• 2017 Ronald E. McNair Summer Research Journal

      Thompson, Barbara; The College at Brockport (The College at Brockport, 2017-01-01)
      2017 Ronald E. McNair Summer Research Journal features abstracts of the summer research of the following students: Melissa Brown, Levi Clarke, Maame Esi Aggrey, Brenda Jackson, Lucky Summer Light, Anthony (Akil) Manning, Kaleem T. Mogent, Bridgett Oyeyemi, Christopher W. Rivera, Gloria Schou, Sakeena Sogren, Michelle Thomas, Denise Torres and Shaday Turner.
    • 2019 Survey of New York’s Local Chief Elected Officials: The Details

      Hattery, Michael R.; Watt, Celia A.; Footer, Dawn; State University New York, Brockport (2019-01-01)
    • 3D Technologies at Brockport. What's Next?

      Toth, Gregory; Myers, Kim; Wierzbowski, Kenneth R.; Prince, Wendy; The College at Brockport (2014-04-04)
      Presentation on 3D printing and related technologies made at The College at Brockport's Center for Excellence in Learning and Teaching (CELT). Provides a broad overview of 3D technologies and applications, describes implementation and initial reception of 3D printing in The College's Drake Memorial Library as well as programs at Cornell University and SUNY New Paltz. Reviews potential applications of these technologies in the teaching/learning environment and expansion to a yearlong Faculty Learning Community focus and/or a campus makerspace.
    • 3’ Terminal Processing of Precursor tRNA Transcribed From a Drosophila Melanogaster Histidine Gene in a Cell-Free System

      Kline, Larry K.; Fulginiti, James P.; The College at Brockport (1987-01-01)
      Transfer RNA biosynthesis is a complex process which includes trimmings at the 5' and 3' termini and nucleotide modification of the initial tRNA precursor. This research involves the detention and isolation of a 3' endonucleolytic activity from Schizosaccharomyces pombe. tRNA precursors are obtained from a cell-free transcription system using (i) a Drosophila tRNA-histidine gene which contains a 35 base pair trailer sequence at its 3' terminus and (ii) a crude yeast enzyme extract which can faithfully transcribe the gene and process the precursor transcripts. Transcription products are separated by means of polyacryfamide gel electrophoresis visualized by autoradiography, and eluted from the gel. The tRNA precursors are then incubated with a Sc. pombe extract, electrophoresed and autoradiographed. The intact 35 base pair trailer sequence will serve as an indicator of the presence of the 3' endonuclease.
    • A Balanced Plateful: The Pyramid of Evidence

      Hewitt, Rebecca; SUNY Polytechnic Institute (2016-01-01)
      The Pyramid of Evidence is a hands-on, active learning exercise which helps students develop a framework with which to evaluate source authority in an academic setting and within discovery tools. It is interactive, rooted in constructivist pedagogy, and has built-in assessment. Learning outcomes for this exercise include: students will be able to explain why the “best” sources in a high school context are different from the “best” sources in a college context; students will be able to rank sources based on their authority in a college context; students will be able to differentiate sources by authorship and publication process; students will be able to list the characteristics of a peer-reviewed, scholarly or academic source; students will be able to differentiate between sources based on authorship: scholars, professionals, and users; students will be able to describe the role and significance of editing in the production of research material; and students will be able to independently evaluate sources and rate their authority.
    • A Basal Program Does Not Stand Alone: The Roles Professional Choice, Principled Practice, and Finessing Play in Elementary Teachers’ Negotiation of a Basal Program

      Roberts, Ashley; The College at Brockport (2011-08-01)
      Basal programs can be useful guides for teachers. They provide structure and useful material for a lesson plan. However, in school districts where the program plan is required to be taught with little to no flexibility the programs become restrictive and cumbersome. Most teachers find it necessary to alter the programs in specific ways. In this master thesis, the author considered how elementary school teachers actually use basal programs within the classroom. The thesis begins with a thorough history of basal programs, including the evolving approaches of teaching. Nine elementary teachers were interviewed, teaching grades one through four. All of them were women aged between twenty-five to fifty-five years old, with teacher experience ranging from four to thirty-four years. The teachers interviewed had many things in common. The teachers all agreed on what aspects of the program were essential. These aspects were kept, while the features judged to be less important were replaced by each teacher’s unique alternatives. Alterations to the program were driven by time constraints and the students’ comprehension levels. Time was found to be a large factor in negotiating the program. The program was often too dense, and there wasn’t sufficient time to teach the entire curriculum. Many aspects of the program were either too easy or too difficult, and in some cases unnecessary for the majority of students, and alternatives were used.
    • A Basin-Wide Survey of Coastal Wetlands of the Laurentian Great Lakes: Development and Comparison of Water Quality Indices

