Issues in Technology and Teacher Education 19(4). https://citejournal.org/volume-19/issue-4-19/english-language-arts/a-long-arc-bending-toward-equity-tracing-almost-20-years-of-ela-teaching-with-technology
Ileana S. Giura
Ravichandran, T., & Giura, I. S. (2019). Knowledge transfers in alliances: Exploring the facilitating role of information technology. Information Systems Research 30(3): 726-744. https://doi.org/10.1287/isre.2018.0823
Giura, I. S., & Kumar, M. (2019). The impact of alliances on knowledge growth within firms. IEEE Transactions on Engineering Management. https://doi.org/10.1109/TEM.2019.2923922
Urso, A., Riccomini, P. J., & Hamlin, D. (2020). Scaffolding Instruction for All Students. Resource Guides for Mathematics, Grade 6; Grade 7; Grade 8. Albany, NY: NYSED.
Urso, A., Keegan, K., & Hamlin, D. (2020). Scaffolding Instruction for All Students. Resource Guides for English Language Arts, Grade 6; Grade 7; Grade 8. Albany, NY: NYSED.
Urso, A., Berlinghoff, D., & Hamlin, D. (2019). Scaffolding Instruction for All Students. Resource Guides for English Language Arts, Grade 3; Grade 4; Grade 5. Albany, NY: NYSED.
Urso, A., Berlinghoff, D., Riccomini, P. J., & Hamlin, D. (2019). Scaffolding Instruction for All Students. Resource Guides for Mathematics, Grade 3; Grade 4; Grade 5. Albany, NY: NYSED.
Co-editor, Open Anthropology, the digital journal of the American Anthropological Association. Co-author, Editors’ note: Hearing women talk. Open Anthropology 7(2).
Harder, M. (2019). Habitual terror and the legislative body in the Revolution. H-France Salon 11(16) “What the Revolution Means Today” (2019). https://h-france.net/h-france-salon-volume-11-2019/#1116
Published poetry: “Notable Eggo Shortages.” Puerto del Sol, August 30, 2019. https://www.puertodelsol.org/single-post/2019/08/30/Notable-Eggo-Shortages
Published poetry: “Lisa Says.” Tiny Spoon, Issue 3, Fall 2019. https://tinyspoon.org/archive/
Hendley, M. (2019). Discovering data discrepancies during deselection: A study of GreenGlass, Aleph, and due date slips circulation data. Technical Services Quarterly 36(3): 233-248. https://doi.org/10.1080/07317131.2019.1621558
Hovis, G. (2019). A visitation with Randall Kenan. North Carolina Literary Review 28: 62-78.
Hovis, G. (2020). A virtual road-trip interview: Conversations with five expatriate North Carolina writers. North Carolina Literary Review Online 29: 56-79. https://issuu.com/eastcarolina/docs/2020_nclr_online-final/56
Kachwala, S. (2019). “Masculinities in Colonial India/ Des masculinités en l’Inde à l’époque colonial,” in R. Jean-Baptiste and N. Blancel (Eds.), Sex and Colonies: Decolonization of the Twentieth Century/ Décolonisation XXe siècle (1914-1970), Vol. 3, Paris: Group de Recherche ACHAC.
Jang, H., Pak, D., & Lee, D. (2019). Meta-analysis: The role of race/ethnicity and gender in career choice. Journal of Asia Pacific Counseling 9(2): 119-135.
Co-editor, Deviant Behavior: Deviance, The Undead: Contemporary Deviancy and Social Movements (Special Issue) 41(7). https://doi.org/10.1080/01639625.2020.1762962
Lavin, M. F., & Zozula, C. (2020). Introduction to deviance, the undead: Contemporary deviancy and social movements, a special issue. Deviant Behavior: Deviance, The Undead: Contemporary Deviancy and Social Movements 41(7): 825-827. https://doi.org/10.1080/01639625.2020.1762962
Lavin, M. F., & Barnes, M. W. (2020). Normalizing deviants: Notes on the de-stigma trend. Deviant Behavior: Deviance, The Undead: Contemporary Deviancy and Social Movements 41(7): 828-840. https://doi.org/10.1080/01639625.2020.1763108
Lavin, M. F., & Zozula, C. (2020). Frame analysis and deviance scholarship: Exploring links through drugs and guns. Deviant Behavior 41(2): 1-12. https://doi.org/10.1080/01639625.2020.155091
Leon, M. (2019). With my work and my industry: The life of Cristóbal de Aguilar y Mendieta, provincial and royal notary of Lima and his social and economic activities, 1559-1619. Journal of the General Archives of Peru, Lima, Vol. LV: 55-80.
