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Building global relationships: OER partners and practiceUsing open educational resources (OER) as part of collaborative international exchange learning courses (COIL) provide students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geographical boundaries. The presenters will share their journey of co-planning, implementing, and revising the assignments, highlighting OER instructional materials. The presentation focuses on the faculty-librarian-instructional designer collaboration throughout the project.
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The Integration of Technology in Physical Education and Teacher Perceptions of the Effect on Participation of K-12 students.Receiving regular physical activity is beneficial to the physical, mental, and social aspects of health among adolescents. Overall schools, and Physical Education, are essential in achieving health literacy in a population, and they contribute to the achievement of public health goals. However, in recent years, there has been a decrease in physical activity and a decrease in participation in Physical Education. The COVID-19 pandemic has been a catalyst for technology integration, as all educational disciplines were forced virtual. Technology integration in Physical Education has been slow; however, technology provides a means to promote physical activity and participation. The purpose of this synthesis is to review the literature on the effect of the integration of technology on student participation, and the perceptions of teachers and students towards technology use in Physical Education. It was concluded that wrist worn technology is one of the easier technologies to implement into a classroom, and is becoming accepted as one of the easiest strategies to help combat the problem of obesity. It was also concluded that teacher perceptions of implementing technology depend on their prior trainings, experiences, and their environment, and teachers are unlikely to implement technology if they have not had sufficient training. Finally, it was concluded that student perceptions are affected by how teachers implement the technology, which can be both positively and negatively affect participation.
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Solving Quadratic Equations in a Flipped ClassroomThis Algebra 1 curriculum project presents solving quadratics using the flipped classroom instructional model. Four lessons are presented including two on factoring, and one each on completing the square and the quadratic formula. The flipped classroom can be very daunting to set up in the beginning as it takes time to create the videos for the students to be watching. In this curriculum project, you will find four videos created which go directly with the material provided. The flipped classroom model allows students to begin class asking questions and knowing where they need help. This provides teachers with quality instructional time from the beginning of class; making classroom time more beneficial to students
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The Role of Coaching in the Development of Mental Toughness in AthletesMental toughness is an important emotional skill that can help push athletes through stressful or intense periods of competition. In an athletic setting, athletes spend the most time with their coaches, learn from their coaches, and are affected by their coaches. Coaches can help develop mental toughness in athletes by focusing on building specific elements and behaviors. Coaching strategies for developing mental toughness can be as simple as talking about experiences, to as complex as implementing specific strategies into practice. Currently, coaches understand what mental toughness is, but do not go out of their way to develop it. The strategies that coaches use to develop mental toughness can have both positive and negative effects on athletes, putting importance on the understanding of specific strategies. The purpose of this synthesis is to explore how coaches and coaching can develop and build mental toughness in athletes. This literature review concludes that developing mental toughness in athletes is simple to implement in training, and not time-consuming. Developing mental toughness in athletes will allow for athletes to succeed, inside and outside of the athletic world.
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Methods to Increase Proficiency of ELLs in ScienceThis paper discusses methods to increase the proficiency of English Language Learners (ELLs) and Multi Language Learners (MLLs) in the content area of science. ELLs have faced limited success across a number of graduation measures including the passing of New York State's Regents Examinations in Science. The literature identifies barriers that inhibit ELLs success in science include limitations on teacher preparation, outdated and inappropriate co-teaching models, and lack of second language acquisition informed practices. Research based best practices on theories of learning in language acquisition such as Cummins’ BICS/CALP and Krashen’s i+1. The implementation of specific language acquisition strategies based on these theories of learning can increase the success of ELLs within this content area. This paper presents a two-day professional development to address these barriers by better preparing science content teachers for differentiating instruction to meet the needs of ELLs. During the first day teachers attending this professional development are presented with the tools and supporting pedagogical theory necessary to modify and differentiate units across any science content area. The goal of the second day is for science teachers to use these methods and create lessons that meet the needs of ELLs and will increase their successes in science.
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Population and Habitat Characteristics of the Pugnose Shiner, Notropis anogenus, in Four Bays of Lake Ontario and the St. Lawrence River, New YorkThe goal of our project was to better understand taxa (fish, submerged aquatic vegetationSAV) and physicochemical factors (PCF) associated with the pugnose shiner Notropis anogenus in three bays of Lake Ontario (Sodus) and the St. Lawrence River (Chippewa, Goose) and, using this information, to assess the suitability of an unoccupied bay (Chaumont, Lake Ontario) for establishing a new population by stocking. Our specific objectives were to 1) collect data on the fish communities, SAV, substrate composition and PCF in the four bays, 2) determine population and habitat characteristics of extant N. anogenus in Chippewa, Goose and Sodus Bays, and 3) determine fish, SAV and PCF characteristics in Chaumont Bay then compare them to actual N. anogenus habitat in Chippewa, Goose and Sodus Bays.
