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<h1>Anne S Macpherson</h1>
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<h3>Anne S Macpherson, Ph.D</h3>
<dl>
<dt>
Professor
</dt>
<dd>
(585) 395-5683<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 327<br/>
</dd>
</dl>
</div>
</div>
<h3>Education</h3>
<ul>
<li>PhD, University of Wisconsin - Madison, August 1998
</li>
<li>M.A., University of Wisconsin - Madison, December 1992
</li>
<li>B.A., Queen’s University (cum laude) - Kingston, Ontario, May 1990 - History and Political Studies
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Latin American and Caribbean History
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>Puerto Rico and Puerto Ricans: Colony, Nation, Race, Diaspora
</li>
<li>Born in Blood and Fire: Latin American in the Age of Conquest and Empire
</li>
<li>The Modern World
</li>
<li>Colonial Latin America
</li>
<li>Modern Latin America
</li>
<li>The Modern Caribbean
</li>
<li>Women and Gender in Latin-American and Caribbean History - (crosslisted with Women and Gender Studies)
</li>
<li>Latin America Regional Seminar
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<ul>
<li>Summer Undergraduate Research Grants, 2010 (Casey O’Mara) and 2012 (Linda Webber)
</li>
<li>Provost’s Post-Tenure Research Fellowship, 2010
</li>
<li>SUNY Chancellor’s Award for Excellence in Teaching, 2010.
</li>
<li>Association of Caribbean Historians’ Elsa Goveia Prize for Best Book in Caribbean History, 2007-2008,
</li>
<li>United University Professionals Drescher Pre-Tenure Leave, 2002.
</li>
<li>Social Sciences and Humanities Research Council Doctoral Fellowship Award (Government of Canada), 1993-94.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>“Birth of the U.S. Colonial Minimum Wage: The Struggle over the Fair Labor Standards Act in Puerto Rico, 1938-1941,” Journal of American History 104:3 (December 2017), 656-680 (+ connected podcast).
</li>
<li>“Elfreda Reyes” and “Vivian Seay”, each a 1000-word entry in Henry Louis Gates Jr. and Franklin Knight, editors in chief, Dictionary of Caribbean and Afro-Latin American Biography (Oxford University Press and the W.E.B. DuBois Institute, 2016).
</li>
<li>“Doing Comparative Caribbean (Gender) History: Puerto Rican and Belizean Working-Class Women, 1830s-1930s,” Small Axe: A Journal of Caribbean Criticism 43 (March 2014): 72-86.
</li>
<li>“Towards Decolonization: Impulses, Processes, and Consequences,” in Stephan Palmié and Francisco Scarano, eds. <em>The Caribbean: An Illustrated History</em> (Chicago: University of Chicago Press, forthcoming 2011)
</li>
<li>
<em>From Colony to Nation: Women Activists and the Gendering of Politics in Belize, 1912-82</em> (Lincoln: University of Nebraska Press, 2007)
</li>
<li>“Colonial Matriarchs: Garveyism, Maternalism, and Belize’s Black Cross Nurses, 1920-1952,” <em>Gender and History</em> (November 2003).
</li>
<li>Citizens vs. Clients: Workingwomen and Colonial Reform in Puerto Rico and Belize, 1932-1945,” <em>Journal of Latin American Studies,</em> vol.35 no.2 (May 2003).
</li>
<li>Co-editor with Nancy Applebaum and Karin Rosemblatt, <em>Race and Nation in Modern Latin America</em>, (University of North Carolina Press, 2003.).
</li>
<li>“Imagining the Colonial Nation: Gender, Race, and Middle Class Politics in Belize, 1888-98,” in above anthology.
</li>
<li>“Viragoes, Victims, and Volunteers: Female Creole Political Cultures in 19th-century Belize,” in Michael D. Phillips, ed. <em>Belize: Selected Proceedings of the Second Interdisciplinary Conference</em> (Lanham, MD: University Press of America, 1996).
</li>
<li>Editor, <em>Backtalking Belize: Speeches and Writings of Assad Shoman, 1963-1995</em> (Belize: Angelus Press, 1995).
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>Participant in roundtable: “Why Caribbean Women’s History Matters,” American Historical Association, Atlanta, 7 January 2016.
</li>
<li>“‘This Law Has Enflamed the Whole Island’: The Fair Labor Standards Act in Puerto Rico, 1938-40,” Association of Caribbean Historians 45th Annual Meeting, Belize, 14 May, 2013.
</li>
<li>“Gringo-Rican? Robert Claiborne’s Fight for the Fair Labor Standards Act in Puerto Rico, 1938-40,” (with student Linda Webber), Puerto Rican Studies Association, Albany NY, 24 October 2012.
</li>
<li>Invited Keynote Speaker: “Never a Coward Woman: Women and the Struggle for Belize’s Independence,” Belize at Thirty conference, National Institute for Culture and History, Belize City, 20 March 2012.
</li>
<li>“Black Power in Belize: UBAD, Radical Masculinity, and the Enabling of Belizean Feminism, 1968-81,” Association for the Study of the Worldwide African Diaspora, 4 November 2011.
</li>
<li>Invited Talk, “Needleworkers and Tobacco Strippers: Puerto Rican Women Strike Back During the Great Depression,” Caribbean Speaker Series, Buffalo State College, 7 October 2011.
</li>
<li>“Working-Class Women, Populist Politics and New Deal Reform in Puerto Rico, 1938-40,” New York State Latin American History Workshop, Binghamton University, 9 April 2011.
</li>
<li>Commentator for Panel: “Building and Disciplining the National(ist) Body: Politics, Puerto Rico, and the Diaspora in the 1950s,” Puerto Rican Studies Association, Hartford CT, 22 October 22, 2010.
</li>
<li>“Anti-Colonial Women’s Activism in Belize, 1910s-1950s,” <em>American Historical Association</em>,San Diego CA, 8 January 2010.
</li>
<li>“Caribbean Populisms – Gender in Puerto Rican and Belizean Populist Coalitions in the Mid-Twentieth Century,” <em>Rethinking the Mangrove/Repensando el Manglar: Critical Practices in Caribbean Cultural Studies</em>, University of Puerto Rico – Mayagüez, 15 October 2009.
</li>
<li>“Racial Inclusivity and Exclusivity in Belizean Women’s Politics, 1920s-1950s,” <em>53rd International Congress of Americanists</em>, Universidad Iberoamericana, Mexico City, 22 July 2009.
</li>
<li>Invited Talk, ““Pro-Colonial and Anti-Colonial Women Activists in 20th c. Belize,” <em>Center for Latino and Latin American Studies and the African Diaspora Department speaker series</em>, Depaul University, Chicago, 7 May 2009.
</li>
<li>Invited Talk, “Doing Comparative Caribbean Women’s History: Belize and Puerto Rico,” <em>Department of History’s Modern Latin America and Caribbean speaker series</em>, Pennsylvania State University, 15 April 2009.
</li>
<li>“Black Power in Belize: UBAD, Radical Masculinity and the Enabling of Belizean Feminism, 1969-80,” <em>Association of Caribbean Historians</em>, Jamaica, 10 May 2007.
</li>
<li>“Commerce and Creolization in Havana and San Juan, 1509-1763,” <em>New England Council of Latin American Studies Conference</em>, Middlebury College, 28 October 2006.
</li>
<li>Invited talk, “Gender and Decolonization,” <em>Caribbean History Speakers Series,</em> University of Toronto, 21 September 2006.
</li>
<li>Latin American Studies Association, Dallas, 28 March 2003: “Racialized Constructions of Nation in the British Caribbean and on Central America’s Caribbean Coast,” (part of round table on “Race and Nation in the Modern America’s”)
</li>
<li>Berkshire Conference on Women’s History, University of Connecticut at Storrs, 6-9 June 2002: “On the Eve of Nationalism: Gender, Race and Labor in Belize a Century after Emancipation” (Part of panel titled, “Empire, Freedom, Identity: Gender and Race in the Modern Caribbean”)
</li>
<li>Pairing Empires: Britain and America 1857-1947 Conference, Johns Hopkins University, 10-12 November 2000: “Colonial Reform, Colonial Hegemony: Gender and Labor in Belize and Puerto Rico, 1932-1945”
</li>
</ul>
</div>
</li>
</ul>
<h3>
Current Projects
</h3>
<ul>
<li>Since 2008 I have been researching gender, labor, and politics in Puerto Rico in the short but pivotal period 1938-40. I am interested in documenting the relationships among:
<ul>
<li>Puerto Rican working women, especially in needlework and tobacco processing;
</li>
<li>Island political parties, especially the new Popular Democratic Party led by Luis Muñoz Marín; and
</li>
<li>The U.S. federal government, especially through the Fair Labor Standards Act, a key piece of New Deal legislation.
</li>
</ul>
</li>
<li>I have done research in several Puerto Rican archives—in San Juan, Rio Piedras, and Mayagüez—and in the U.S, at the National Archives in D.C. and New York City, the Center for Puerto Rican Studies at Hunter College, and the University of Virginia. I have presented my findings in Puerto Rico, the U.S., and at the Association of Caribbean Historians conference in Belize.
</li>
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<h1>Paul B Moyer</h1>
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<h3>Paul B Moyer, Ph.D</h3>
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<dt>
Professor
</dt>
<dd>
(585) 395-5681<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 333<br/>
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<h3>Education</h3>
<ul>
<li>PhD, The College of William & Mary, Williamsburg, Virginia, May 1999 - American History<br />
Dissertation :”Wild Yankees: Settlement, Conflict, and Localism along Pennsylvania’s Northeast Frontier, 1760-1820.”
</li>
<li>M.A., The College of William & Mary, Williamsburg, Virginia, May 1996 - American History
</li>
<li>B.A., Bowdoin College, Brunswick, Maine, May 1992 - History
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>Early American History
</li>
<li>History of Witchcraft & Witch-Hunting
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>HST 211: Early American History Seminar
</li>
<li>HST 309: The Revolutionary War
</li>
<li>HST 327: The American Military Experience
</li>
<li>HST/WMS 332: Witchcraft & Witch-hunting in Early Modern Europe
</li>
<li>HST 390: History Research Methods: Witchcraft in 17th-Century New England
</li>
<li>HST 4/514: The Salem Witchcraft Crisis
</li>
<li>HST 4/516: The Invasion of America (Colonial North American History)
</li>
<li>HST 4/527: Material Culture
</li>
<li>HST 614: Early American Reading Seminar
</li>
</ul>
<h3>Research Interests</h3>
<p>
Dr. Moyer’s has recently published <em>“Detestable and Wicked Arts”: New England and Witch-hunting in the English Atlantic</em>, 1640-1670” (Cornell, 2020) and “Diabolical Duos: Witch Spouses in Early New England,” in <em>Early American Studies</em> 20 (Summer 2022): 371-406. Currently, he is in the process of writing <em>The Execution of Ira Stout: A Story of Murder and Justice in Antebellum Rochester, New York</em>.
</p>
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Awards/Recognitions
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<li>SUNY Chancellor’s Award for Excellence in Teaching.
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Recent Publications
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<h4>
BOOKS
</h4>
<ul>
<li>
<em>Detestable and Wicked Arts: New England and Witchcraft in the Early Modern Atlantic World</em>. Cornell University Press, 2020.
</li>
<li>
<em>The Public Universal Friend: Jemima Wilkinson and Religious Enthusiasm in Revolutionary America.</em>Cornell University Press, 2015.
</li>
<li>
<em>Wild Yankees: the Struggle for Independence along Pennsylvania’s Revolutionary Frontier,</em> 1750-1820. Cornell University Press, 2007.
</li>
</ul>
<h4>
ARTICLES & ESSAYS
</h4>
<ul>
<li>“Diabolical Duos: Witch Spouses in Early New England,” <em>Early American Studies</em> 20 (Summer 2022): 371-406.
</li>
<li>“Prosecuting a Prophet,” New York Archivist (Fall 2017).
