• Pretend Predators and Prey Populations

      Schwartzmeyer, Kristin; The College at Brockport (2006-01-04)
      Students explored how groups of organisms are changed by the introduction of a predator. Our model focuses on a bug population would change when a predator was introduced that would eat bugs at different rates depending on the bug’s color when compared with the background.
    • Prevalent Stressors Found Among Collegiate and Elite Coaches

      Delaney, Kathryn; The College at Brockport (2016-12-19)
      Recent studies have explored the stress that individuals experience in the coaching profession. Stress can have negative effects on an individual physically, mentally, and emotionally. The impact that stress has on a coach can directly influence the anxiety and performance of their athletes. The purpose of this study was to identify and prioritize stressors found in the literature. The prevalence of these stressors was then used to recommend coping techniques to help coaches reduce the impact that coaches experience. A total of 10 studies were analyzed for this synthesis. Results found seven prevalent stressors. The seven prevalent stressors found in the literature were performance, resources, many roles and responsibilities, athletes, assistant coaches, and self-imposed demands. Based on the stressors identified, four different types of coping techniques were recommended for coaches to use. The recommended coping techniques for these stressors were mindfulness training, self-talk, goal setting, and dyadic coping.
    • Primary Grade Students’ Expressive Oral Language in Social Situations

      Robb, Susan; Kier, Caitlin (2017-04-01)
      This research discusses the relationship between oral language development and social development. The primary goal of the study was to explore the use of expressive oral language within social situations in primary aged children. Data were collected over the course of six weeks. Data were collected using audio recordings, pre and post interviews and surveys, and observations. The data were analyzed to determine if and how students use oral language in social situations. The findings proved that students were able to improve their oral language skills within social situations.
    • Principal's Perceptions of the Role of School Counselors and the Counselor-Principal Relationship

      Costanza, Todd; The College at Brockport (2014-10-01)
      The purpose of this study was to examine the views of current administrators on the roles and tasks of school counselors, and on the relationship between counselors and principals. The participants were chosen from a convenience sample of one head principal and three assistant principals of a high school located in the northeastern United States. This research included a mixed methods design to incorporate a researcher-designed survey based on information from a list of appropriate and inappropriate tasks for school counselors as deemed by the American School Counselors Association (ASCA), and a focus group discussion on the relationship each principal has with the school counseling department. The research showed that there remains an inconsistent gap in the amount of exposure each principal has in relation to the ASCA National Model from their administrator certification training. Principals were also able to identify a number of characteristics that are viewed as critical to the success of a school counselors working at the high school level.
    • Principles and Practices of Reading Instruction Provided in Grades K-5 in the Fairport Central Schools

      Spiesz, Sheila M.; The College at Brockport (1998-05-01)
      The purpose of this study was to identify the principles and practices currently implemented in providing reading instruction in kindergarten through grade five in the Fairport Central School District. The subjects in this study included 149 elementary classroom teachers and 11 elementary reading teachers from the four elementary school buildings in the Fairport Central School District. Of these 160 teachers, 10 of them were also interviewed. The survey responses were presented quantitatively. All of the answers on the survey questions were compared by percentages of the total number of responses. Both the survey results and the interview responses were analyzed qualitatively to locate any patterns or trends that occurred. The findings revealed that there are a wide variety of professional principles and practices being currently implemented in teaching reading in Fairport in grades K-5. The district adopted the Houghton Mifflin Literary Reader about ten years ago, and it is still used in a variety of ways. There is an emphasis on early intervention, and reading instruction incorporates reading, writing, listening, and speaking through a variety of methods. The administration and teachers support each other in efforts to bring about reading success for all students. Flexibility, team teaching, daily reading, and providing successful reading opportunities were other key pieces of teachers' reading philosophies and instruction. The teachers' experience, with an average of twenty years, coupled with a high level of professionalism, allows for continuous growth in the well-rounded reading program.
    • Principles of Diffusion