      Harrison, Anna M.; Reisinger, Alexander J.; Cooper, Matthew J.; Brady, Valerie J.; Siborowski, Jan J. H.; O'Reilly, Katherine E.; Ruetz, Carl R.; Wilcox, Douglas A.; Uzarski, Donald G.; Central Michigan University; et al. (2019-08-05)
      Coastal wetlands of the Laurentian Great Lakes are vital habitats for biota of ecological and economic importance. These habitats are susceptible to water quality impairments driven by runoff from the landscape due to their location along the shoreline. Monitoring of the overall status of biotic and abiotic conditions of coastal wetlands within the Great Lakes has been ongoing for over a decade. Here, we utilize measurements of aquatic physicochemical and land cover variables from 877 vegetation zones in 511 coastal wetland sites spanning the US and Canadian shorelines of the entire Great Lakes basin. Our objective is to develop water quality indices based on physicochemical measures (Chem-Rank), land use/land cover (LULC-Rank), and their combined effects (Sum-Rank and Simplified Sum-Rank), for both vegetation zones and wetland sites.We found that water quality differed among wetland vegetation types and among Great Lakes regions, corroborating previous findings that human land use alters coastal wetland water quality. Future monitoring can use these straightforward, easy-to-calculate indices to assess the abiotic condition of aquatic habitats. Our data support the need for management efforts focused on reducing nutrient and pollution loads that stem from human activities, particularly in the developed southern portions of the Great Lakes basin.
    • A Book Club's Impact on Parent Support of Adolescent Reading

      Nichols, Rachel; The College at Brockport (2011-05-01)
      Purpose The purpose of this study, then, is to investigate, both before and after intervention, parents' perceptions of their abilities to impact their children's literacy attitudes and activities. The intervention will take the form of a book club conducted by the researcher with parents. This book club will include discussions on current authors and books for adolescents, as well as demonstrations of literacy activities parents can incorporate into their daily lives. The following research questions will be addressed. First, how do parents perceive their abilities to support their sixth grade students in the area of reading? Second, what happens to these perceptions when parents participate in a parent book club and how does this effect home literacy activities? Procedures I will design each meeting's discussions and demonstrations based on parent reports of student interest, and current literature and research regarding appropriate literacy activities for adolescent students. Parents and I will meet once per week for five weeks. Each meeting will be approximately one hour long. During this time parents will participate in direct instruction, open discussion, role playing opportunities, and exploration of book recommendations. In order to assess my research questions, I will administer a qualitative survey at two points during the book club; one at the beginning, and one at the midpoint. I will also administer a phone interview one week after the end of the book club. Throughout this process, I plan to keep a teacher journal in which I will record any observations during book club meetings. Through this study, I hope to arm parents with information about activities, authors, and books that will help them support their adolescent readers. I hope to share my findings with my school colleagues, administrators, and other parents.
    • A Breath of Fresh History: A Reformation of History Education and What Students Should Learn in the Modern American Classroom

      Daly, John P.; Cottman, Spencer T.; The College at Brockport (2017-04-25)
      This Senior Honors Thesis examines some of the issues and problems surrounding the way History and Social Studies are taught within the American education system and suggests alternatives.
    • A Case Study Integrating the Relationship Enhancement Model in Conflict Resolution

      Mullen, Jill A.; The College at Brockport (2005-01-01)
      A literature review of empathic communication in conflict resolution was presented including the problem definition, the nature of conflict, current conflict resolution models, and an alternative solution using empathic communication in conflict resolution were discussed. Results of the literature concluded that resolving conflict was more successful when integrating empathic communication, implying that empathic communication is an effective component to conflict resolution.
    • A Case Study of the Challenger Learning Center of Greater Rochester