</li>
<li>“Protest and Rebellion.” In American Centuries: Vol. 3, the Eighteenth Century, edited
</li>
<li>by Brendan McConville, 217-25. New York: MTM Publishing, 2011.
</li>
<li>“‘A Dangerous Combination of Villains’: Pennsylvania’s Wild Yankees and the Social Context of Agrarian Resistance in Early America,” Pennsylvania History, 73 (Winter 2006): 37-68.
</li>
<li>“‘Real’ Indians, ‘White’ Indians, and the Contest for the Wyoming Valley.” In Friends and Enemies in Penn’s Woods: Indians, Colonists, and the Racial Construction of Pennsylvania, edited by William A. Pencak and Daniel K. Richter, 221-37 (notes 314-18) State College, PA: Penn State University Press, 2004.
</li>
<li>“Pennsylvania’s Yankee Invasion: Migration, Settlement and Backcountry Resistance in the Northern Susquehanna River Valley.” In Moving On: European, Atlantic and American Migration in the Age of Expansion and Settlement, 15th-20th Centuries, edited by James M. McCord and Andrew M. Schocket, 49-56. Chapel Hill, NY: The College of William and Mary and the University of North Carolina Press, 1995.
</li>
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Presentations
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<ul>
<li>“Diabolical Duos: Husband-Wife Witch Couples in Early New England,” The Omohundro Institute of Early American History and Culture, Pittsburgh, PA, June 2019.
</li>
<li>“New England and Witch-hunting in the English Atlantic,” National University of Ireland at Maynooth, Maynooth, Co. Kildare, Ireland, April 2019.
</li>
<li>March 2017, “Sarah Osborn & Female Spiritual Authority in Early America,” Society of Early Americanists, Tulsa, OK.
</li>
<li>July 2014. “Domestic Order and Spiritual Authority in the Society of Universal Friends.” SHEAR Conference, Philadelphia, PA.
</li>
<li>January 2011. “‘Keeping up the Indian Yell’: the Intercultural Context of Agrarian Violence.” AHA Conference, Boston, MA.
</li>
<li>July 2010. “The Friend and Friends: Contextualizing the Intersection of Religion and and Gender in the Early Republic.” SHEAR conference, Rochester, NY.
</li>
<li>April 2009. “The Society of Universal Friends: Religion &; Gender in Revolutionary America.” National University of Ireland at Maynooth.
</li>
<li>March 2009. “Revisiting the Public Universal Friend.” UNWHO Conference, Geneva, NY.
</li>
<li>June 2007. “The Household Politics of Agrarian Resistance.” OIEAHC/SEA Conference, Williamsburg, VA.
</li>
<li>January 2001. “‘Being duly sworn, doth depose and say”: The Wyoming Controversy and the Problems of Historical Narrative.” AHA Conference, Boston, MA.
</li>
<li>November 1999. “The Wyoming Dispute and the Pennamite-Yankee Wars.” Pennsylvania Historical Association Annual Meeting, Pittsburgh, PA.
</li>
<li>February 1995. “Pennsylvania’s Yankee Invasion: Migration, Settlement and Backcountry Resistance in the Northern Susquehanna River Valley.” EU/USA Intensive Conference/Workshop, Williamsburg, VA.
</li>
</ul>
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<h1>Katherine Clark Walter</h1>
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<h3>Katherine Clark Walter, Ph.D</h3>
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<dt>
Associate Professor
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<dd>
(585) 395-2880<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 317<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>PhD, Indiana University, 2002 - Department of History<br />
Dissertation: “Pious Widowhood in the High and Later Middle Ages”
</li>
<li>M.A., Indiana University, 1995 - Medieval History
</li>
<li>B.A.,University of Richmond, 1991 - History and Music
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Medieval European History
</li>
<li>Gender
</li>
<li>Culture and Religion
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>HST 202 The Ancient World
</li>
<li>HST 335 Roman Empire
</li>
<li>HST 336 Medieval Europe
</li>
<li>HST 390 Research Seminars
</li>
<li>HST 444/544 Medieval Women
</li>
<li>HST 445/545 The High Middle Ages
</li>
<li>HST 455/555 The Black Death
</li>
<li>HST 600 Historical Methods
</li>
<li>HST 648 Tolerance and Persecution in Medieval Europe
</li>
</ul>
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Awards/Recognitions
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<ul>
<li>Roland Fontaine Award for Faculty-Student Engagement, 2017
</li>
<li>Chancellor’s Award for Faculty Service, 2014
</li>
<li>SUNY Brockport Faculty Incentive Grant, Fall 2007
</li>
<li>Deutsche Akademische Austauschdienst Re-Invitation Program Grant, Summer 2007
</li>
<li>SUNY Drescher Award, Spring 2007
</li>
<li>Andressohn Fellowship and Hill Dissertation Fellowship, Department of History, Indiana University, 1998
</li>
<li>Outstanding Teaching Award, Department of History, Indiana University, 1998
</li>
<li>College of Arts and Sciences Dissertation Fellowship, Indiana University, 1998
</li>
<li>Deutsche Akademische Austauschdienst Annual Grant and Extension, 1995-1996
</li>
<li>Annual Anderssohn Awards, Department of History, Indiana University, 1995-1997
</li>
<li>Fulbright Finalist, 1995
</li>
<li>Newberry Consortium Grant, Indiana University, 1994
</li>
<li>Rotary Foundation Ambassadorial Fellowship, 1992-1993
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>Forthcoming September 2018: The Profession of Widowhood: Widows, Pastoral Care, and Medieval Models of Holiness, Washington, DC: Catholic University of America Press.
</li>
<li>“Animals on the Edge: Humans and Hybrids in the Pontificals of Later Medieval France” in Human/Animal: Proceedings from the International Medieval Symposium, eds. Irène Fabry-Tehranchi and Anna Russakoff. Amsterdam: Rodopi Press (2014) 95-113.
</li>
<li>Putting on the Garment of Widowhood’: Medieval Widows, Monastic Memory and Historical Writing,” <em>Quidditas</em> 31:1 (2010) The Journal of the Rocky Mountain Medieval and Renaissance Association, 22-76.
</li>
<li>Thematic Review: “Visible Negotiations: Widowhood as a Category for Assessing Women’s Lives and Work in Early Modern Europe,” <em>Gender and History</em> (21:1 April 2009) 190-195.
</li>
<li>Purgatory, Punishment, and the Discourse on Holy Widowhood,” <em>Journal of the History of Sexuality</em>, (16:2 May 2007) 169-203.
</li>
<li>Vowesses,” in <em>Women and Gender in Medieval Europe</em>, eds. Margaret Schaus, Thomas Izbicki, Susan Mosher Stuard, et al. (Routledge, 2006), 822-823.
</li>
<li>Review of Constructions of Widowhood and Virginity, eds. Cindy Carlson and Angela Jane Weisl in The Medieval Review, <a href="https://scholarworks.iu.edu/journals/" aria-expanded="false">https://scholarworks.iu.edu/journals/</a> , 2000.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>“Liturgy, Church, and City: Illuminated Pontificals of the Fourteenth and Fifteenth Centuries,” Medieval.
</li>
<li>Institute, International Medieval Congress at Kalamazoo, Western Michigan University, Kalamazoo, Michigan, May 14, 2016.
</li>
<li>“Violation and Reconciliation: The Negotiation of Sacred Spaces in Later Medieval Illuminated Pontificals,” New York State Association of European Historians Annual Meeting, October 10, 2015.
</li>
<li>“Dancing with Death Across the Pages: Medieval Macabre and Representations of the Body in Later Medieval Liturgical Books,” New York State Association of European Historians Annual Meeting, Rochester, NY, October 2013.
</li>
<li>“Pious Widowhood in the Writing and Experience of Christine di Pisan,” Northeast Modern Language Association Conference, Boston, MA, March 2013.
</li>
<li>“Ritual, Order, and Status: Animal Marginalia and Social Commentary in the Liturgical Books of the Avignese Papacy,” New York State Association of European Historians Annual Meeting, Oswego, NY, October 2012.
</li>
<li>“Animals on the Edge: Humans and Hybrids in the Pontificals of Later Medieval France,” International Medieval Society Symposium: Human/Animal, Paris, June 2012.
</li>
<li>“Widows’ Spirituality, Domesticity, and the “Holy Household,” American Society of Church History Annual Meeting, Chicago, January 2012.
</li>
<li>“Tales of Martyrdom, Models of Marriage: Sex and Violence in the Lives of Medieval Matron Saints,” Berkshire Conference on the History of Women, Amherst June 2011, for a panel I organized, Maidens, Wives, Widows: Medieval Sexuality and the Marital Bond.
</li>
<li>Invited Talk, National University of Ireland, April 2011: “Tales of Martyrdom, Models of Marriage”.
</li>
<li>“Visualizing The Widow’s Spiritual Bereavement: Medieval Texts, Renaissance Images,” New York State Association of European Historians, September 2009.
</li>
<li>Keeper and Spy of Deeds and Conscience: The Powers and Functions of Religious Widowhood in Late Medieval and Early Modern Europe,” New York State Association of European Historians, September 2008. Presented as part of a panel, “Women, Power, and Religion in Medieaval and Modern Europe”.
</li>
<li>Who Gave These Laws?: Bestiaries, The Widow’s ‘Nature,’ and the Nature of Women in Later Medieval Pastoral Care,” International Medieval Congress, Leeds, England, July 2008.
</li>
<li>The Singlewomen and the <em>Ratherrn</em>: Sexual Fantasy and Social Opportunity in Later Medieval Nuremberg,” seminar on “Singlewomen” led by Judith Bennett and Susan Amussen, Berkshires Conference on the History of Women, June 2008.
</li>
<li>Putting on the Garment of Widowhood’: Medieval Widows, Monastic Memory and Historical Writing” at the international conference, “The Merry Widow: Widowhood in History, Society, and Culture” sponsored by the Center for Gender, Culture, and Society of the University of Wales, Swansea, July 2007.
</li>
<li>“Clothed in the Garments of Widowhood: Medieval Ceremonies Consecrating Widows to Chastity,” Medieval Academy of America, Boston, April 2006.
</li>
<li>“The Chaste Widow at Home: Domesticity and the Sacred Space of the <em>Vere Vidua</em>,” New York State Association for European Historians Conference, West Point Military Academy, September 2005
</li>
<li>Invited Paper, “Piety, Prophecy, and Punishment: The Purgatorial Visions of Holy Widows in the High and Later Middle Ages,” German Historical Institute, Washington D.C., October 2003.
</li>
<li>“Danger and Discretion: Pious Widows in Preachers’ Exempla,” Rocky Mountain Medieval and Renaissance Association Conference, Colorado Springs, Colorado, April 2003.
</li>
<li>“The Widow and the World: Secular Models of Medieval Widowed Piety,” 35th International Medieval Studies Conference, Western Michigan University, May 2000.
</li>
</ul>
</div>
</li>
</ul>
<h3>
Current Projects
</h3>
<p>
I am currently working on a book, Luxurious Ministries, explores medieval liturgy’s relationship to popular religious practice and sensibilities in Europe in later medieval religious life. The book explores ceremonies—such laypeople’s vows, the reconsecration of desecrated churches and cemeteries, and penitential rituals– that integrated laypeople into the liturgical life the church. The book focuses on expressions of popular spirituality and how these were managed by an institutional Church that increasingly defined itself through images of the powerful, celibate male priest.
</p>
<p>
I am also working on one article on domestic violence in the life of the eleventh-century saint, Godlieve of Gistel and a second on ideas about gender and nature in medieval bestiaries.
</p>
</article>
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<h1>Meredith L Roman</h1>
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<h3>Meredith L Roman, Ph.D</h3>
<dl>
<dt>
Associate Professor (History), Committee Member (President’s Council on Diversity & Inclusion)
</dt>
<dd>
(585) 395-2010<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 311<br/>
</dd>
</dl>
</div>
</div>
<h3>Education</h3>
<ul>
<li>PhD, Michigan State University - May 2005, Russian History<br />
Dissertation: “Another Kind of ‘Freedom’: The Soviet Experiment With Antiracism and Its Image as a ‘Raceless’ Society.”