Ho Hon Leung
Leung, H. H. (2020). Urban space and leisure in Hong Kong: The health and social life of elderly bird-keepers. Journal of Urban Affairs. https://doi.org/10.1080/07352166.2020.1722029
Zhong, X., & Leung, H. H. (2019). Exploring participatory microregeneration as sustainable renewal of built heritage community: Two case studies in Shanghai. Sustainability 11(6): 1617. https://doi.org/10.3390/su11061617
Kihle, J., & Licata, J. (2020). University pedagogy: Writing syllabi. Percussive Notes 58(1): 40-42.
Chien-Wei (Wilson) Lin
Ling, I.-L., Liu, Y.-F., Lin, C.-W., & Shieh, C.-H. (2020). Exploring IKEA effect in self-expressive mass customization: underlying mechanism and boundary conditions. Journal of Consumer Marketing 37(4): 365-374. https://doi.org/10.1108/JCM-09-2017-2373
Lin, C.-W., Rai, D., & Tran, T. P. (2019). CEO change and the perception of enhanced product: An implicit theory perspective. Journal of Consumer Marketing 36(5): 677-691. https://doi.org/10.1108/JCM-10-2017-2384
Tian, C., Kasavajhala, K., Belfon, K. A. A., Raguette, L., Huang, H., Migues, A. N., Bickel, J., Wang, Y., Pincay, J., Wu, Q., & Simmerling, C. (2020). ff19SB: Amino-acid-specific protein backbone parameters trained against quantum mechanics energy surfaces in solution. Journal of Chemical Theory and Computation 16(1): 528-552. https://doi.org/10.1021/acs.jctc.9b00591
Munteanu, M. (2019). Extensions of Hlawka's inequality for four vectors. Journal of Mathematical Inequalities 13(3): 891-901. https://doi.org/10.7153/jmi-2019-13-62
Munteanu, M. (2019). Problem 12122. In G. A. Edgar, Ullman, D. H., & West, D. B. (Eds.), Problems and solutions. American Mathematical Monthly 126(6): 563. https://doi.org/10.1080/00029890.2019.1602379
Noorlander, D. L. (2019). The lost poems of Jacob Steendam. New York History 100(1): 75-88. https://doi.org/10.1353/nyh.2019.0003
Olstad, T. A. (2019). Cairns: An invitation. FOCUS on Geography. Volume 62. https://doi.org/10.21690/foge/2019.62.6f
Prose Editor, The Hopper Environmental Literary Magazine.
Alakent, E., Ozer, M., & Goktan, M. S. (2019). The effect of venture capital backing on companies’ subsequent lobbying efforts. Journal of Entrepreneurship and Public Policy 8(2): 241-253. https://doi.org/10.1108/JEPP-07-2019-109
Lim, J., & Qin, J. (2019). Organization capital and firm auditor choice. Journal of Accounting and Finance 19(7). https://doi.org/10.33423/jaf.v19i7.2570
Mullin, B. R., & Reyda, F. B. (2020). High prevalence of the copepod Salmincola californiensis in steelhead trout in Lake Ontario following its recent invasion. Journal of Parasitology 106(1): 198-200.
Reyda, F. B., Wells, S. M., Ermolenko, A. V., Ziętera, M. S., & Lumme, J. I. (2020). Global parasite trafficking: Asian Gyrodactylus (Monogenea) arrived to the U.S.A. via invasive fish Misgurnus anguillicaudatus as a threat to amphibians. Biological Invasions 22: 391-402. https://doi.org/10.1007/s10530-019-02097-4
Reyda, F. B., Pommelle, C. P., & M. L. Doolin, M. L. (2019). Asian fish tapeworm (Schyzocotyle acheilognathi) found in New York State for the first time after a long-term fish-parasite survey. Comparative Parasitology 86(2): 108-113.
Assistant Guest Editor. 70th Anniversary Issue: A reflection from 1950 to today. The English Record 70(2).