      Balzano, Betsy Ann; Ribble, Robert B.; Baker, Patricia E.; O'Leary, Carol T. (1994-07-01)
      The Challenger Learning Center of Greater Rochester (CLCGR) is a privately funded hands-on math, science, and technology educational facility for the Greater Rochester area which serves groups from all over Western New York. It is a computer-driven simulation of a space mission that motivates students to apply teamwork, communication, and problem-solving skills to the task of “flying a mission” in the mock-up Space Station and Mission Control. The author surveyed the private donors who funded the CLCGR to analyze the process of building and operating the center and to determine whether there existed generalized principles or characteristics of charitable donations to educational initiatives by the private sector. These characteristics could then be emphasized when approaching potential funders for corporate, foundation, or private donations. The author found that donors sought out programs which addressed real-world needs for a large sector of the target population in a reasonable, sustainable, and innovative way. The reputation of the operating organization and the recognition gained from the community were also important for swaying prospective donors. Donation sizes were decided by the donor’s budget, amount asked for, and relative size of other donations. Most donors expected some kind of feedback, reporting, or accounting of the use and effectiveness of their gift, as well as some form of publicity. The method of donor solicitation was only of importance to large donors, who desired credible or well-known solicitors to lead the approach. These findings could thus be used for future privately-funded educational initiatives.
    • A Case Study On The Effects a TBI Has On Learning

      Wade, Carol H.; Ellis, Jessica H.; The College at Brockport (2014-02-13)
      Young adults are one of the highest risk groups for sustaining a Traumatic Brain Injury (TBI) (Hux, et al., 2009). Hence, some of the most frequent survivors are of school age. Upon reentry into education, survivors of TBI often display a gamut of challenges that interfere with academic performance with deficits in cognitive processes, such as executive functioning, memory, attention and concentration. Survivors may also experience social, emotional, or physical limitations that interfere with academic performance. Thus, "the magnitude and persistence of challenges faced by survivors of severe TBI necessitates establishing supportive environments and appropriate accommodations to support academic endeavors" (Hux et al., 2009, pg. 13). However, because of the variability and complexity of deficits survivors of severe TBI present, it is challenging to investigate the appropriate supports and accommodations for those reentering school (Hux et al., 2009). In fact, research on supports and accommodations used in the classroom for students with TBIs has been minimal, and mostly quantitative. Experts in the field, such as Ylvisaker, Todis and Glang have expressed the need for qualitative research "to explore the interaction of multiple factors affecting recovery and school integration experiences of students with TBI" (Hux, et al., 2009, pg. 14). This thesis provides such research in the form of a case study about a survivor of a TBI, Victoria, which is a pseudonym to protect the identity of the participant. This case study investigates the effects of a TBI on Victoria’s ability to learn and describes her experiences upon reentering education.
    • A Case Study: An Investigation on Influences Affecting the Reading Levels of Bilingual Students

      Ribble, Robert B.; Avila, Enildo D.; The College at Brockport (1994-05-12)
      This study examines the reading of native Spanish-speaking Hispanic students, focusing on any influences or factors that might impede their ability to gain competence in their target language—English. It focuses on eight students from a middle school in Rochester, NY. Four students scoring in the lower half of the Pupil Evaluation Program (PEP) test and four students scoring in the upper half were selected for examination. Each student participated in a personal interview to determine whether there are any influences that impact them in the affective domain. The study reveals four primary concerns that may impact student success, including parent/school miscommunication about the bilingual program, code-mixing in the home, parental modeling and reading instruction, and the lack of adequate Spanish reading material available to the bilingual students. In addition, the author notes that using bilingual programs to transition multi-lingual students into an exclusively English environment seems counterproductive, given the emphasis on foreign language acquisition in secondary school.
    • A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?