</li>
<li>M.A., Michigan State University - May 2000, Russian History
</li>
<li>B.A., The College of New Jersey (summa cum laude) - May 1998, History
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>History of the Soviet Union
</li>
<li>Twentieth-Century Black Radicalism
</li>
<li>Race in Modern Europe
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>Race, Nationality, and Empire Building in Modern Russia
</li>
<li>Stalinism
</li>
<li>Race and Racism in Modern World History
</li>
<li>Black Radicalism
</li>
<li>Comparative History of African American and Russian Women
</li>
<li>Racial Violence in the Making of Modern America
</li>
<li>History of the Soviet Union
</li>
<li>Twentieth-Century Europe
</li>
<li>The Soviet Union in the Cold War
</li>
<li>Migration, Protest, and Repression in the Twentieth Century
</li>
<li>Black Diasporas in Modern Europe
</li>
<li>Revolutions and Revolutionaries in the Twentieth Century
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<ul>
<li>Chancellor’s Award for Excellence in Teaching, 2012.
</li>
<li>Dr. Nuala McGann Drescher Affirmative Action Leave, United University Professors, Fall 2009.
</li>
<li>Research Enhancement Award, Michigan State University, 2004.
</li>
<li>Muelder-Lowe Award for Future Professors of European History, Michigan State University, 2003-2004.
</li>
<li>Research Enhancement Award, Michigan State University, 2003.
</li>
<li>Muelder Four-Year Admissions Fellowship, Michigan State University, 2001-2005.
</li>
<li>Foreign Language and Area Studies (FLAS) Fellowship to study Azerbaijani, Indiana State University, Inner Asian and Uralic National Resource Center, 2001.
</li>
<li>Merit Thesis Completion Fellowship, Michigan State University, 2000.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>
<em>Soul to Soul:</em> Americans’ Discovery of Yelena Khanga and the Promise of Russian-American Relations,” <em>Journal of Russian American Studies</em> 6, no. 1 (May 2022): 52-72.
</li>
<li>“Antiracist Artifacts and Aspirations,” <em>The Wayland Rudd Collection: Exploring Racial Imaginaries in Soviet Visual Culture</em>, edited by Yevgeniy Fiks (Ugly Duckling Press, 2021), 153-158
</li>
<li>“‘Armed and Dangerous’: The Criminalization of Angela Davis and the Cold War Myth of America’s Innocence,” <em>Women, Gender, and Families of Color</em> 8, no. 1 (2020): 87-111.
</li>
<li>
<em>Opposing Jim Crow: African Americans and the Soviet Indictment of U.S. Racism, 1928-1937</em> (Lincoln: University of Nebraska Press, 2012, 2019 paperback).
</li>
<li>“Soviet ‘Renegades,’ Black Panthers and Angela Davis: The Politics of Dissent in the Soviet Press, 1968-1973,” <em>Cold War History</em> (2018): 2-17, published 31 May 2018, DOI10.1080/14682745.2018.1465932
</li>
<li>“The Black Panther Party and the Struggle for Human Rights,” <em>Spectrum: A Journal of Black Men</em> 5 no, 1 (Fall 2016): 7-32.
</li>
<li>“U.S. Lynch Law and the Fate of the U.S.S.R.: The Soviet Uses of American Racial Violence,” in <em>Lynching in Global Perspective: New Approaches and Directions in the Historical Study of Global Violence</em>, eds. William D. Carrigan and Christopher Waldrep (Charlottesville: University of Virginia Press, 2013), 215-36.
</li>
<li>“Forging Soviet Racial Enlightenment: Soviet Writers Condemn American Racial Mores, 1926, 1936, 1946,” <em>The Historian</em> 74, no. 3 (2012): 528-550.
</li>
<li>“Race, politics and US Students in 1930s Soviet Russia,” <em>Race & Class</em> 53, no. 2 (October 2011): 58-76.
</li>
<li>“Forging Freedom, Speaking Soviet Anti-Racism: African Americans and Alternate Strategies of Fighting American Racial Apartheid,” <em>Critique: A Journal of Socialist Theory</em> 39, no. 3 (August 2011): 371-389.
</li>
<li>“Robert Robinson: Celebrity Worker in the U.S.S.R.” <em>The Human Tradition in the Black Atlantic, 1500-2000</em>, edited by Beatriz Mamigonian and Karen Racine(Lanham, MD: Rowman & Littlefield, 2009), 133-145.
</li>
<li>“Racism in a ‘Raceless’ Society: Racial Violence at the Stalingrad Giant of Socialist Industry and Images of Soviet Racial Equality, August 1930,” <em>International Labor and Working-Class History</em> No. 71 (Spring 2007): 185-203.
</li>
<li>“Making Caucasians Black: Moscow Since the Fall of Communism and the Racialization of Non-Russians” <em>Journal of Communist Studies and Transition Politics</em> 18, No. 2 (June 2002): 1-27.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>
<p>
“Black and Red: African Americans and the USSR,” University of Pittsburgh REEES Fall Series: Distant Friends and Intimate Enemies: The US and Russia, October 22, 2020.
</p>
</li>
<li>
<p>
“Escape from a ‘Living Death’: Concepts of Oppression and Freedom among Soviet Human Rights Defenders and U.S. Black Power Activists during the Cold War,” Soviet Socialism in Labor, Material Culture, and Migration: A Conference Honoring Lewis Siegelbaum, Michigan State University, East Lansing, MI, March 23-24, 2018.
</p>
</li>
<li>“Critical Pedagogies of Black Europe,” Roundtable, 41st Annual Conference of the German Studies Association, Atlanta, GA, October 5-8, 2017.
</li>
<li>“Conceptualizing Black Europe’s Past, Present, and Future(s),” Roundtable, The 101st Annual Meeting and Conference of the Association for the Study of African-American Life and History, Richmond, VA, October 5-9, 2016.
</li>
<li>“Soviet Attacks on U.S. Racial Apartheid and the Creation of the New Anti-Racist Man and Woman.” The Technologies of Truth: Propaganda Symposium, Seton Hall University, South Orange, NJ. January 22, 2016.
</li>
<li>“Public Enemy No. 1: Soviet Intellectuals, Black Panthers, and the Struggle for Human Rights, 1966-1972,” History Colloquium Series, Department of History, Washington University in St. Louis, St. Louis, MO, September 16, 2015.
</li>
<li>“Keepin’ It Real: African Americans and the Promise of Soviet Anti-Racism in the 1920s and 1930s,” Black History Month Speaker Series, Calvin College, Grand Rapids, MI, February 26, 2013.
</li>
<li>“Heroic Black Panthers, Bloody Pogroms, and Soviet Parasites: Representations of Dissent in the USSR, 1967-1972,” 45th National Convention of the Association for Slavic, East European, and Eurasian Studies (ASEEES), Boston, November 20-24, 2013.
</li>
<li>“American Patriots and Soviet Traitors: The Politics of Dissent,” New York State Association of European Historians, SUNY Oswego, October 3-4, 2012.
</li>
<li>“Reversing Race: Soviet Anti-Racism and the Experiment with American Integration, 1931-1932,” University of Rochester, Invited Talk, Department of History, December 3, 2009.
</li>
<li>“Not So Black and White: Speaking Anti-Racism and the Experience of ‘Racelessness’ in Soviet Society,” 42nd National Convention of the Association for Slavic, East European, and Eurasian Studies (ASEEES), Los Angeles, CA, November 18-21, 2011.
</li>
<li>“An American Road Trip and the Soviet Circus: The Strange Politics of Anti-Racism in the U.S.S.R. during the Popular Front Era,” New York State Association of European Historians, Siena College, September 24-25, 2010.
</li>
<li>“Reversing Race: Soviet Anti-Racism and the Experiment with American Integration, 1931-1932,” University of Rochester, Department of History, December 3, 2009.
</li>
<li>“Uncle Toms and White Chauvinists: The Soviet Experiment with Integration at the International Lenin School and the U.S.S.R.’s Image as an Anti-Racist Society,” 41st National Convention of the American Association for the Advancement of Slavic Studies (AAASS), Boston, MA, November 12-15, 2009.
</li>
<li>“‘This is not Bourgeois America’: Black Body Politics, the Soviet Press, and Images of U.S. Racism and Soviet Anti-Racism, 1928-1935,” 32nd Annual Mid-Atlantic Slavic Conference, New York, NY April 4, 2009.
</li>
<li>“The Black Male Body and Representations of American Racial Apartheid and Soviet Anti-Racism,” Conference of the Upstate New York Women’s History Organization, Geneva, NY, March 7, 2008.
</li>
<li>“Anti-Empire, Anti-Racism: Representations of the Soviet Union as a Superior Society during the Interwar Era,” 39th Annual Convention of the American Association for the Advancement of Slavic Studies (AAASS), New Orleans, Louisiana, November 15-18, 2007.
</li>
<li>“Potemkinism: Fact and Fiction,” Roundtable Participant, 39th Annual Convention of the American Association for the Advancement of Slavic Studies (AAASS), New Orleans, Louisiana, November 15-18, 2007.
</li>
<li>“Forging Black Freedom Across the Atlantic: African Americans in the Soviet Union and the Internationalization U.S. Racism.” 91rst Annual Convention of the Association for the Study of African-American Life and History (ASALH), Atlanta, Georgia, September 28-October 1, 2006.
</li>
<li>“Racism Cannot Exist Here: Cultivating the Image of the Soviet Union as a Raceless Society During the Interwar Era,” 120th Annual Meeting of the American Historical Association, Philadelphia, Pennsylvania, January 5-8, 2006.
</li>
<li>“Keepin’ it Real: African Americans in Moscow’s International Lenin School and the Demands that the Promises of Soviet ‘Racelessness’ Be Fulfilled, 1931-1932,” 3rd Biennial Conference of the Association for the Study of the World African Diaspora (ASWAD), Rio de Janeiro, Brazil, October 5-7, 2005.
</li>
</ul>
</div>
</li>
</ul>
<h3>
Current Projects
</h3>
<ul>
<li>Dr. Roman is working on a new research project focusing on dissent in the 1960s and 1970s.
</li>
</ul>
<h3>
Review Essays/ Book Reviews
</h3>
<div class="content active" id="accordion4" role="tabpanel" aria-labelledby="accordion4-heading">
<ul>
<li>
<p>
Review of Amanda Brickell Bellows, <em>American Slavery and Russian Serfdom in the Postemancipation Imagination</em> (University of North Carolina Press, 2020) for the <em>Journal of American History</em> (March 2022)
</p>
<p>
Review of Anne-Marie Fortier, <em>Uncertain Citizenship: Life in the Waiting Room</em> (University of Manchester Press, 2021) in <em>CHOICE</em> Vol. 59, No. 7 (March 2022).
</p>
<p>
Review of Quito Swan, <em>Pauulu’s Diaspora: Black Internationalism and Environmental Justice</em> (University Press of Florida, 2020), H-Diplo, H-Net Reviews. September, 2021.<a href="https://www.h-net.org/reviews/showrev.php?id=56392">https://www.h-net.org/reviews/showrev.php?id=56392</a>
</p>
<p>
Review of Erika Haber, <em>Oz Behind the Iron Curtain: Aleksandr Volkov and the Magic Land Series</em> (University Press of Mississippi, 2017) in the <em>Journal of Russian American Studies</em> 5, no. 1 (May 2021): 69-71.
</p>
<p>
Article Review of Douglas Selvage, “Operation ‘Denver’: The East German Ministry of State Security and the KGB’s AIDS Disinformation Campaign, 1985-1986.” Journal of Cold War Studies 21:4 (Fall 2019): 71-123 for H-Diplomatic History 17 November 2020 DOI: <a href="https://doi.org/10.1162/jcws_a_00907">https://doi.org/10.1162/jcws_a_00907</a>.