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RAP Progress in the Rochester Embayment of Lake Ontario: Population Monitoring, Trophic Relationships, and Levels of Bioaccumulative Chemicals of Concern in Mink, a Sentinel SpeciesIn the 1980s the binational (Canada, U.S.) International Joint Commission (IJC) began the process of creating and implementing remedial action plans (RAPs) in 43 contaminated areas of concern (AOCs) throughout the Great Lakes Basin. The IJC established 14 “use impairments” that could cause a local area to be “listed” as an AOC, including “degradation of fish and wildlife populations” and “bird or animal deformities or reproductive problems.” In 1988, Foley et al. reported that fish in Lake Ontario and the Genesee River had PCB concentrations within the range shown to cause reproductive failure in captive mink. This evidence, coupled with the perceived absence of mink within 2 miles of the lake, led to the inclusion of these two use impairments in the RAP (1993, 1997). This study (Haynes et al. 2002) was designed to determine if populations of mink on the shore of the Rochester Embayment of Lake Ontario (RELO) are negatively impacted by bioaccumulative chemicals of concern (BCCs) and, if so, whether the BCCs are originating in the Embayment watershed or elsewhere. The AOC includes the Embayment, a 35 square mile portion of Lake Ontario south of a line between Bogus Point in the town of Parma and Nine Mile Point in the town of Webster (both in Monroe County, New York); adjacent wetlands and bays; and the six mile reach of the Genesee River, from the Lower Falls to the mouth at Lake Ontario (Figure 1). The RAP also includes the sub-watersheds of Salmon Creek (western sub-basin), the Genesee River, and Irondequoit Creek (central sub-basin).
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Community Ecology of the Niagara County Artificial Reef and Nearby Natural Areas of Lake OntarioThis report concludes a cooperative project among SUNY Brockport, Niagara County, and the U.S. Fish and Wildlife Lower Great Lakes Fishery Resources Office. The Objective of this project was to compare biological communities associated with an artificial reef and natural cobble substrates in Southwestern Lake Ontario. Sampling was conducted from October 15, 1994 through November 18, 1995. Further refinement of data on fishes, benthic macroinvertebrates and benthic algae await preparation in 1996 of an M.S. thesis.
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Movement in the Mathematics Classroom With a Focus on the Real Number System Unit in Algebra 1This curriculum project was designed to increase student engagement and achievement by including movement in mathematics classrooms. This curriculum project presents six sequential lessons for the Real Number System unit in Algebra 1. Each of the six lessons includes at least one movement activity that can also be used for other topics outside the Real Number System. All these lessons are aligned with the Next Generation Standards for Algebra 1 used in New York State.
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Using Project-Based Learning in Trigonometry: Mr. Baber’s Wall AssignmentThis Curriculum Project presents a series of five lessons designed to incorporate project-based learning (PBL) into a Trigonometry unit using the NYS Next Generation Standards Mathematics Learning Standards. PBL is an alternative to the traditional method of teaching (teacher-focused, notes, drill-and-practice, etc.) and has been proven to enhance motivation, participation, and learning in an educational environment. Since the project is the driving force of the curriculum, each lesson is tethered to different aspects of the project. Each stage of the project is intended to have a problem that you must solve, and through each lesson learned the students will be able to solve each problem as it arises. As each lesson is taught, the students can complete more and more of the project until the final day where they bring it all together in a final PBL project.
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Vocabulary Emphasis to support English Language Learners Perseverance in Solving Exponential Function ProblemsThis curriculum project showcases a collection of lessons designed to promote mathematical literacy by unpacking vocabulary terms that have multiple meanings. The project includes four sequential lesson plans that follow the Exponential Functions unit. The motivation for each lesson is to encourage student discourse by creating a space for exploration and discussion. Each lesson aligns with the New York State Next Generation Learning Standards for Algebra 1.
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Pirate Perch records from New York’s Great Lakes watersheds, historical to 2022The Pirate Perch (Aphredoderus sayanus) has two subspecies based on morphology. A. s. sayanus is found in Atlantic drainages from Long Island, NY to the Satilla River, GA, and A. s. gibbosus is found in Gulf of Mexico and Great Lakes drainages (Burr and Warren 2020). It is of interest to this assessment because it is recommended to be classified as Threatened in NY (https://www.dec.ny.gov/animals/7494.html). It is an unusual and well-studied species in the southern and midwestern parts of its range where it lives in small sluggish streams and lowland marshes with soft bottoms where woody debris is available for cover and daytime shelter; spawning is known in streams with undercut banks and root wads (Burr and Warren 2020). It is a rare relict in northern New York at the eastern end of its Great Lakes range (Smith 1985). It was never abundant in its historic waters of northern New York, and it seems to have a last refuge exclusive to bays of Lake Ontario in the eastern half of its former self.