      Heirigs, Sean D.; The College at Brockport (2008-07-01)
      Lead poisoning is a serious problem in the United States found primarily in lower socioeconomic regions. This often overlooked, national topic is the catalyst for problems concerning not only developmental and health problems but academic learning issues as well. This thesis project focuses on the area of reading performance for students suffering from lead poisoning toxicity. Assigning this content area foundational status for academic success, questions explored function and performance as readers, specific reading strategies, and approaches for student progress. Additionally, the study discusses student self-assessment and perspective as readers. Extensive research provides historical background information on specific economic, social, and health problems caused by lead poisoning. This three-year longitudinal study examined two primary questions: how do students suffering from lead poisoning and its effects function as readers and how do they view themselves as readers. The four student participants that comprise this case study attend a school district where there is a high degree of public assistance among the families and every student qualifies for the free/reduced breakfast and lunch programs. The academic scores on fourth grade English and Language Arts exams reveal only a 56% passing level. There is also a high percentage of the student population who suffer from varying degrees of lead poisoning toxicity. Methods for the study included in-class observation, one-on-one reading conferences, and parent questionnaires to assess home learning environment and support. A month-long intensive Reading Skills Program was developed to assist in understanding common challenges for students suffering from lead poisoning. Over the course of the study, students’ cumulative academic records were also accessed. Conclusions drawn support the hypothesis that reading ability and academic success are compromised for students suffering from lead poisoning. Even with intensive one-on-one tutoring, development, retention, and recall are weak as students perform well below grade level, especially in reading.
    • A Case Study: Recall of Mathematical Facts Comparing Students Labeled Educable Mentally Retarded (EMR) with their Average Peers

      Balzano, Betsy Ann; Schlosser, Linda; Robinson, Scott D.; McConnell, Kerri S. (1999-07-01)
      As the number of inclusion classrooms continue sto grow across the country, educators are quickly noticing the enormous span in ability level among students in one classroom. Given the large number of learning disabilities, the well-known ones often overshadow the less commonly known disabilities. Programs designed to best suit the needs of a majority of students in an inclusion classroom can thus miss the needs of students with these uncommon disabilities. Educable Mental Retardation (EMR) is interpreted as a student who cannot function in society or a classroom without additional help. This case study is designed to understand the abilities of students who are identified as EMR so that programs can be designed to meet their needs in the classroom. The author examined a blended third/fourth grade classroom which included students with special needs and two students with EMR. The author asked: Are Educable Mentally Retarded (EMR) students able to recall the same amount of mathematical information as average students? Which activities do the students who are EMR believe are most beneficial to them when learning multiplication? Students were taught multiplication facts using several different strategies designed to assist recall. Several tests were given to assess recall ability. Following the study, two random students and the two students with EMR with interviewed. The author found that the students with EMR were unable to recall the same amount of information as average students. Daily repetition of facts and strategies, as well as one-on-one support is found to be beneficial.
    • A Case Study: The Effect of Repeated Read-Alouds of Complex Texts on the Comprehension of a Preschool Student

      Joseph-McEwen, Debra A.; Cottrell, Stephanie J.; The College at Brockport (2015-05-11)
      Abstract The purpose of my research is to explore how the comprehension of a preschool student is impacted through being engaged in a total of twelve read alouds and discussions using complex texts in the form of a chapter book. During the conducting of this research, a preschooler participates in read alouds conducted by the researcher and engages in a post-reading discussion about the reading. Each read aloud is then repeated a second time followed by second post-reading discussion. My research seeks to answer to what extent can a preschool student retell and discuss content from a complex text? How does the use of repeated readings of complex texts impact the comprehension and vocabulary knowledge of a preschool student? The data is collected through the use of observations and comprehension rubrics.
    • A Choreographic Exploration of Judeo-Christian Themes

      Davis, Jacqueline; Duane, Beverly Cordova (1987-05-01)
      This thesis investigates the potential of using the art form of dance, in a secular setting, to educate religious thought, and elicit an uncommon way of worship. Three Judeo-Christian themes, Grace, Prayer, and Body, form the creative inspiration for this choreographic thesis project. Within this thesis, grace is defined as the freedom from the need to strive or work with effort; prayer is the physical, emotional, mental or spiritual communication with God; and body represents both the “Body of Christ,” and the Christian Church, as well as the human body as an image of God. Bach’s “Magnificat in D Major” was chosen as the musical score for its central importance in portraying Judeo-Christian spirituality. The score was performed in the original German and Latin languages, to allow the music itself to inform the choreography. The resulting septet suite of ecclesiastical dance was performed in the secular theatre setting of Hartwell Hall, and its examination and evaluation form the basis for the text of this thesis.
    • A Chronometric Analysis of the Effect of Sex and Sensory Modality on the Running Performance of Visually Handicapped Individuals