Riddle, E., Gier, E., & Williams, K. (2019). Utility of the flipped classroom when teaching clinical nutrition material. Journal of the Academy of Nutrition and Dietetics, 120(3): 351-357. https://doi.org/10.1016/j.jand.2019.09.015
Karlin, E., Robinson, S. C., & Smouse, P. (2020). Genetic diversity within and across gametophytic ploidy levels in a Sphagnum cryptic species complex. Australian Journal of Botany 68: 49–62.
King, G. A., McPherson, A. C., Kingsnorth, S., Gorter, J. W., Avery, L., Rudzik A, & The Ontario Independence Program Research (OIPR) Team (2020). Opportunities, experiences, and outcomes of residential immersive life skills programs for youth with disabilities. Disability and Rehabilitation. https://doi.org/10.1080/09638288.2020.1716864 (early online)
Kingsnorth, S., Rudzik, A. E. F., King, G., & McPherson, A. C. (2019). Residential immersive life skills programs for youth with disabilities: A case study of youth developmental trajectories of personal growth and caregiver perspectives. BMC Pediatrics 19: 413. https://doi.org/10.1186/s12887-019-1793-z (early online)
Duff, C., King, G., McPherson, A. C., Kingsnorth, S., & Rudzik, A. E. F. (2019). Residential immersive life skills programs for youth with disabilities: Experiences of parents and shifts in parenting approaches. Journal of Adolescence. https://doi.org/10.1016/j.adolescence.2019.10.015 (early online)
Alvarez, T. L., Mitchell, S., Santos, E. M., Morales, C., Yaramothu, C., D’Antonio-Bertagnolli, J., Bharat B. B., Gohel, S., & Li, X. (2019). The convergence insufficiency neuro-mechanism in adult population study (CINAPS) randomized clinical trial: Design, methods, and clinical data. Ophthalmic Epidemiology 27(1): 52-72.
Kowler, E., Rubinstein, J. F., Santos, E. M., & Wang, J. (2019). Predictive smooth pursuit eye movements. Annual Reviews of Vision Science 5(1): 223-246.
Morales, C., Gohel, S., Li, X., Scheiman, M., Biswal, B. B., Santos, E. M., Yaramothu, C., & Alvarez, T. L. (2020). Test–retest reliability of functional magnetic resonance imaging activation for a vergence eye movement task. Neuroscience Bulletin 36: 506-518. https://doi.org/10.1007/s12264-019-00455-9
Sean J. Shannon
Shannon, S. J. (2020). Teaching business law students the basics of civil legal actions through the case of the sleeping Yankee fan. North East Journal of Legal Studies 40: 102-116. http://www.nealsb.info/j2020.html
Teshnehdel, S., Soflaei, F., & Shokouhian, M. (2020). Assessment of solar shading performance of courtyard houses in desert climate of Kashan, Iran. Architectural Engineering and Design Management. https://doi.org/10.1080/17452007.2020.1758025
Soflaei, F., Shokouhian, M., Tabadkani, A., Moslehi, H., & Berardi, A. (2020). A simulation-based model for courtyard housing design based on adaptive thermal comfort. Journal of Building Engineering 31, 101335. https://doi.org/10.1016/j.jobe.2020.101335
Molavi Sanzighi, S., Soflaei, F., & Shokouhian, M. (2020). A comparative study of thermal performance in three generations of Iranian residential buildings: Case studies in Csa Gorgan. Journal of Building Physics (IF: 1.027): 1-38.
Tabadkani, A., Valinejad Shoubi, M., Soflaei, F., & Banihashemi, S. Integrated parametric design of adaptive facades for user's visual comfort. Automation in Construction (IF: 4.31), Volume 106, 102857. https://doi.org/10.1016/j.autcon.2019.102857
Fernández, G., Stengler, E., & Viladot. P. (2019). Y el Louvre reventó. El aforo museístico en los museos de ciencia. Nodocultura. https://nodocultura.com/2019/09/25/y-el-louvre-revento-el-aforo-museistico-en-los-museos-de-ciencia/
Stich, D. S., Gilligan, E., & Sperhac, J. (2020). shadia: American shad dam passage performance standard model for R. Update to R package version 1.8.0.
Stich, D. S., Roy, S. G., & Zydlewski, J. D. (2020). anadrofish: Anadromous fish population responses to habitat changes. R package version 1.1.0.