</p>Review of Peter Furtado, <em>Revolutions: How They Changed History and What They Mean Today</em> (Thames & Hudson, 2020) in <em>CHOICE</em> Vol. 58, No. 7 (March 2021).
<p>
Adriana N. Helbig, <em>Hip Hop Ukraine: Music, Race and African Migration in Anthropology of East Europe Review</em> 35, no 1(2017): 80-81.
</p>
</li>
<li>Review of Mary Stanton, <em style="background-color: transparent;">Red, Black, White: The Alabama Communist Party, 1930-1950</em> <span style="background-color: transparent;">(University of Georgia Press, 2019) in</span> <em style="background-color: transparent;">Journal of Southern History</em> <span style="background-color: transparent;">86, no. 3 (August 2020): 746-747.</span>
</li>
<li>Review of Jeff Sahadeo, <em style="background-color: transparent;">Voices from the Soviet Edge: Southern Migrants in Leningrad and Moscow</em> <span style="background-color: transparent;">(Cornell University Press, 2019). H-Russia, H-Net Reviews. April 2020.</span>
</li>
<li>“Making Race in the Twentieth- and Twenty-First Century United States,” Journal of American Ethnic History 35, no. 3 (Spring 2016): 99-103.
</li>
<li> 
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<li>“Review of Lindsey R. Swindall, Paul Robeson: A Life of Activism and Art (Lanham, MD: Rowman & Littlefield, 2013) in The NEP Era: Soviet Russia, 1921-1928 Vol. 12 (2014).
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<li>“Review of Joy Gleason Carew, Blacks, Reds, and Russians: Sojourners in Search of the Soviet Promise (New Brunswick, NJ: Rutgers University Press, 2008) in The NEP Era: Soviet Russia, 1921-1928 Vol. 3 (Fall 2009).
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Interviewing Advice
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Tips for In-Person and Over-The-Phone Interviews
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For any interview
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<li>Over-prepare rather than under-prepare. Be able to demonstrate a very solid knowledge of the program or position you are applying for.
</li>
<li>Research the program thoroughly via their website and any other materials the interviewers have shared with you. If possible, talk with someone who has experience with the organization or program for which you are being interviewed
</li>
<li>Organize your thoughts about your own experience in relation to the job or program. Think of experiences you’ve had that match the criteria of the job or internship. Be ready to answer standard questions, for example your strengths/weaknesses, experience working on a team, thinking creatively, or how you solved a problem. The more specific you can be while showing how you fit what they are looking for the better.
</li>
<li>Practice beforehand, especially if you are given questions in advance. Rehearse not just the content of your responses, but actually do some mock interviews with friends, family, instructors, or mentors
</li>
<li>Dress professionally: suit or business casual for men; suit, skirt or pants outfit for women (nothing tight, low-cut, or “distressed” )
</li>
<li>Plan your travel to the interview carefully, and arrive at least 10 minutes early.
</li>
<li>Bring tissues, water, cough drops, breath strips, etc. for various eventualities (but DO NOT chew gum during the interview).
</li>
<li>Smile and relax throughout your interview.
</li>
<li>Greet each person who is conducting the interview. Follow the interviewers’ lead as to formality: assume you will address your interviewers by title and last name unless they initiate a first-name basis.
</li>
<li>Make eye contact with your conversation partner(s).
</li>
<li>Speak naturally, at a moderate pace, but clearly and with confidence. When we get nervous, people naturally speak faster than usual, so make conscious effort to speak slowly.
</li>
<li>Bring a copy of your resume for each person participating in the interview.
</li>
<li>It is OK to say you are nervous, but don’t be self-deprecating: “This is my first internship interview ever, so I’m a little nervous, but I’m excited about this program and I’m looking forward to speaking with you.”
</li>
<li>People often tear themselves down to stave off criticism or quiet their own fears about giving a poor performance—resist the urge to lower expectations! Keep your statements about yourself honest and authentic, but positive.
</li>
<li>Take your time responding to questions—acknowledge the question, but know that it is alright to begin slowly, rephrasing the question to collect your thoughts and remind yourself of where you want to go with your response.
</li>
<li>Expect to be asked something that you can’t think of an answer to on the spot. It happens all the time. The important thing is not to be thrown by it; <em>in most cases,</em> it is best not to say simply “I don’t know,” or “I can’t think of anything.” For example if they ask about something you haven’t done or are unfamiliar with, then briefly tell them about one of the experiences you’ve come up with that highlights things the job/internship requires. Acknowledge you know it isn’t what they were asking for specifically, and state why you thought it was relevant.
</li>
<li>Have questions ready for the interviewers beyond the bare bones of the program; find something to ask about that shows you are interested in them and have been listening to what they’ve said about their organization.
</li>
<li>No matter how well or poorly you feel the interview has gone, smile at the end and thank each interviewer.
</li>
<li>Follow up afterwards with an email or hand-written note to the person who interviewed you, or if it was a committee, to the chair, with all the participants’ names included in the greeting.
</li>
</ul>
<h2>
For phone interviews
</h2>
<ul>
<li>Treat the interview like an in-person interview in a professional setting. Dress accordingly (don’t do the interview in sweats or pajamas even though theoretically you could). This is even more important if you are interviewing via Skype or other webcam system—be as professional as if you were meeting in person, in an office.
</li>
<li>Maintain good, upright posture. Many studies show that body posture affects confidence, thinking, and the tone of voice of the speaker.
</li>
<li>Make sure you can be reached at the number you have given the interviewers, and be ready at least 5-10 minutes beforehand to take the call—the equivalent of showing up early to an in-person interview. When you set up in the interview, ask what you should do if the call doesn’t come through at the appointed time. Have the contact information for your interview on hand.
</li>
<li>Set yourself up in a quiet place with no distractions or extraneous noises, including food or beverages. Water is OK if sipped quietly, preferably in something covered so there is no danger of spilling during your interview.
</li>
<li>Avoid tasks on electronic devices other than your interview medium, and make sure they are set on “mute.” If possible, turn them off altogether to avoid distractions. If you are not using your cell phone as your communication device, turn it off too.
</li>
<li>Have a crib sheet with details you want to make sure to highlight, and a copy of the resume you submitted as part of your application, within easy sight and reach.
</li>
<li>Have pen and paper handy to take notes and keep track of multi-part questions. Keep other reference materials besides these, your crib sheet, and resume to a minimum to avoid distraction.
</li>
<li>Practice the interview content, a graceful greeting at the beginning, and sign-off at the end of the conversation; get someone to practice a mock interview with you if you can.
</li>
<li>As mentioned above, it’s okay to say “I’m a little nervous, I’ve never done a phone interview before, but I appreciate being chosen for an interview and I’m looking forward to speaking with you.” No self-criticism though! Keep your comments authentic and honest, but positive.
</li>
<li>If there is more than one person doing the interview, they will probably introduce themselves at the beginning. Write down their names and acknowledge each when they ask a question or have a follow-up comment. It’s also acceptable to clarify who is speaking as you get into the conversation if you’re not sure.
</li>
<li>Stay focused throughout the interview, listen carefully.
</li>
<li>Take a little time to think before answering a question. You can acknowledge the interviewer’s question and take a beat to get your answer ready (without ums or fillers) before launching into your response: “OK…I’m just making a couple of notes to remind myself to address each part of your question.”
</li>
<li>Make sure you have some kind of query ready for when interviewers ask if you have questions. You can ask about the interviewers’ timeline for selection and notification if they don’t volunteer it.
</li>
<li>Remember to say “thank you” without fail at the end of the interview. Even if you aren’t using a webcam, smile during your conversation and especially when saying goodbye—it’s odd, but smiles are audible in people’s voices. End on a positive note.
</li>
<li>Follow up with an email or snail mail thank-you note as with an in-person interview.
</li>
</ul></div>
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<h1>Jenna N. Boring</h1>
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<h1>Samuel Borges</h1>
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(585) 395-5273<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 146<br/>
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<h1>Ida G. Wilder</h1>
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(585) 395-5272<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 145<br/>
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<h1>Michael A Weingart</h1>
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Lecturer (10 Month)
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(585) 391-8806<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 140<br/>
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<h1>Rachel A Linville</h1>
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<h3>Rachel A Linville, Ph.D</h3>
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Associate Professor
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(585) 395-5231<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 138<br/>
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<h1>Skye Paine</h1>
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Associate Professor and Chair
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(585) 395-5037<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 143<br/>
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<h1>Andrea Parada</h1>
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(585) 395-5840<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 136<br/>
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<h1>Donna Wilkerson-Barker</h1>
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Associate Professor - Director of General Education
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(585) 395-5842<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Allen Admin 611<br/>
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<h1>Ismael Souto</h1>
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Associate Professor
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(585) 395-2236<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 134<br/>
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<h1>
Advisory Board Bylaws
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Purpose
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The purpose of the Public Administration Advisory Board is to ensure a relationship between the Department of Public Administration and the persons in the public, nonprofit, business, professional, and academic world it serves. The Advisory Board provides input to the Department’s ongoing strategic planning process which will help to ensure that our emphases and program will be kept at the forefront of professional and technological change. The Public Administration Advisory Board reviews the program of the Department of Public Administration to highlight the strengths and recommends the ways and means that the department can improve.
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<a class="go" tabindex="-1" href="/academics/public_administration/board_members.html">Member Roster</a>
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Structure
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<li tabindex="-1">The Public Administration Advisory Board shall consist of a minimum of 15 and maximum of 25 individuals.
</li>
<li tabindex="-1">The Public Administration Advisory Board shall meet at least once during each academic year.
</li>
<li tabindex="-1">The Public Administration Advisory Board will be nominated by the Department of Public Administration and then selected by the Dean of the School of Professions.
</li>
<li tabindex="-1">Each Public Administration Advisory Board member will serve an initial three-year term.
</li>
<li tabindex="-1">The Public Administration Advisory Board will formally submit a report of each meeting to the Dean and the Department of Public Administration, and an Annual Report to the Dean, the President of SUNY Brockport or the President’s designate, and the Department.
</li>
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<h3 tabindex="-1">
Selection Criteria
</h3>
<p tabindex="-1">
The persons selected for the Board should be distinguished individuals in the professions or services who have demonstrated success within their field; currently active in their prominent positions in the public sector (which includes government, nonprofit, and private corporations), business, or the professions; policy-makers in their organizations or professions; and have distinguished themselves as individuals with vision.
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Functions
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<p tabindex="-1">
In order to provide input to the Department of Public Administration’s ongoing strategic planning process, the Public Administration Advisory Board will:
</p>
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<li tabindex="-1">Review and provide objective assessment and make recommendations about future directions to curriculum, instruction, facilities, equipment, personnel, and finances.
</li>
<li tabindex="-1">Help promote good relations and good image for the Department of Public Administration with the public sector, private enterprise, and professional community.
</li>
<li tabindex="-1">Help secure placement and development services for students. Help in faculty and personnel development through the establishment of exchange programs between the public sector, private enterprise, and academe.
</li>
<li tabindex="-1">Help secure additional funding for the Department of Public Administration through reallocation of resources at SUNY Brockport or through external grants and contracts.
</li>
<li tabindex="-1">Help secure qualified personnel for full-time and part-time faculty and staff positions, and visiting professors through recommendations to search committees.