      Ribble, Alan; Hakes, Roger; The College at Brockport (2004-08-10)
      Students will be able to describe 2 principles of diffusion that will be demonstrated and explained in models of diffusion. These are applied math and science principles used in inquiry methods of learning
    • Priorities for Reducing Phosphorus Loadings and Abating Algal Blooms in the Great Lakes – St. Lawrence River Basin: Opportunities and Challenges for Improving Great Lakes Aquatic Ecosystems

      2012-09-01
      The impact of phosphorus loadings to the Great Lakes is once again threatening the Great Lakes-St. Lawrence River ecosystem. These impacts are especially pronounced in nearshore areas and embayments, which are often the most ecologically productive and diverse areas of the system. Algal blooms fed by excessive phosphorus from various nonpoint and point sources are occurring in each of the Great Lakes, but especially Lake Erie, Saginaw Bay on Lake Huron, Green Bay on Lake Michigan and nearshore areas of Lake Ontario. In western Lake Erie the re-emergence of harmful algal blooms (HABs) in recent years has been especially troubling, coming after nearly two decades of little or no occurrence of these blooms. As a result of this alarming trend, the Great Lakes Commission adopted a resolution, Nutrient Management in the Great Lakes-St. Lawrence River Basin, on October 12, 2011. This resolution, included as Appendix A, underscored the seriousness of the problem and called for the establishment of a Phosphorus Reduction Task Force consisting of members from each state and province in the Great Lakes region. The states and provinces appointed members to the Task Force in November 2011. The Task Force included representatives from environmental protection, natural resource and agricultural agencies; a list of Task Force members is included as Appendix B. The Task Force’s charge was to develop phosphorus reduction recommendations to guide the Commission’s work in this critically important area. The specific charge to the Task Force included: 1. Developing a suite of recommendations for federal, state and provincial actions to reduce phosphorus loadings to the Great Lakes and St. Lawrence River, focused on priorities for clean water infrastructure, research, technical assistance, and outreach and education; 2. Reviewing opportunities for expanding and enhancing programs under the 2012 Farm Bill to reduce phosphorus and improve nutrient management for water quality improvement; and 3. Investigating opportunities to address critical nutrient management issues by working more closely with the U.S. Department of Agriculture (USDA) Natural Resources Conservation Service (NRCS) and its technical committees in each state. This report addresses the first two of these charges. Task three is ongoing and will be informed by the recommendations in this report. When received by the Commission at its 2012 Annual Meeting, this report will guide interactions with the state technical committees and similar bodies in Ontario and Québec. While completing the programs report, the Task Force considered how to best present the priority issues facing the Great Lakes-St. Lawrence River basin related to phosphorus loadings and impacts. Ultimately, it decided to prepare in-depth summaries describing emerging issues, unmet needs and unanswered questions on the following topics: 1. Phosphorus issues related to nonpoint source pollution; 2. Phosphorus issues related to point source pollution; and 3. Phosphorus issues related to product formulation, innovation, research and regulation. This report is presented as a product of the Phosphorus Reduction Task Force of the Great Lakes Commission. The Commission appreciates the valuable contributions from the Task Force members, their expertise and the time they devoted to reviewing this report as it was prepared.
    • Probability

      Burney, Moneith; The College at Brockport (2008-04-30)
      Students will be able to solve probability problems and graph histogram.
    • Probability Estimation Using AgentSheets

      Ezell, Stephen; The College at Brockport (2008-03-31)
      Modeling will be used to gain knowledge of probability and how it can be used to predict outcomes. Students will use agent sheets and a program that was written together with the teacher and other students to see the affects of probability. Also how probability can be written as a percentage.
    • Probability introduction

      Haag, John; The College at Brockport (2004-10-29)
      Students will appreciate the math that goes into games of chance Students will understand the difference between theoretical and experimental probabilities Students will show confidence in predicting what will happen in a game
    • Probability Lesson – Theoretical vs. Experimental