Storrie, C. (2019). The U.S. housing bubble: Implications for monetary policy and the global supply of saving. Journal of Applied Business and Economics 21(8): 135-150. https://doi.org/10.33423/jabe.v21i8.2595
Storrie, C., & Voyer, M. (2019). Examining the relationship between capacity utilization and inflation. New York Economic Review 50: 46-66. https://www.nyseconomicsassociation.org/content/Nyer/2019/Fall%202019%20NYER.pdf
Saltzstein, H. D., & Takagi, Y. (2019). Some critical issues in the study of moral development. International Journal of Developmental Science 13: 21-24.
Thomas, A. R. (2020). Social systems and community development: Cooperstown, New York, and its imitators. Community Development 51(2): 107-122. https://doi.org/10.1080/15575330.2020.1737164
Alexander Thomas and Gregory Fulkerson
Thomas. A. R., & Fulkerson, G. M. (2019). What makes urban life possible? On the historical evolution of urban-rural systems. Comparative Sociology 18(5-6): 595-619.
Tiderencel, K., Hutcheon, D., & Ziegler, J. (2020). Probiotics for the treatment of Type 2 Diabetes: A review of randomized controlled trials. Diabetes/Metabolism Research & Reviews 36(1): 1-18. https://doi.org/10.1002/dmrr.3213
Tiderencel, K., Zelig R., & Parker, A. (2019) The relationship between Vitamin D and postpartum depression: A review of current literature. Topics in Clinical Nutrition 34(4): 301-314. https://doi.org/10.1097/TIN.0000000000000187
Ismail, A., Torosyan, G. F., & Tully, M. (2019). Social media, legacy media and gatekeeping: The protest paradigm in news of Ferguson and Charlottesville. The Communication Review 22(3): 169-195. https://doi.org/10.1080/10714421.2019.1651153
Bloom, E. A., & VanSlyke-Briggs, K. (2019). The demise of creativity in tomorrow's teachers. Journal of Inquiry and Action in Education 10 (2): 90-111. https://digitalcommons.buffalostate.edu/jiae/vol10/iss2/5
Kjersti VanSlyke-Briggs, Sarah Rhodes and Jenna Turner
Vanslyke-Briggs, K., Rhodes, S., & Turner, J. (2020). The darkest themes: Perceptions of teen-on-teen gun violence in schools as portrayed in teen literature. Journal of Research on Libraries and Young Adults 11(2): 1-23. http://www.yalsa.ala.org/jrlya/2020/04/the-darkest-themes-perceptions-of-teen-on-teen-gun-violence-in-schools-as-portrayed-in-teen-literature/
Executive Editor, Praxis: A Journal of Gender and Cultural Critiques, 27(1), 27(2).
Gong, G., Wang, J., & Lee, H. J. (2020). CEO employment contract horizon and earnings management. Journal of Management Accounting Research, JMAR-16-123. https://doi.org/10.2308/JMAR-16-123
Yang, J., Sarathy, R., & Wu, T. (2019). Seller reviews and consumers’ perceptions of trust, risks, and uncertainty. International Journal of Operations Research and Information Systems 10(4): 1-20.
Lewis, A. S. L., Kim, B. S., Edwards, H. L., Wander, H. L., Garfield, C. M., Murphy, H. E., Poulin, N. D., Princiotta, S. D., Rose, K. C., Taylor, A. E., Weathers, K. C., Wigdahl-Perry, C. R., Yokota, K., Richardson, D. C., & Bruesewitz, D. A. (2020). Prevalence of phytoplankton limitation by both nitrogen and phosphorus related to nutrient stoichiometry, land use, and primary producer biomass across the northeastern United States. Inland Waters 10(1): 42-50. https://doi.org/10.1080/20442041.2019.1664233
Millard, G., Driscoll, C., Montesdeoca, M., Yang, Y., Taylor, M., Boucher, S., Shaw, A., Richter, W., Paul, E., Parker, C., & K. Yokota. (2020). Patterns and trends of fish mercury in New York State. Ecotoxicology. https://doi.org/10.1007/s10646-020-02163-x
Stockman, J. K., Hayashi, H. D., Barnes, R. F., Rousan, T. A., Semple, S. S., Mittal, M., Zians, J., & Patterson, T. L. (2020). Recent partner violence, sexual relationship power, and STIs among women who use methamphetamine: Does type of sexual partner matter? Journal of Urban Health 97: 387-394. https://doi.org/10.1007/s11524-020-00435-9
External Professionally Recognized Music and Theatre Contributions, and Juried Art Exhibits
Musical performance: Glimmerglass Festival; Binghamton Philharmonic Orchestra; Catskill Symphony Orchestra; Tri-Cities Opera; Catskill Brass; N.E. Pennsylvania Philharmonic.