</li>
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<h1>Lesia Hrycyna</h1>
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<h3>Ms.Lesia Hrycyna, BA</h3>
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On Leave
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(585) 395-2375<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brockport Downtown 544<br/>
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<h1>Fall 2022: Faculty Closing the Loop Activities</h1>
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<p><strong>Assessment Committee Report:</strong> <em>Kevin shared the data and the assessment committee meeting minutes with the group.</em></p>
<p>We are only looking at the 2016 standards. In most cases, we might need to reemphasize a few things in class (ex. Psych, First Aid, etc.). Various discussions on (1) client versus student comfort on various issues (ex. Gender identity), (2) interrater reliability with full-time and part-time faculty and adjuncts, (3) how to improve student comprehension and confidence, and (4) recognizing that students struggle to recognize difference in sessions with clients.</p>
<h3>Committee Recommendations to Faculty</h3>
<ul>
<li>
School Counseling 1.d – review the Implementation I: Case Conceptualization assignment to make sure it is aligned well with this standard
<ul>
<li>
Reviewed assignment as a committee – it is not clear now and should be clarified to align with this standard
</li>
</ul>
</li>
<li>
Core 2.e. – reviewed the EDC 718 Case Conceptualization assignment description
<ul>
<li>
It is clearly aligned in the assignment description
</li>
<li>
We should look at interrater reliability given some differences in the way this standard in scored across classes
</li>
<li>
We also need to consider the differences between sections regarding availability of data for the assignment
</li>
</ul>
</li>
<li>
Core 7.m – reviewed Case Report 2 from EDC 685
<ul>
<li>
It is clearly aligned in the assignment description
</li>
<li>
The mean of 2.63 is expected given it is a 1st checkpoint (it is expected that they could be in the developing stage)
</li>
<li>
We could include in the assignment description an emphasis on this standard to make sure students understand its importance
</li>
</ul>
</li>
<li>
Core 5.m – reviewed EDC 718 assignment, Psychological 1st Aid
<ul>
<li>
The clients that students meet with for this course do not always come at the beginning of the semester, and do not always show up with a “crisis” they are experiencing
</li>
<li>
There can be variability in the way in which think about and complete this assignment. For example, some students are writing about students they have seen earlier in the semester
</li>
<li>
In EDC 718, we should build more into the assignment, and the across the semester in general, positive aspects of wellness, strengths, and building problem-solving skills so that students can see the positive aspects of their clients
</li>
<li>
It is also important to note that this is the first-time students have been exposed to psychological 1st aid
</li>
</ul>
</li>
</ul>
<h3>General Notes for Action</h3>
<ul>
<li>
Review how to understand and assign ratings for the common rubrics
<ul>
<li>
There are likely issues of interrater reliability given different understandings of these rubrics
</li>
</ul>
</li>
</ul>
<h3>Department Closing the Loop Decisions for Action</h3>
<ul>
<li>
<em>Move SC 1.d. to Advocacy presentation and update the assignment description and rubric. Update the Case Conceptualization rubric to remove SC 1.d.</em>
</li>
<li>
<em>Core 2.e. Alter the assignment in 614 on personal identity-increase clarity in the assignment.</em>
</li>
<li>
<em>Core 7.m. more discussion in EDC 685 and bolding it in the assignment</em>
</li>
<li>
<em>Core 5.m. discuss psychological first aid in EDC 602.</em>
</li>
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<h1>2022 CACREP Vital Statistics Survey</h1>
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<tr>
<th style="width: 49.9839%;">Prompt</th>
<th style="width: 49.9839%;">Response</th>
</tr>
<tr>
<td style="width: 49.9839%;">Institution Name</td>
<td style="width: 49.9839%;">SUNY Brockport</td>
</tr>
<tr>
<td style="width: 49.9839%;">Institution Type</td>
<td style="width: 49.9839%;">Public</td>
</tr>
<tr>
<td style="width: 49.9839%;">Institution’s Headquarters</td>
<td style="width: 49.9839%;">New York</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited ADDICTION COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CAREER COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your CLINICAL MENTAL HEALTH COUNSELING degree?</td>
<td style="width: 49.9839%;">60</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your CLINICAL MENTAL HEALTH COUNSELING program? If none, enter “0”.</td>
<td style="width: 49.9839%;">74</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your CLINICAL MENTAL HEALTH COUNSELING program in academic year 2021-2022? If none, enter “0”.</td>
<td style="width: 49.9839%;">20</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">60%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your CLINICAL MENTAL HEALTH COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a second CACREP-accredited CLINICAL MENTAL HEALTH COUNSELING program with a concentration/emphasis?</td>
<td style="width: 49.9839%;"><p>No</p></td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited dually-titled CLINICAL REHABILITATION/CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CLINICAL REHABILITATION COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING degree?</td>
<td style="width: 49.9839%;">48</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program? If none, enter “0”.</td>
<td style="width: 49.9839%;">3</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program in academic year 2021-2022? If none, enter “0”.</td>
<td style="width: 49.9839%;">1</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">60%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited MARRIAGE, COUPLE, AND FAMILY COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited REHABILITATION COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your SCHOOL COUNSELING degree?</td>
<td style="width: 49.9839%;">60</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your SCHOOL COUNSELING program? If none, enter “0”.</td>
<td style="width: 49.9839%;">54</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your SCHOOL COUNSELING program in academic year 2021-2022? If none, enter “0”.</td>
<td style="width: 49.9839%;">22</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">60%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your To the best of your knowledge, what is the job placement rate of graduates from your SCHOOL COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Are you able to provide demographic information about students enrolled in your CACREP-accredited MASTER’S level COUNSELING program(s)?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited COUNSELOR EDUCATION AND SUPERVISION program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Please select all programs offered by your academic counseling unit that are NOT ACCREDITED by CACREP.</td>
<td style="width: 49.9839%;">Certification Program Name: CAS Mental Health Counseling, School Counseling</td>
</tr>
<tr>
<td style="width: 49.9839%;">Are you able to provide demographic information about FULL-TIME faculty members in your academic counseling unit?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">FULL-TIME Faculty Demographics: Please provide the number of full-time faculty members in your academic counseling unit for each category below. All categories with an asterisk require an answer. If you are unable to answer for a particular category or do not have any students that identify with a particular category, please enter “0”.</td>
<td style="width: 49.9839%;">
<ul>
<li>
American Indian or Native Alaskan: Male, 0. Female, 0.
</li>
<li>
Asian: Male, 1. Female,0.
</li>
<li>
Black: Male, 0. Female, 1.
</li>
<li>
Native Hawaiian or Pacific Islander: Male, 0. Female, 0.
</li>
<li>
Hispanic: Male, 0. Female, 0.
</li>
<li>
Two or more: Male, 0. Female, 0.
</li>
<li>
Unknown/Other: Male, 0. Female, 0.
</li>
<li>
White: Male, 2. Female, 2.
</li>
<li>
Veteran: Male, 0. Female, 0.
</li>
<li>
With a Disability: Male, 1. Female, 0.
</li>
</ul>
</td>
</tr>
<tr>
<td style="width: 49.9839%;">Has your counseling program lost faculty (retirement or resignation) in the past 12 months?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">Have these positions been filled or will they be filled in the next 12 months?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">Does your program anticipate any new faculty positions being added in the next 12 months?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">How is your accredited program(s) primarily delivered</td>
<td style="width: 49.9839%;">At a campus location</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you support a residency/in-person requirement for all programs regardless of program primary delivery method?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">Please provide a rationale for your response</td>
<td style="width: 49.9839%;">Students cannot complete the degree online and must attend classes. They can take a few of the classes online, especially in the summer session, but it is impossible to complete the entire program online.</td>
</tr>
<tr>
<td style="width: 49.9839%;">Please provide a name and contact email address of the person completing this survey. This address will be used if the CACREP office has any questions about the information provided in this survey.</td>
<td style="width: 49.9839%;">Summer M. Reiner</td>
</tr>
<tr>
<td style="width: 49.9839%;">Final comments? Please share them below</td>
<td style="width: 49.9839%;">Our completion rates are based on what % of students graduated from their program within 5 years.</td>
</tr></tbody></table>
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<li> <a href="/academics/">Academics</a></li><li> <a href="/academics/counselor-education/">Counselor Education</a></li><li> <a href="/academics/counselor-education/assessment/">Assessment</a></li><li> <a href="/academics/counselor-education/assessment/2021-cacrep-survey/">2021 CACREP Vital Statistics Survey</a></li>
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<h1>2021 CACREP Vital Statistics Survey</h1>
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<th style="width: 49.9839%;">Prompt</th>
<th style="width: 49.9839%;">Response</th>
</tr>
<tr>
<td style="width: 49.9839%;">Institution Name</td>
<td style="width: 49.9839%;">SUNY Brockport</td>
</tr>
<tr>
<td style="width: 49.9839%;">Institution Type</td>
<td style="width: 49.9839%;">Public</td>
</tr>
<tr>
<td style="width: 49.9839%;">Institution Location/Region</td>
<td style="width: 49.9839%;">North Atlantic Region (i.e., CT, DE, DC, ME, MA, NH, NJ, NY, PA, RI, VT)</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited ADDICTION COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CAREER COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr></tbody></table>
<hr />
<h3 class="">CLINICAL MENTAL HEALTH COUNSELING</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Prompt</th>
<th style="width: 49.9839%;">Response</th>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your CLINICAL MENTAL HEALTH COUNSELING degree?</td>
<td style="width: 49.9839%;">60</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">70</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your CLINICAL MENTAL HEALTH COUNSELING program in academic year 2020-2021?</td>
<td style="width: 49.9839%;">16</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">90%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">90%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your CLINICAL MENTAL HEALTH COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">85%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a second CACREP-accredited CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a dually-titled CLINICAL REHABILITATION COUNSELING/CLINICAL MENTAL HEALTH COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited CLINICAL REHABILITATION COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr></tbody></table>
<hr />
<h3 class="">COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Prompt</th>
<th style="width: 49.9839%;">Response</th>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING degree?</td>
<td style="width: 49.9839%;">48</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">5</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program in academic year 2020-2021?</td>
<td style="width: 49.9839%;">2</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">70%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your COLLEGE COUNSELING AND STUDENT AFFAIRS or STUDENT AFFAIRS AND COLLEGE COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited MARRIAGE, COUPLE, AND FAMILY COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited REHABILITATION COUNSELING program? (This does not include the Dually-titled Clinical Mental Health Counseling and Clinical Rehabilitation Counseling program or Clinical Rehabilitation Counseling which were both be options earlier in the survey)</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">Yes</td>
</tr></tbody></table>
<hr />
<h3 class="">SCHOOL COUNSELING</h3>
<table style="border-collapse: collapse; width: 99.2347%;" border="1"><tbody>
<tr>
<th style="width: 49.9839%;">Prompt</th>
<th style="width: 49.9839%;">Response</th>
</tr>
<tr>
<td style="width: 49.9839%;">What is the minimum number of credit (semester) hours required for your SCHOOL COUNSELING degree?</td>
<td style="width: 49.9839%;">60</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students are currently enrolled in your SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">77</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many students graduated from your SCHOOL COUNSELING program in academic year 2020-2021?</td>
<td style="width: 49.9839%;">22</td>
</tr>
<tr>
<td style="width: 49.9839%;">What is the completion rate of students from your SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">95%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the licensure [or certification] examination pass rate of students graduating from your SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">100%</td>
</tr>
<tr>
<td style="width: 49.9839%;">To the best of your knowledge, what is the job placement rate of graduates from your SCHOOL COUNSELING program who were actively seeking employment?</td>
<td style="width: 49.9839%;">90%</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a second CACREP-accredited SCHOOL COUNSELING program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Do you have a CACREP-accredited COUNSELOR EDUCATION AND SUPERVISION program?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Non-CACREP-Accredited Programs: Please select all programs offered by your academic counseling unit that are NOT ACCREDITED by CACREP.</td>
<td style="width: 49.9839%;">None</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many total applications for all of your MASTER’S level CACREP accredited program(s) did you receive in academic year 2020-2021?</td>
<td style="width: 49.9839%;">108</td>
</tr>
<tr>
<td style="width: 49.9839%;">Are you able to provide demographic information about students enrolled in your CACREP-accredited MASTER’S level COUNSELING program(s)?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Are you able to provide demographic information about students enrolled in your CACREP-accredited COUNSELOR EDUCATION AND SUPERVISION doctoral program?</td>
<td style="width: 49.9839%;">Not Applicable (i.e., “I do not have an accredited CES doctoral program.”)</td>
</tr>
<tr>
<td style="width: 49.9839%;">How many FULL-TIME faculty members do you have in your academic counseling unit?</td>
<td style="width: 49.9839%;">6</td>
</tr>
<tr>
<td style="width: 49.9839%;">Are you able to provide demographic information about FULL-TIME faculty members in your academic counseling unit?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">FULL-TIME Faculty Demographics: Please provide the headcount of full-time faculty members in your academic counseling unit for each category below. *All categories with an asterisk require an answer. If you do not have any full-time faculty that identify with a particular category, please enter “0”.</td>
<td style="width: 49.9839%;">
<ul>
<li>
American Indian or Alaska Native: Male, 0. Female, 0.