      Silva, John M., III; Chalmers, Bonnie Lynn; The College at Brockport (1979-08-01)
      The purpose of this study was to experimentally compare the effect of two sensory aids on the running performance of 40 female and 40 male visually handicapped subjects participating in a 40 yard dash. The subjects ranged in age from 6-21 and attended various schools and institutions in Massachusetts, New Jersey, and New York. The subjects were blocked according to sex and randomly assigned to one of two treatment conditions. Those assigned to treatment one utilized an audible goal locator. Those assigned to treatment two utilized a tactual guide wire. The subjects were tested individually. A timed performance score was recorded for each subject. A 2 x 2 factorial design for the variables of sex and sensory aid was used. The analysis of variance indicated that there was no significant difference in the scores of subjects utilizing an audible goal locator as compared to a tactual guide wire. A significant (p ? .001) main effect for sex was found. Visually handicapped males performed significantly faster than females. This finding supported research concerning visually impaired males and females on various physical performance tests. No significant interactive effect was noted for the variables of sex and sensory aid. Mean examination indicated that females performed slightly faster utilizing the audible goal locator while males performed slightly faster using the tactual guide wire. Suggestions were offered in an attempt to further research concerning performances of visually handicapped individuals, in various physical settings and for evaluating the effectiveness of sensory aids.
    • A Chronosequence of Aquatic Macrophyte Communities in Dune Ponds.

      Wilcox, Douglas A.; Simonin, Howard A.; New York State Department of Environmental Conservation; The College at Brockport (1987-01-01)
      Differences in macrophyte community composition in a chronosequence of spatially separated dune ponds near the south shore of Lake Michigan were examined and related to environmental variables. Five ponds from each of five pond rows were sampled. In each pond, the cover of each plant species and water and sediment depth were sampled using a stratified random design. Radiocarbon dates were obtained from selected ponds. Ordination of the vegetation data by detrended correspondence analysis revealed similarities in the plant communities of ponds in the same row and community differences between ponds in different rows. Younger ponds (< 300 years) were dominated by Chara spp. and Najas flexilis, middle-age ponds (2100 years) by Myriophyllum spp. and Nymphaea tuberosa, and older ponds (3000 years) by Typha angustifolia. Distribution of macrophyte communities was most closely correlated with water depth, which generally decreased with increasing age of the pond row. Some sediment chemistry differences were found between pond rows, but there were no significant differences in water chemistry. Although a linear succession pattern is suggested, we think that anthropogenic disturbance played a major role in determining the vegetation differences observed. Thus, a chronosequence of spatially separated ponds can provide valuable information on hydrarch succession, but it may be misleading and actually represent succession affected by disturbance history.
    • A Clinical Assessment on the Role of the High School Athletic Director

      Stoldt, Kenneth Michael; The College at Brockport (1994-08-01)
      The purpose of this study is to examine the qualifications and methodologies of high school athletic directors working in New York State public schools which operate within the Section Five district. The study intends to identify tendencies which could prove to be the basis of strengths or weaknesses which are needed for the development of a successful athletic program. The study also intends to determine if there is a need for athletic directors to gain a higher level of professional preparation. This study hopes to offer many benefits. One major benefit will be to aid some practical solutions to the day to day athletic problems which arise. The second is to demonstrate the need for having a qualified person assume the role of athletic director. The intent of this study will be to survey the high school athletic directors in New York State Section Five District. The data will allow for closer examination of problem solving methodology, time management skills, organizational patterns, personnel qualifications, and many other characteristics of administration. It is believed that the data will provide evidence of similarities which exist between districts. After evaluating the data, one may be able to differentiate between characteristics as to their value to an athletic program or an administrator. Such data could prove to be valuable for an individual interested in pursuing a career in athletic administration. This investigation will examine the relationship between the position of athletic director and the personal credentials and/or job characteristics of the individual participants. Finally, several recommendations will be made for further research.