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Status of the Longear Sunfish, Lepomis megalotis, in Western New York, USAWidespread throughout the southern and eastern portions of the Mississippi River and Great Lakes drainages, the longear sunfish (Lepomis megalotis) is at the eastern edge of its range in western New York and eastern Quebec. Historically, longear sunfish occurred in three watersheds (Map 1a), Oneida Lake’s outlet to the Oswego River, tributaries and bays of southwestern Lake Ontario (Johnson Creek, Jeddo Creek, Oak Orchard Creek, Marsh Creek, Braddock Bay and West Creek), and a tributary of the Niagara River, Tonawanda Creek. Intensive sampling since 1999 in historical waters shows that longear sunfish now have a sustained population in only one area, a 2.3 mi section of Tonawanda Creek just upstream from its junction with the Erie Canal; therefore, it is threatened in New York State.
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Illustrated Guide to Hudson River FishesGuide to the fishes most commonly encountered in the Hudson River, with illustrations.
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The Effects of Higher Intensity Levels on Physical Fitness in Physical EducationObesity is considered by many to be an epidemic at all age levels. Specifically, adolescents between the ages of 2 to 19 have increased to body fat percentages of 19.7% over the last five years. Obesity can be caused by (but not limited to) low socioeconomic status, poor nutrition, genetics, and/or physical inactivity. Those with obesity demonstrate a decrease in muscular strength, muscular endurance and cardiovascular endurance; and an increase in an fat mass, BMI, waist circumference, Fat Mass percentage, and waist circumference. An important component when it comes to overcoming or preventing obesity is exercise and exercising at the appropriate intensity level. Physical Education is an opportunity in which adolescents can achieve the recommended daily of 60 minutes of moderate to vigorous physical activity (MVPA). The purpose of this synthesis project is to review the literature on the beneficial effects of incorporating higher intensity activities on physical fitness levels in Physical Education. It was concluded that integrating higher intensity activities into Physical Education improves health related fitness and body composition, can be incorporated at the primary and secondary levels, and can be added to current curriculums
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The Impact Outdoor Recreation Activities on Individuals with Physical DisabilitiesThe purpose of this synthesis was to review the literature on the impact of outdoor recreation activities on individuals with physical disabilities. Participation in outdoor recreational activities should be accessible to everyone. Participation in outdoor recreation improves an individual’s physical, mental, and social well-being. However, people with physical disabilities cannot participate due to access limitations. Specifically, they face barriers and constraints that may limit them from participating. Through the review of literature, it was determined that individuals with physical disabilities participating in outdoor recreation experienced benefits and constraints. In addition, some facilitators motivate them to participate. Lastly, the studies provided ways to help make communities more accessible for individuals with physical disabilities.
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Blended Learning in the Geometry ClassroomThis curriculum project contains four lessons aligned with New York State Common Core Geometry Standards designed with the goal to increase student engagement. The lessons were constructed by using the blended learning station rotation model. This consists of four stations: mini-lesson, independent practice, technology, and a hands-on activity. Each station serves a different purpose in student learning and caters to all learning styles.
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Solving Systems of Linear Equations in Algebra I Through Team-Based Inquiry LearningThis curriculum was created using a team-based inquiry learning (TBIL) lens during the systems of linear equations unit in Algebra I. Team-based inquiry learning combines the use of partner and group work with open-ended questioning to allow students to explore mathematics with their peers. Team-based inquiry learning can be used in any mathematics course, but is best used in high school mathematics courses. The curriculum for this project includes finding solutions to linear systems of equations graphically, by substitution, and by elimination. The keys to each lesson can be found in the appendix.
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Project-based Learning in Algebra 2 through the Game of LifeMany educators rise to the challenge to meet the varied and ever-changing needs of our students. This project was developed with these teachers in mind to provide a possible framework of how gamification and project-based learning can be utilized to support student learning. This purpose of this approach is to engage students and provide opportunities for them to explore topics in the Algebra 2 curriculum in diverse and meaningful ways. Specifically, students will apply their knowledge of exponential functions, sequences, and series in various ways to solve problems situated in a real-life context. When students are given necessary structure and space to grow, we can empower them to reach their potential and cultivate a competence and confidence that transfers to other areas in their life.
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Geometric and Trigonometric Principles paired with Material and Theoretical Construction in a Four Lesson Project-Based Learning (PBL) CurriculumThis project-based learning (PBL) curriculum integrates two core topics from Geometry and Algebra 2/Trigonometry: Similar Right Triangles and Laws of Sines and Cosines for students in a senior level mathematics (Math-12) classroom. Student review and practice these concepts during the first two lessons. They are then tasked with applying both concepts over the next two lessons while they construct two cardboard phone stands. This curriculum allows educators to review key concepts from previous years while engaging students in hands-on activities. Lessons 1, 3, and 4 include significant time spent working with materials and performing hands-on tasks including: measuring, cutting, and fastening. These tasks are supported by worksheets that explain the math behind the tasks and require the students to record results based on the tasks. This project hooks to lessons from algebra, geometry, and trigonometry but maintains student engagement due to the active nature of the activities. Student feedback from the lessons included mention of the activities being very different from typical math lessons, enjoyment of using tools and working with materials, the rigor of the mathematic concepts, and the fulfillment of having a tangible result from the project