</li>
<li>
Asian: Male, 0. Female, 0.
</li>
<li>
Black: Male, 1. Female, 1.
</li>
<li>
Hispanic or Latino: Male, 0. Female, 0.
</li>
<li>
Native Hawaiian or Other Pacific Islander: Male, 0. Female, 0.
</li>
<li>
Two or More: Male, 0. Female, 0.
</li>
<li>
Unknown/Other: Male, 0. Female, 0.
</li>
<li>
White: Male, 2. Female, 2.
</li>
<li>
Veteran: Male, 0. Female, 0.
</li>
<li>
With a Disability: Male, 0. Female, 0.
</li>
</ul>
</td>
</tr>
<tr>
<td style="width: 49.9839%;">Has your counseling program lost faculty (retirement or resignation) in the past 18 months?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">Have these positions been filled or will they be filled in the next 12 months?</td>
<td style="width: 49.9839%;">Yes</td>
</tr>
<tr>
<td style="width: 49.9839%;">Does your program anticipate any new faculty positions being added in the next 18 months?</td>
<td style="width: 49.9839%;">No</td>
</tr>
<tr>
<td style="width: 49.9839%;">Please provide a contact email address. This address will be used if the CACREP office has any questions about the information provided in this survey.</td>
<td style="width: 49.9839%;"><a href="mailto:[email protected]">[email protected]</a> </td>
</tr>
<tr>
<td style="width: 49.9839%;">Final comments? Please share them below</td>
<td style="width: 49.9839%;">Currently, there are zero exams that students need to take in order to be initially certified/licensed and employed, so I put 100%.</td>
</tr></tbody></table>
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<h1>Spring 2022: Faculty Closing the Loop Activities</h1>
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<p class="leadin" style="padding-left: 40px;">Department Review of Assessment Committee findings and recommendations AND Department Closing the Loop activities<br />May 22, 2023</p>
<h3 style="padding-left: 40px;">1. Data and recommendations reviewed from the Assessment Committee Minutes: 4/11/2023</h3>
<table width="732">
<thead><tr>
<th width="66">Fall 2021 – Fall 2022</th>
<th width="114">OBJECTIVE</th>
<th width="60">CACREP Standard</th>
<th width="69">Value Alignment</th>
<th width="63">I: Admissions</th>
<th width="81">II. Signature Assignment 1</th>
<th width="63">III. Clinical Application</th>
<th width="84">IV: Signature Assignment 2</th>
<th width="72">V: Culminating<br />Experience</th>
<th width="60">VI: Post-grad</th></tr></thead>
<tbody>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Are able to demonstrate self-care strategies appropriate to the counselor role</p></td>
<td width="60"><p>1.l.</p></td>
<td width="69"><p>Self-Awareness</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p>EDC 501/503: Information Interview Paper</p>
<p> </p>
<p><strong>M = 3.92</strong></p>
<p><strong>N = 36</strong></p>
<p>Summer 2022- Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 722/724:</em> Journal Presentation</p>
<p> </p>
<p><strong>M = 3.18</strong></p>
<p><strong>N = 28</strong></p>
<p>Summer 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.57</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730</em>: Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.2</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey. (2021)</p>
<p> </p>
<p><strong>M = 3.18</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.36</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Are able to describe the effects of power and privilege for counselors and clients</p></td>
<td width="60"><p>2.e.</p></td>
<td width="69"><p>Self-Awareness</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 602:</em> Theory Paper</p>
<p> </p>
<p><strong>M = 3.39</strong></p>
<p><strong>N = 49</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 718:</em> Case Conceptualization</p>
<p> </p>
<p><strong>M = 3.08</strong></p>
<p><strong>N = 41</strong></p>
<p>Spring 2022- Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.2</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.14</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Are able describe how systemic and environmental factors affect human development, functioning, and behavior</p></td>
<td width="60"><p>3.f.</p></td>
<td width="69"><p>Scholar-Practitioner</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 603:</em> Group Manual</p>
<p> </p>
<p><strong>M</strong> <strong>= 1.75</strong></p>
<p><strong>N= 12</strong></p>
<p>Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 722/ 724:</em> Case Conceptualization</p>
<p> </p>
<p><strong>M = 3.06</strong></p>
<p><strong>N = 45</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.4</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =3.11</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.14</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Are able to identify strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy</p></td>
<td width="60"><p>4.g.</p></td>
<td width="69"><p>Social Justice & Advocacy</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 604:</em> Career Development Conceptualization Paper</p>
<p> </p>
<p><strong>M = 3.28</strong></p>
<p><strong>N = 18</strong></p>
<p>Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720:</em> Mezzo Project (SC)</p>
<p> </p>
<p><strong>M = 3.45</strong></p>
<p><strong>N = 11</strong></p>
<p>Spring 2022- Fall 2022</p>
<p> </p>
<p><em>EDC 720:</em> Case Conceptualization (MH)</p>
<p> </p>
<p><strong>M = 3.27</strong></p>
<p><strong>N = 37</strong></p>
<p>Spring 2022 – Fall 2022</p>
<p> </p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.35</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M = 2.61</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M= 3.00</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Effectively use crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid</p></td>
<td width="60"><p>5.m</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 501/ 503</em>: Information Interview Paper</p>
<p> </p>
<p><strong>M = 3.89</strong></p>
<p><strong>N = 36</strong></p>
<p>Summer 2022- Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 718:</em> PFA Analysis</p>
<p> </p>
<p><strong>M =3.10</strong></p>
<p><strong>N = 41</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.38</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.4</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M = 2.96</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.3</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.14</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Effectively use ethical and culturally relevant strategies for designing and facilitating groups</p></td>
<td width="60"><p>6.g.</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 603:</em> Group Manual</p>
<p> </p>
<p><strong>M = 2.5</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 722:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.64</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 724</em>: Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 11</strong></p>
<p>Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.56</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.75</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =2.82</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.57</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Effectively use ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results</p></td>
<td width="60"><p>7.m.</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 685:</em> Case report 2</p>
<p> </p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 44</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720</em>: Crisis Paper 2 (SC)</p>
<p> </p>
<p><strong>M = 3.05</strong></p>
<p><strong>N = 20</strong></p>
<p>Spring 2022 - Fall 2022</p>
<p> </p>
<p><em>EDC 720:</em> Case Conceptualization (MH)</p>
<p> </p>
<p><strong>M = 3.1</strong></p>
<p><strong>N = 37</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey. (2021)</p>
<p> </p>
<p><strong>M =2.71</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.71</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.21</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Are able to describe the importance of research in advancing the counseling profession, and can effectively critique research to inform counseling practice</p></td>
<td width="60"><p>8.a.</p></td>
<td width="69"><p>Critical Education, Scholar-Practitioner,<br />Social Justice & Advocacy</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 606</em>: Action Research Project & Presentation</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 28</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p>Capstone</p>
<p> </p>
<p><strong>M = 3.15</strong></p>
<p><strong>N = 13</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>M =</p>
<p>N =</p>
<p>Spring 2023</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>EDC 730: Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.00</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =2.89</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.50</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.16</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>Mental Health Students</p></td>
<td width="114"><p>Demonstrates knowledge of principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning</p></td>
<td width="60"><p>MH 1.c.</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 613:</em> Diagnostic Interview Report 2</p>
<p> </p>
<p><strong>M = 3.51</strong></p>
<p><strong>N = 43</strong></p>
<p>Fall 2021 - Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720:</em> Case Conceptualization</p>
<p> </p>
<p><strong>M = 3.35</strong></p>
<p><strong>N = 37</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =2.69</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.16</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>Mental Health Students</p></td>
<td width="114"><p>Demonstrates knowledge of mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks</p></td>
<td width="60"><p>MH 2.c.</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 615:</em> At Risk Population, EBP Paper</p>
<p> </p>
<p><strong>M = 3.75</strong></p>
<p><strong>N = 14</strong></p>
<p><em>Fall 2022</em></p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720:</em> Case Conceptualization</p>
<p> </p>
<p><strong>M = 3.27</strong></p>
<p><strong>N = 37</strong></p>
<p><em>Spring 2022 – Fall 2022</em></p>
<p> </p>
</td>
<td width="72">
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 5</strong></p>
<p><em>Fall 2022</em></p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =2.85</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.71</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.08</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>Mental Health Students</p></td>
<td width="114"><p>Demonstrates knowledge of diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the <em>Diagnostic and Statistical Manual of Mental Disorders</em> (<em>DSM</em>) and the <em>International Classification of Diseases (ICD)</em></p></td>
<td width="60"><p>MH 2.d.</p></td>
<td width="69"><p>Scholar-Practitioner</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 613:</em> Diagnostic Interview Report 2</p>
<p> </p>
<p><strong>M = 3.47</strong></p>
<p><strong>N = 43</strong></p>
<p>Fall 2021 - Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720:</em> Case Conceptualization</p>
<p> </p>
<p><strong>M = 3.21</strong></p>
<p><strong>N = 37</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 730:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =3.00</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.43</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>Mental Health Students</p></td>
<td width="114"><p>Effectively use techniques and interventions for prevention and treatment of a broad range of mental health issues</p></td>
<td width="60"><p>MH 3.b.</p></td>
<td width="69"><p>Social Justice and Advocacy, Self-Awareness</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p>EDC 613: Diagnostic Interview Report 2</p>
<p> </p>
<p><strong>M = 3.4</strong></p>
<p><strong>N= 43</strong></p>
<p>Fall 2021 - Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p>EDC 724: Case Conceptualization</p>
<p> </p>
<p><strong>M = 2.88/2.84</strong></p>
<p><strong>N = 45</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="72">
<p>EDC 730: Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.2</strong></p>
<p><strong>N = 5</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =2.62</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.17</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.08</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>School Counseling Students</p></td>
<td width="114"><p>Demonstrate knowledge of models of school-based collaboration and consultation</p></td>
<td width="60"><p>SC 1.d.</p></td>
<td width="69"><p>Social Justice and Advocacy, Self-Awareness</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 720:</em> Mezzo Project</p>
<p> </p>
<p><strong>M = 3.45</strong></p>
<p><strong>N = 11</strong></p>
<p>Spring 2022- Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 722:</em> Advocacy Presentation</p>
<p> </p>
<p><strong>M = 3.43</strong></p>
<p><strong>N = 28</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.75</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =3.00</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.67</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.28</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>School Counseling Students</p></td>
<td width="114"><p>Effectively serve in school counselor roles, as leaders, advocates, and systems change agents in P-12 schools</p></td>
<td width="60"><p>SC 2.a.</p></td>
<td width="69"><p>Social Justice and Advocacy, Self-Awareness</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 501</em>: Information Interview Paper</p>
<p> </p>
<p><strong>M = 3.86</strong></p>
<p><strong>N = 36</strong></p>
<p>Summer 2022- Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 722:</em> Advocacy Presentation</p>
