• 2013 Conversations in the Disciplines

      Myers, Kim; Barnes, Gordon; Hockenberry, Benjamin; Beatty, Joshua; St. John Fisher College; SUNY Plattsburgh; The College at Brockport (2013-04-01)
    • 2016 Ronald E. McNair Summer Research Journal

      Volpe-van Dijk, Herma; The College at Brockport (The College at Brockport, 2016-07-01)
      2016 Ronald E. McNair Summer Research Journal features abstracts of the summer research of the following students: Charles Alford, Rachel Campbell, Sam Chudyk, Robert L. Darrisaw Jr., Ann Marie Duprey, Angelica Gomez, Jianna Howard, Rashana Vikara Lydner, Sidnee McDonald, Adebayo Oluyole, Adwoa Opoku-Nsiah, Delasia Rice, Iliana Ruiz, Cheryl Sampson, Ashley White, and Bria Wilkins.
    • 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)
    • 3-D printed heterogenous substrate bandpass filters

      Nesheiwat, Issa (2021-09)
      With the demand for increasing frequencies in today’s communications systems, compact integrated circuits are challenging to achieve. Compact filters have typically been realized by modifying the circuit design including using LC resonators, defective ground structures, and adjusting the length ratios of resonators. Heterogenous substrates with controlled regions of dielectric loading offer a new design approach when it comes to manufacturing an RF component. In this thesis, additive manufacturing is used to selectively place low-K and high-K dielectric materials to achieve a compact form factor, improved bandwidth, and higher suppression in re-entry modes. First, microstrip coupled strip lines are simulated to model the basic coupling effects of loading a substrate. Next, three 2.45GHz parallel coupled bandpass microstrip filters are designed with differing substrates: low-K, high-K and high-K loaded to analyze the impact of loading within the substrate. The filter substrates are manufactured using a dual-extrusion FDM 3-D printer to combine both dielectrics, low-K ABS, and high-K PrePerm ABS1000, into a single heterogeneous substrate. Compared to the low-K dielectric alternative, the high-K loaded filter demonstrated a 30.8% decrease in length, while maintaining similar bandwidth and suppression of re-entry modes. Compared to the high-K filter, the high-K loaded filter showed a 9.4dB reduction in re-entry mode suppression, while maintaining similar footprint size.
    • 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 4th grade Curriculum Guide for writing instruction that aligns with the New York State Common Core reading and writing standards.

      Nelson, Kyle (2015)
      This curriculum project provides teachers with instructional resources and lesson plans that integrate writing into reading in a fourth grade classroom. It includes ways to structure writing within their classroom that create an engaging writing atmosphere where students are motivated and are willing to take risks as writers. Answering text based questions requires a particular process that includes understanding the prompt or question, organization or construction of ideas and explaining answers with text evidence. When writing, students are required to write under the three genres of narrative, informative and opinion. The research based strategies have been included as a guide for teachers, along with four modules that contain lesson plans with writing prompts that are part of the three genres. An appendix contains additional graphic organizers and assessment tools for teachers to use during writing instruction.
    • 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.