      Dale, Michelle; The College at Brockport (2006-07-25)
      • Students will use the Prob Sim application to find the experimental probability of two different events with a set number of trials (flipping a coin and rolling a die). • Students will complete probability worksheet and find the experimental probability for each event. • Students will discuss the relationship between experimental and theoretical probability
    • Probability of Marbles Using Project Interactive

      McGreevy, Sandy; The College at Brockport (2006-08-10)
      Objectives: By the end of the lesson, the student will be able to calculate multistage probability with or without replacement by using a web-based activity for a discovery lesson.
    • Probability Using AgentSheets

      Westrich, Kevin; The College at Brockport (2006-08-07)
      Objectives: Calculate the experimental and theoretical probability of an event. Calculate the percent error in measurement.
    • Probability Using TI Calculators

      Lawson, Beverly; The College at Brockport (2008-04-30)
      Upon completion of this lesson, students: • Will understand and apply basic concepts of probability • Will understand and use appropriate terminology to describe events • Will use probability to make and test conjectures about the results of experiments and simulations
    • Probability- 50/50 Chance

      Sheffer, Christopher; The College at Brockport (2008-04-30)
      Students will be directed to the probability simulation - tossing coins and observing the outcome.
    • Problem Based Learning and STEM Model design in a Secondary Biology Curriculum

      Younkyeong, Nam; Stewart, Caleb; State University of New York College at Brockport (2016-08-14)
      Education in the field of science is designed to prepare students to achieve success and understanding of the science that surrounds them and hopefully train them for a continued education and understanding of the scientific field. When educational content is demonstrated rather than discovered it inhibits a student’s ability to become a lifelong learner and explorer of the sciences. Learning through demonstration also prevents students from experiencing the collaboration between science, technology, engineering and math (STEM). The following education plan models education that is designed around discovering how real world body systems function and collaborating to apply knowledge rather than repeat it. The literature review following will explain further benefits of real world discovery based education. Further review explains how problem based learning drives students to approach real world scientific problems in local communities with a scientific and systematic belief that their knowledge is applicable in a real world setting.
    • Problem Solving

      Ezell, Stephen; The College at Brockport (2006-08-09)
      Students will be able to show their knowledge of budgeting thru the use of Stella. Students will show their knowledge of converting weeks to years and years back to months.
    • Procedures Used in Planning and Construction of New Elementary School #2, City School District of Rochester

      Humphrey, Robert F.; The College at Brockport (1962-06-10)
      This paper investigates the planning and construction of Clara Barton School #2, in the Rochester City school district. First, the author examines the factors contributing to the need for a new school facility, as well as its specific design requirements. The author then recounts the multi-step process the city engaged in to acquire the property and begin construction, as well as their hiring of new personnel. Appendices include, student population statistics, planning sheets and chronological record of planning and construction, as well as relevant communications and newspaper articles.
    • Process Variation: Demonstrating Responsibility

      Romal, Jane B.; Braunscheidel, Michael J.; Canisius College; The College at Brockport (2009-10-01)
      W. Edwards Deming preached that understanding variation is of paramount importance. He created the Red Bead Experiment (DRBE) to illustrate that variation is present in all processes and that utimately, management, not the willing worker, is responsible for the variability that is inherent in a process. We modify DRBE to demonstrate these lessons to undergraduate management and accounting students. Our results indicate that DRBE is a successful way for these students to I cam how variation applies to their respective studies.
    • Process Variation: Demonstrating Responsibility

      Romal, Jane B.; Braunscheidel, Michael J.; Canisius College; The College at Brockport (2009-10-01)
      W. Edwards Deming preached that understanding variation is of paramount importance. He created the Red Bead Experiment (DRBE) to illustrate that variation is present in all processes and that utimately, management, not the willing worker, is responsible for the variability that is inherent in a process. We modify DRBE to demonstrate these lessons to undergraduate management and accounting students. Our results indicate that DRBE is a successful way for these students to I cam how variation applies to their respective studies.