<p> </p>
<p><strong>M = 3.37</strong></p>
<p><strong>N = 28</strong></p>
<p>Spring 2022 – Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =3.56</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.67</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.41</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>School Counseling Students</p></td>
<td width="114"><p>Effectively design and evaluate school counseling programs</p></td>
<td width="60"><p>SC 3.b.</p></td>
<td width="69"><p>Scholar-Practitioner</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 619:</em> Portfolio</p>
<p> </p>
<p><strong>M = 3.9</strong></p>
<p><strong>N = 40</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 720:</em> Mezzo Project</p>
<p> </p>
<p><strong>M = 3.73</strong></p>
<p><strong>N = 11</strong></p>
<p>Spring 2022- Fall 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.44</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p><strong>M =3.33</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.19</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>School Counseling Students</p></td>
<td width="114"><p>Demonstrate effective skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement</p></td>
<td width="60"><p>SC 3.h.</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63"><p>n/a</p></td>
<td width="81">
<p><em>EDC 621</em>: Child & Adolescent Immersion Paper</p>
<p> </p>
<p><strong>M = 3.95</strong></p>
<p><strong>N = 19</strong></p>
<p>Spring 2022</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><em>Item to be collected in Fall 23</em></p>
</td>
<td width="84">
<p><em>EDC 693:</em> Parent Teacher Conference</p>
<p> </p>
<p><strong>M = 3.96</strong></p>
<p><strong>N = 29</strong></p>
<p>Spring 2022</p>
</td>
<td width="72">
<p><em>EDC 728:</em> Site Supervisor Evaluation</p>
<p> </p>
<p><strong>M = 3.68</strong></p>
<p><strong>N = 10</strong></p>
<p>Fall 2022</p>
</td>
<td width="60">
<p>Alumni Survey (2021)</p>
<p> </p>
<p>M = N/A</p>
<p>N = N/A</p>
<p>*mistake- left off survey</p>
<p> </p>
<p>Employer Survey (2023)</p>
<p> </p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 8</strong></p>
<p> </p>
<p>Site Supervisor Survey (2022)</p>
<p> </p>
<p><strong>M = 3.38</strong></p>
<p><strong>N = 22</strong></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Counseling Orientation: Candidate demonstrates the traits that embody a professional counselor, such as: an orientation to wellness; the belief that all people can grow and change; the ability to be perceptive, think critically, and to be self-directed; the ability and willingness to establish interpersonal connections, develop meaningful relationships, and to work collaboratively.</p></td>
<td width="60"><p>Dispositions</p></td>
<td width="69"><p>Critical Education</p></td>
<td width="63">
<p>Essay</p>
<p> </p>
</td>
<td width="81">
<p>Disposition Assessment</p>
<p> </p>
<p><em>EDC 501</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.17</strong></p>
<p><strong>N = 6</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 503</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M =2.72</strong></p>
<p><strong>N = 16</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><strong>M = 3.18</strong></p>
<p><strong>N = 95</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="84">
<p><em>EDC 721</em>: Post Dispositions</p>
<p> </p>
<p>Student Self-Assessment</p>
<p> </p>
<p><strong>M =3.0</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2021</p>
<p> </p>
</td>
<td width="72">
<p>Disposition Assessments</p>
<p> </p>
<p><em>EDC 728</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 730</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 3</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 728/730</em></p>
<p>Site Supervisor Rating of Interns’ Dispositions</p>
<p><strong>M = 3.18</strong></p>
<p><strong>N =39</strong></p>
<p>Fall 2022- Spring 2023</p>
</td>
<td width="60">
<p>Alumni Survey</p>
<p> </p>
<p><strong>M =3.64</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey</p>
<p> </p>
<p><em>To be collected in Spring 2025</em></p>
<p> </p>
<p>Site Supervisor Survey</p>
<p> </p>
<p><em>To be collected in Spring 2024</em></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Integrity: Candidate demonstrates the ability to foster trust in clients, colleagues, site supervisors, clinical supervisors, and professors by maintaining a high level of dependability and consistency. Demonstrates sound moral character; is truthful, honest, and sincere; exhibits ethical behavior, professional and intellectual integrity.</p></td>
<td width="60"><p>Dispositions</p></td>
<td width="69"><p>Social Justice & Advocacy</p></td>
<td width="63">
<p>Interview</p>
<p> </p>
<p><em>Data Collection planned for Fall 2023</em></p>
</td>
<td width="81">
<p>Disposition Assessment</p>
<p> </p>
<p><em>EDC 501</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.17</strong></p>
<p><strong>N = 6</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 503</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 16</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><strong>M = 3.19</strong></p>
<p><strong>N = 95</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="84">
<p>EDC 721: Post Dispositions</p>
<p> </p>
<p>Student Self-Assessment</p>
<p> </p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><strong>M = 3.42</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2021</p>
</td>
<td width="72">
<p>Disposition Assessments</p>
<p> </p>
<p><em>EDC 728</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 730</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.67</strong></p>
<p><strong>N = 3</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 728/730</em></p>
<p>Site Supervisor Rating of Interns’ Dispositions</p>
<p><strong>M = 3.30</strong></p>
<p><strong>N =39</strong></p>
<p>Fall 2022- Spring 2023</p>
</td>
<td width="60">
<p>Alumni Survey</p>
<p> </p>
<p><strong>M = 3.71</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey</p>
<p> </p>
<p><em>To be collected in Spring 2025</em></p>
<p> </p>
<p>Site Supervisor Survey</p>
<p> </p>
<p><em>To be collected in Spring 2024</em></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Respect for Human Dignity and Diversity: Candidate is: Non-judgmental, empathic, compassionate, respectful to all clients, colleagues, classmates, site supervisors, clinical supervisors, staff and faculty; respectful in advocating for self and others. Candidate demonstrates an appreciation for differences among people; has a strong ability to interact, work and be with people who have characteristics different from self, and continually seeks opportunities to learn more about others’ perspectives; is open to considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in the counseling milieu. Candidate applies multicultural competencies and an understanding of how power, oppression, and privilege impact the counseling process.</p></td>
<td width="60"><p>Dispositions</p></td>
<td width="69"><p>Social Justice & Advocacy</p></td>
<td width="63"><p>Essay</p></td>
<td width="81">
<p>Disposition Assessment</p>
<p> </p>
<p><em>EDC 501</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M =3.17</strong></p>
<p><strong>N = 6</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 503</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 16</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><strong>M = 3.27</strong></p>
<p><strong>N = 95</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="84">
<p><em>EDC 721</em>: Post Dispositions</p>
<p> </p>
<p>Student Self-Assessment</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><strong>M = 3.42</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2021</p>
<p> </p>
</td>
<td width="72">
<p>Disposition Assessments</p>
<p> </p>
<p><em>EDC 728</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.5</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 730</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 3</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 728/730</em></p>
<p>Site Supervisor Rating of Interns’ Dispositions</p>
<p><strong>M = 3.18</strong></p>
<p><strong>N =39</strong></p>
<p>Fall 2022- Spring 2023</p>
</td>
<td width="60">
<p>Alumni Survey</p>
<p> </p>
<p><strong>M = 3.75</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey</p>
<p> </p>
<p><em>To be collected in Spring 2025</em></p>
<p> </p>
<p>Site Supervisor Survey</p>
<p> </p>
<p><em>To be collected in Spring 2024</em></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Self-awareness: Candidate demonstrates congruence, genuineness, self-care, and an awareness of one’s own strengths and limitations, assumptions and biases, and the impact these have on professional and counseling relationships. Candidate demonstrates openness to receiving, and a willingness to incorporate, feedback. Candidate seeks supervision or other professional assistance.</p></td>
<td width="60"><p>Dispositions</p></td>
<td width="69"><p>Self-Awareness</p></td>
<td width="63">
<p>Group Interview</p>
<p> </p>
<p><em>Data Collection planned for Fall 2023</em></p>
</td>
<td width="81">
<p>Disposition Assessment</p>
<p> </p>
<p><em>EDC 501</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 2.83</strong></p>
<p><strong>N = 6</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 503</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 16</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><strong>M = 3.14</strong></p>
<p><strong>N = 95</strong></p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="84">
<p><em>EDC 721:</em> Dispositions</p>
<p> </p>
<p>Student Self-Assessment</p>
<p> </p>
<p><strong>M =3.25</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2021</p>
<p> </p>
</td>
<td width="72">
<p>Disposition Assessments</p>
<p> </p>
<p><em>EDC 728</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 730</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.33</strong></p>
<p><strong>N = 3</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 728/730:</em> Site Supervisor Rating of Interns’ Dispositions</p>
<p><strong>M = 3.24</strong></p>
<p><strong>N =39</strong></p>
<p>Fall 2022- Spring 2023</p>
</td>
<td width="60">
<p>Alumni Survey</p>
<p> </p>
<p><strong>M = 3.54</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey</p>
<p> </p>
<p><em>To be collected in Spring 2025</em></p>
<p> </p>
<p>Site Supervisor Survey</p>
<p> </p>
<p><em>To be collected in Spring 2024</em></p>
</td>
</tr>
<tr>
<td width="66"><p>All EDC Students</p></td>
<td width="114"><p>Professional Commitment: Candidate exhibits a commitment to their professional development, clients, and the counseling profession. Candidate utilizes a wide range of personal and professional resources to develop as a scholar/practitioner in order to address clinical and other professional issues and facilitate change.</p></td>
<td width="60"><p>Dispositions</p></td>
<td width="69"><p>Scholar-Practitioner</p></td>
<td width="63"><p>Essay</p></td>
<td width="81">
<p>Disposition Assessment</p>
<p> </p>
<p><em>EDC 501</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M =3.0</strong></p>
<p><strong>N = 6</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p>EDC 503</p>
<p>Student Self-Assessment</p>
<p><strong>M = 2.91</strong></p>
<p><strong>N = 16</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
</td>
<td width="63">
<p>Clinical Application- Self assessment</p>
<p> </p>
<p><strong>M = 2.95</strong></p>
<p><strong>N = 95</strong></p>
<p> </p>
<p>Fall 2021 – Fall 2022</p>
</td>
<td width="84">
<p><em>EDC 721:</em> Post Dispositions</p>
<p> </p>
<p>Student Self-Assessment</p>
<p> </p>
<p><strong>M = 3.0</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p><strong>M = 3.25</strong></p>
<p><strong>N = 12</strong></p>
<p>Fall 2021</p>
<p> </p>
</td>
<td width="72">
<p>Disposition Assessments</p>
<p> </p>
<p><em>EDC 728</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M =3.25</strong></p>
<p><strong>N = 4</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 730</em></p>
<p> </p>
<p>Student Self-Assessment</p>
<p><strong>M = 3.67</strong></p>
<p><strong>N = 3</strong></p>
<p>Fall 2022</p>
<p> </p>
<p>Faculty Ratings</p>
<p><strong>M =</strong></p>
<p>Spring 2023</p>
<p> </p>
<p><em>EDC 728/730:</em> Site Supervisor Rating of Interns’ Dispositions</p>
<p><strong>M = 2.99</strong></p>
<p><strong>N =39</strong></p>
<p>Fall 2022- Spring 2023</p>
</td>
<td width="60">
<p>Alumni Survey</p>
<p> </p>
<p><strong>M = 3.41</strong></p>
<p><strong>N = 38</strong></p>
<p> </p>
<p>Employer Survey</p>
<p> </p>
<p><em>To be collected in Spring 2025</em></p>
<p> </p>
<p>Site Supervisor Survey</p>
<p> </p>
<p><em>To be collected in Spring 2024</em></p>
</td>
</tr>
</tbody>
</table>
<hr />
<h3 class="" style="padding-left: 40px;">2. Closing the Loop Activities/ Decisions</h3>
<p> </p>
<h3 style="padding-left: 40px;">3.f. Are able describe how systemic and environmental factors affect human development, functioning, and behavior</h3>
<h4 style="padding-left: 40px;">EDC 603: Group Manual</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> Early in their studies and they aren’t “there” with diversity and probably have not taken EDC 612, so may not understand growth across the lifespan at this point in the program.</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> Add in Bronfenbrenner and wellness, in EDC 501/503 and EDC 603.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">4.g. Are able to identify strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy</h3>
<h4 style="padding-left: 40px;">Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> talk more across the curriculum about career development, as opposed to occupations, advocacy for diverse clients. Historically Black Colleges and University,</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> Introduce CSJ Advocacy Competencies in EDC 604: Career and in EDC 501/ EDC 503: Self and Society. Discussion of the importance of addressing career development of clients in clinical coursework.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">6.g. Effectively use ethical and culturally relevant strategies for designing and facilitating groups</h3>