Juried group exhibitions: Allegany Arts Council, Juried Photography Competition, Cumberland, MD; Box 13, The Creative Caucus Society of Photographic Education, Houston, TX; Fujifilm Printlife Photo Exhibition, Vanderbilt Hall, Grand Central Terminal, New York, NY; Ellington White CDC, Artists Who Teach, Fayetteville, NC.
Solo photography exhibition: To Grow A Farmer, Grosvenor Gallery, SUNY Cobleskill, NY.
Permanent collection/exhibitions: To Grow A Farmer, National Grange Headquarters, Washington, DC; To Grow A Farmer, Fenimore Art Museum Archival Collection, Cooperstown, NY; Blue Ribbon Project, Fenimore Art Museum Archival Collection, Cooperstown, NY.
Video art exhibition: Dew of the Sea. Alfstad & Editions, Sarasota, FL.
Annual juried exhibition: Tong in My Office, and People in a Public Library. State of Art Gallery, Ithaca, NY.
Musical performance: Big Soul Ensemble, the Capital Region’s premier jazz orchestra; Blueprints, legendary drummer/composer Bobby Previte’s improvisational collective; Mohawk Brass Band, the Capital Region’s only New Orleans-style brass band.
Music releases: resound / unsound with Andris Balins & Brett Masteller (full length LP and digital download on bandcamp.com); Century of Progress / Sleep with Paul Catanese (full length double LP and digital download on bandcamp.com); Century of Progress / Sleep: New Terrain with Paul Catanese (digital download on bandcamp.com); MAERRS with Ryan Ross Smith (digital download on bandcamp.com).
Costume design: Oklahoma!, Mac-Haydn Theatre, Chatham, NY; The Wolves, Regional Kennedy Center American College Theatre Festival, Cape Cod, MA.
Vocal performances: concert of 20th century and new choral music with Southern Tier Singers’ Collective (25 professionals), Binghamton, NY; two performances of Mahler’s Symphony No. 8 (Symphony of a Thousand) with Philharmonia Chorus and Orchestre nationale de Lille, Lille, France; two performances of Handel’s Messiah with Philharmonia Chorus (London) and Royal Philharmonic Orchestra, London’s Royal Albert Hall; performance of Mahler’s Symphony No. 2 with Philharmonia Chorus and Orchestra, London’s Royal Festival Hall, South Bank Centre.
Theater direction: The Wolves, Regional Kennedy Center American College Theatre Festival, Cape Cod, MA (awarded Best Ensemble).
Musical performance: Diane Wicks-Miller Trio; Dana Marcine Quartet; MSR Trio; Joe Siracusa Trio; Rob Roman Trio; Doreen and the Soul Survivors.
Musical arrangement (new): televised MLK Celebration, Albany, NY.
Juried exhibition: Finding Doric Flutes. Cherry Valley Sculpture Trail, Cherry Valley Artworks, Cherry Valley, NY
Externally Funded Awards
E. Howard Ashford
Funding Source: LSU Libraries Special Collections Research Travel Grant
Title: Cast Down Your Bucket and Cast Your Ballot: African American Voting in the Booker T. Washington Era 1890-1910
Funding Source: Southern Jewish Historical Society Research Grant
Title: Abraham’s Choice: Creating a Black-Jewish Alliance During the 1865 Freedom Summer in Kosciusko, Mississippi
Funding Source: Fulbright Scholars Program
Title: American History, Politics, and Culture through the Lens of Scandal and Protest (Teaching award, University of Milan, Italy)
Paul Bischoff and Paul French
Funding Source: National Science Foundation
Title: Preparing Undergraduate Science Majors to Teach in High-Need Rural and Urban Schools
Funding Source: National Science Foundation
Title: Linking Evolutionary Processes and Taxonomy in the Peatmoss Group Sphagnum subg. Cuspidata
Funding Source: The Dr. Nuala McGann Drescher Leave Program (NYS/UUP Joint Labor-Management Committee)
Title: Studies on Juvenile Oxybenzone Exposure and Ovarian Development
Funding Source: Fulbright Scholars Program
Title: Applied Research and Implementation of an Experiential Teaching and Learning Framework at Jindal Global University (JGU), Haryana, India
Funding Source: New York State Water Resources Institute USGS
Title: The Trophic State is Dynamic: Seasonal Patterns of Nutrient Controls on Phytoplankton in Lakes Across New York State
Funding Source: Village of Cooperstown
Title: Monitoring the Effectiveness of the Cooperstown Wastewater Treatment Wetland
Funding Source: Otsego Land Trust
Title: Brief Qualitative Survey of Aquatic and Terrestrial Invertebrates on the Greenaker Property
Funding Source: The Catskill Center for Conservation and Development, Inc.
