Tracy Betsinger, Anthropology, has recently published an article in the Journal of Archaeological Science: Reports. The article, “Endemic treponemal disease in late pre-Columbian prehistory: New parameters, new insights,” explores patterns of treponemal disease (non-venereal syphilis) in relation to settlement patterns, temporal shifts in sociopolitical organization, and regional diversity.
Dr. Katherine Lau of the Psychology Department co-authored a research article with collaborators in the Departments of Pediatrics at Indiana University School of Medicine, and Psychology at Indiana University-Purdue University in Indianapolis. The paper is entitled “Perceived police injustice, moral disengagement, and aggression among juvenile offenders: Utilizing the general strain theory model” and was just recently accepted for publication in the peer-reviewed journal Child Psychiatry and Human Development. The reference and abstract are provided below.
Zapolski, T., Banks, D.E., Lau, K.S.L., & Aalsma, M.C. (in press). Perceived police injustice, moral disengagement, and aggression among juvenile offenders: Utilizing the general strain theory model. Child Psychiatry & Human Development.
Although many juvenile offenders report experiencing police injustice, few studies have examined how this source of strain may impact youths’ behavioral outcomes, including risk for future recidivism. This study begins to address that gap in the literature. We applied the general strain theory as our theoretical framework to examine the interactive effect of perceived police injustice and moral disengagement on juvenile aggressive behavior. Our sample included 95 juvenile offenders who completed questionnaires on measures of perceived police injustice and moral disengagement. Results supported our hypothesis, such that moral disengagement predicted past month aggression among juvenile offenders, but only by youth who reported mean and high levels of perceived police injustice. While more research is needed in this area, this study’s findings underscore the need to address both perceived police engagement and moral disengagement among youth at-risk of engaging in delinquent behaviors. Implications for intervention programs are also presented.
The National Science Foundation has awarded a two-year grant in the amount of $57,367 in support of the project entitled “Collaborative Research: The Common Problem Pedagogy Project” under the direction of Principal Investigators (for SUNY Oneonta) Drs. Jan Bowers (Education & Human Ecology) and Joshua Nollenberg (Physics & Astronomy). The project is a collaboration with SUNY Cortland (lead), SUNY Oswego, and SUNY Plattsburgh, and will be implemented on all four campuses. A brief description of the project follows.
The Common Problem Pedagogy project seeks to improve STEM teaching and learning through the integration of cross-disciplinary experiences and applied learning opportunities in ways that will strengthen STEM workforce preparation and produce a more STEM-literate public. STEM faculty will partner with one or more colleagues from the arts and humanities to identify a community partner with a significant problem or issue relevant to their disciplines. Faculty will incorporate problem-based learning activities in their courses to address the problem. Interdisciplinary teams of students from their classes will work together, applying the perspectives and tools of inquiry from their respective disciplines, to develop potential solutions that will be presented to the community partner at the end of the semester. The goals of the project are to demonstrate the effectiveness of Common Problem Pedagogy on student learning within STEM disciplines, to increase the number of STEM instructors proficient in this pedagogy, and to identify strategies for scaling up this methodology for large-scale adoption across the SUNY system and beyond.
The National Science Foundation has awarded a three-year grant to the Research Foundation for SUNY on behalf of SUNY Oneonta in the amount of $354,439 in support of the project entitled “Authentic Research Experiences for Earth Science Education Majors” under the direction of Dr. James Ebert, Principal Investigator (Earth & Atmospheric Sciences Department), with Dr. Paul Bischoff (Secondary Education) as Co-investigator. The proposal received ratings of ‘excellent’ from all of the assigned peer reviewers, and was one of only 13 percent of all applications submitted to the FY2017 round that were funded. A brief description of the project follows.
This project will engage pre-service Earth Science Education (ESE) majors in authentic research experiences designed to deepen content expertise and immersion in model-based learning (MBL), a pedagogy proven to enhance students’ conceptual understanding. For each year of the three year project, a cohort of pre-service Earth Science teachers will design and build new models of Earth processes and concepts. Models are especially effective in Earth Science because so many geoscience processes and concepts operate on spatial and temporal scales that are difficult for students to grasp. Models developed by participants will be evaluated by New York State Master STEM Teachers and pilot-tested in K-12 and introductory geoscience college classes. Models will also be presented in “Science Saturdays,” in informal science education venues, and at science teacher conferences. Through the design and construction of new models to help K-12 students conceptualize various Earth concepts, ESE majors will gain valuable insights into engineering design. “Nature of science” and engineering design are important threads in the Next Generation Science Standards. These experiences will enable participating ESE majors to stimulate interest in the geosciences in K-12 students, with the ultimate goals of promoting majoring in the geosciences in college and eventually reducing the deficit of geoscientists in the workforce.
SUNY Oneonta President Emeritus Alan Donovan presents another edition of Kitchen Table Conversations
Recorded at the Greater Oneonta Historical Society in June, the discussion ranged widely from the beginnings of classical groups in Oneonta such as the predecessor of the Oneonta Concert Association in the mid l920’s, to concerts with well known popular music figures often held on the SUNY Oneonta campus in the l970’s. Such local groups as the Catskill Symphony, Catskill Choral Society were mentioned. Popular local figures — Al Galadoro, Jerry Jeff Walker and Larry Santos were remembered. And concerts featuring famous stars like Bruce Springsteen and Billy Joel were featured. Contributing to the conversation were Patrice Macaluso, Molly Swain and Peg Twasutyn.
Hosted by Dr. Donovan, Kitchen Table Conversations is produced by former SUNY Oneonta public radio manager; Gary Wickham. The complete catalog of podcasts available at http://libguides.oneonta.edu/conversations
Dr. Penina Kamina in collaboration with a colleague at Western University Kalamazoo were awarded EURO 5000 by the International Group for the Psychology of Mathematics Education to fund a two-day, June 19-20, preconference session to build research capacity for early career researchers. This session was part of the 4th bi-annual Strathmore International Mathematics Conference held at Strathmore University, Nairobi, Kenya whose theme was “Enhancing Collaborative Research in Mathematical Sciences.” Twenty mathematics education doctoral students from Ruanda, Tanzania, Uganda and Kenya were in attendance and seven researchers from Sweden, USA and Kenya facilitated the presentations. The network teams formed in this preconference meeting will continue their discussions using online platforms.
Also Dr. Kamina gave a talk on Data Collection and Qualitative Data Analysis at the preconference on June 20, 2017. She then attended the conference from June 21st to 23rd where she actively engaged in discussions of research studies in East African mathematics classrooms.
Mark English was elected Vice-Chair of EdTOA (Educational Technology Officer’s Association) at the recent STC conference held in Lake Placid. This is a two year appointment, after which Mark will become the Chair of EdTOA.