Title: Catskill Regional Invasive Species Partnership Water Stewards Program
Funding Source: Tioga County Soil & Water Conservation District
Title: Reintroduction of American Eels to the New York Susquehanna River Watershed
Funding Source: Subaward from Cornell University, flow through from NY DEC
Title: Migratory Alosines in the Mohawk and Hudson Rivers, NY
Funding Source: Village of Tuxedo Park
Title: Tuxedo Park Electrofishing Survey
Funding Source: The Catskill Center for Conservation and Development, Inc.
Title: Terrestrial Plants of Greene, Delaware & Schoharie Counties: The 3 R’s of Early Detection: Resources, Reconnaissance, and Research
2018-2019: Link here for the COS program for the period of July 1, 2018 to June 30, 2019.
Link here to 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.
2017-2018: Link here for the COS program for the period of July 1, 2017 to June 30, 2018.
2016-2017: Link here for the COS program for the period of July 1, 2016 to June 30, 2017.
2015-2016: Link here for the COS program for the period of July 1, 2015 to June 30, 2016.
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, 2022. The application deadline is September 22, 2021.
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 Friday, May 28; 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, June 18 to allow sufficient time to prepare an application for the September 22, 2021 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 15, 2021.
NEH staff will host a webinar describing the program, including eligibility, the application and nomination processes, and suggestions for writing an effective application. The presentation will include questions and answers from participants. The webinar will be Wednesday, April 14, 2:00-3:00 PM. The webinar can be viewed here.
Contact the Grants Development Office (GDO) if you have questions regarding the program or process. Staff will be available to help the selected nominees with their applications.
The Fulbright U.S. Scholar Program competition for 2022-23 is open!
Visit the Catalog of Awards for details of over 400 awards offered across 130 countries. The deadline to apply is September 15, 2021. Please note that U.S. citizenship is required. Join a webinar this month to learn more about Fulbright opportunities around the world.
The following live webinars are taking place in June 2021:
- June 2: Spotlight on Brazil: Fulbright U.S. Scholar Opportunities
- June 3: Spotlight on Finland: Fulbright U.S. Scholar Opportunities(Date changed)
- June 8: Spotlight on HBCUs: Fulbright U.S. Scholar Opportunities
- June 9: Meet the New Fulbright Scholar Alumni Ambassadors
- June 10: Spotlight on Israel: Fulbright U.S. Scholar Opportunities
- June 14: Fulbright Public Policy Fellowship
- June 15: Fulbright Scholar-in-Residence – Application Walk Through
- June 16: Spotlight on France: Fulbright U.S. Scholar Opportunities
- June 18: Understanding the Flex Option: Experiences from Alumni
- June 21: Opportunities for Applicants with Disabilities
- June 23: Spotlight on Canada: Fulbright U.S. Scholar Opportunities
- June 30: Fulbright U.S. Scholar Program: Distinguished Scholar Award
All webinars listed will take place 2-3 pm Eastern standard time. Can't join live? All webinars are recorded and archived on the Fulbright website. To view more upcoming and archived webinars, visit Webinar Schedule.
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 Drescher Leave application deadline (for a Fall 2021 leave) is February 1, 2021. (See below for future deadline dates)
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 2021 Semester leave - February 1, 2021
For a Spring 2020 Semester leave - September 1, 2021
For a Fall 2022 Semester leave - February 1, 2022
The above deadlines are 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) 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). 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 (email@example.com).
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: firstname.lastname@example.org
 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.