<h4 style="padding-left: 40px;">EDC 603: Group Manual<br />Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> Not enough emphasis on strategies for working with diverse groups</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> More intentional focus on Bronfenbrenner and systems and a greater emphasis on discussing strategies.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">7.m. Effectively use ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results</h3>
<h4 style="padding-left: 40px;">Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> The field is behind in ethically and culturally relevant strategies for assessment.</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> More intentionality on culturally relevant strategies for assessment and test results in EDC 604, EDC 685, and EDC 718. Ask students to critically examine existing assessments and their appropriateness for diverse populations.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">8.a. Are able to describe the importance of research in advancing the counseling profession, and can effectively critique research to inform counseling practice.</h3>
<h4 style="padding-left: 40px;">Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> May be covid related. Is it obvious to alumni that they were taught to critique research?</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> More intentionality in Implementation II.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">MH 1.c. Demonstrates knowledge of principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning.</h3>
<h4 style="padding-left: 40px;">Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> Alumni may not realize that what they were taught is called “biopsychosocial case conceptualization”. This may also be related to these alumni graduating during COVID-19. Finally, this group of alumni would not have taken EDC 718.</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> Consistently reference “case conceptualizations” as “biopsychosocial case conceptualizations”.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">MH 3.b. Effectively use techniques and interventions for prevention and treatment of a broad range of mental health issues</h3>
<h4 style="padding-left: 40px;">EDC 724: Case Conceptualization<br />Alumni Survey</h4>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> Students may not realize that they are engaging in “prevention” when they are engaging social justice, client and professional advocacy, psychoeducation, and when they are preparing clients for next steps.</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> Be more explicit about prevention and they ways in which counselors engage in prevention: social justice, client and professional advocacy, psychoeducation, and when they are preparing clients for next steps. Also, emphasize the differences between evidence-based interventions vs best practices.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">Professional Commitment: Self-Assessment of Professional Dispositions</h3>
<p style="padding-left: 40px;"><strong>Theory on cause:</strong> Is this a result of COVID-19?</p>
<p style="padding-left: 40px;"><strong>Closing the Loop:</strong> Host a faculty and graduate assistant discussion about what we think is leading to students and alumni seeing themselves as not “proficient” in professional commitment. Faculty talk with students in class about their thoughts related to professional commitment.</p>
<p style="padding-left: 40px;"> </p>
<h3 style="padding-left: 40px;">General Closing the Loop Activities</h3>
<ol>
<li style="list-style-type: none;">
<ol>
<li style="list-style-type: none;">
<ol>
<li>
Engage in a qualitative study of alumni in 2024
</li>
<li>
The Department Chair’s training of adjuncts may not be sufficient in ensuring consistency. Each adjunct should also have a faculty mentor. The Chair should share with full-time faculty the messaging the adjuncts are receiving so that feedback and recommendations are consistent. Trial run: try to put at least one core faculty in each course and adjuncts in the remaining sections, then provide mentoring to the adjuncts teaching the other sections (rather than placing all adjuncts in all sections of core classes and all full-time faculty in clinical courses). Adjuncts should be instructed to direct program questions to students’ advisors, clinical coordinators or the chair.
</li>
<li>
Admissions: During COVID-19 and beyond, more students have demonstrated dispositional and academic issues; potentially add in additional screening tools at admissions.
</li>
<li>
Many students are struggling with self-management when given too much flexibility in coursework. Instructors should seek to create more structure than what we needed to do in the past. We should also track when students are seeking incompletes across multiple semesters.
</li>
<li>
At the conclusion of EDC 501/ EDC 503, the faculty should discuss each student’s strengths and limitations.
</li>
<li>
In addition to the time of Application to Clinical Coursework, faculty should also conduct a full academic and dispositional review as students enroll in EDC 720 (Practicum) to address emerging issues since their approval to clinical coursework
</li>
</ol>
</li>
</ol>
</li>
</ol>
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<h1>CASAC-T</h1>
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<p class="intro" tabindex="-1">The Department of Counselor Education has been registered by the New York State Office of Addiction Services and Supports to train students as Credentialed Alcoholism and Substance Abuse Counselor Trainees (CASAC Application).</p>
<p tabindex="-1">This credential allows students from The Department of Counselor Education’s Clinical Mental Health Counseling and School Counseling emphases to seek positions as chemical dependency counselors in a range of clinical settings and/or to add chemical dependency treatment as an area of specialization in mental health, community, and school settings.</p>
<h3 tabindex="-1">Eligibility</h3>
<p tabindex="-1">To be eligible to earn the CASAC-T credential through the Department of Counselor Education a student must be matriculating in SUNY Brockport’s Department of Counselor Education toward the MS in Clinical Mental Health Counseling or MSEd in School Counseling. Students who are taking courses in one of the Department of Counselor Education’s Bridge Programs or Certificate of Advanced Studies Programs are also eligible to pursue the CASAC-T credential; these students are responsible for completing the CACREP core course work and additional Education and Training hours described below.</p>
<h3 tabindex="-1">Education and Training Hours</h3>
<p tabindex="-1">To become qualified to sit for the <a href="https://internationalcredentialing.org/Sys/PublicProfile/12938091/3809085" target="_blank" rel="noopener">CASAC-T exam</a> the student must earn 350 Education and Training hours by completing CACREP core course work and HCS 545 (Psychopharmacology) as shown in the CASAC-T Checklist.</p>
<h3 tabindex="-1">Work Experience Hours</h3>
<p tabindex="-1">In addition, candidates must earn 6,000 work experience hours, 4,000 of which are credited by completing the MS in Clinical Mental Health Counseling or MSEd inSchool Counseling. A total of 100% of practicum (100) and internship (600) hours completed in a program licensed by New York State OASAS, <a tabindex="-1" href="https://www.omh.ny.gov/">New York State Office of Mental Health (OMH)</a>, or other state “O-licensed” program can be applied to the remaining 2,000 work experience hours. Fifty percent (50%) of practicum (50) hours and internship (300) hours completed in a program that is not state-licensed, but that includes practice of ONE or more of the core (counselor) functions outlined in the CASAC Application (p. 33) can be applied to the work experience hours.</p>
<h3 tabindex="-1">CASAC Application Process</h3>
<p tabindex="-1">As Counselor Education students at SUNY Brockport complete their Master’s degree and their 350 training hours that include completion of HCS 545: Psychopharmacology, there are additional steps that need to be taken to complete their CASAC-T and CASAC application. Applicants should go to the <a href="https://oasas.ny.gov/credentialing/alcoholism-and-substance-abuse-counselor-casac">OASAS webpage</a> which provides a CASAC Overview, CASAC Application start-up, and CASAC Trainee Certification.</p>
<h3 tabindex="-1">Overview</h3>
<p tabindex="-1">In order to become a CASAC in New York State, you must: (1) meet specific competency and ethical conduct requirements; (2) meet specific work experience requirements (2,000 hours with Master’s degree; (3) meet minimum education and training requirements (350 hours); and (4) pass the International Certification and Reciprocity Consortium (IC&RC) examination for Alcohol and Drug Counselors. All the stated requirements are overseen and/or coordinated by the Office of Addiction Services and Supports (OASAS).</p>
<h3 tabindex="-1">Application</h3>
<p tabindex="-1">The first step in the credentialing process is the submission of a CASAC Application to the OASAS Credentialing Unit. Applications are accepted on an ongoing basis and will remain active for five years from the date of postmark.</p>
<p tabindex="-1">Upon receipt by the OASAS Credentialing Unit, your application will be reviewed to determine eligibility for a CASAC Trainee and CASAC examination. Based on the findings of the review, your application will be determined to be either approved or incomplete.</p>
<h3 tabindex="-1">CASAC Trainee Certification</h3>
<p tabindex="-1">Applicants may be considered for a CASAC Trainee certificate upon satisfying a minimum of 350 clock hours of the required education and training.</p>
<p tabindex="-1">Your CASAC Trainee certificate will be effective from the date that any of the above eligibility requirements are approved until the end of the five-year period that your application is active. The CASAC Trainee certificate is not renewable. However, if you are an examination candidate when your CASAC Trainee certificate expires, a three year extension may be requested for an additional fee. If you do not complete the credentialing process by the expiration date of your CASAC Trainee certification extension, in order to be considered to become a CASAC in the future, you will be required to submit a new application, associated documentation and an additional application processing fee. You will not be considered for CASAC Trainee certification a second time.</p>
<h3 tabindex="-1">Examination</h3>
<p tabindex="-1">The International Certification & Reciprocity Consortium (IC&RC) examination for Alcohol and Drug Counselors is comprised of 150 multiple-choice questions derived from the counselor tasks identified in the <a href="http://www.internationalcredentialing.org/resources/Candidate%20Guides/CS_Candidate%20Guide_2017_2008JA.pdf" target="_blank" rel="noopener">2008 IC&RC Job Task Analysis</a>.</p>
<p tabindex="-1">The <a href="https://internationalcredentialing.org/Sys/PublicProfile/12938091/3809085">examination is administered at least one time per year</a> in New York State. Based on the geographic locations of eligible candidates, examination locations may vary. Upon completion of the exam, you will receive a preliminary score. If you pass the examination, you may not consider yourself a credentialed counselor until you have received the official results of your examination and are issued a certificate.</p>
<p tabindex="-1">Applicants who do not pass the examination will remain eligible to retest once every 60 days during the active period of their application.</p>
<p tabindex="-1">Applicants are eligible to take the CASAC exam once the 350 training hours are completed.</p>
<h3 tabindex="-1">Work Experience Hours</h3>
<p tabindex="-1">Applicants are required to complete 2,000 work experience hours to earn the CASAC credential. Fifty percent of the 100 practicum hours (50 hours) can be counted toward the 2,000 hours. Students completing their internship in a program certified by OASAS, OMH, another New York State “O-agency,” or certain New York State Department of Corrections (DOC) programs can use all of their internship hours, e.g., 600 hours for their work experience. Students who complete their internship hours in another setting can count 50% of their 600 hours (300 hours) if at their site they have performed at least one of the ten OASAS designated clinical functions, e.g. assessment, treatment planning, referral (see p. 33 of the CASAC Application for more detail).</p>
<p tabindex="-1"><a href="https://oasas.ny.gov/system/files/documents/2021/04/casac-initial-application.pdf">More information about work experience hours</a></p>
<p tabindex="-1">The OASAS Credentialing Unit can be contacted as follows:</p>
<p tabindex="-1"><strong tabindex="-1">Website:</strong> <a href="https://oasas.ny.gov/providers/credentialing">https://oasas.ny.gov/providers/credentialing</a><br tabindex="-1" /><strong tabindex="-1">Email:</strong> <a tabindex="-1" href="mailto:[email protected]?subject=">[email protected]</a><br tabindex="-1" /><strong tabindex="-1">Phone:</strong> (800) 482-9564</p>
<h3 tabindex="-1">Counselor Education Certificate</h3>
<p tabindex="-1">Upon graduation from the Counselor Education Program graduates who have completed the required 350 hours of training (Master’s degree with having taken HCS 545) will receive a certificate from the Department of Counselor Education indicating that they are eligible to apply to OASAS for the CASAC-T.</p>
<h3>NAADAC</h3>
<p>Students who complete the requirements for the CASAC-T in the SUNY Brockport Counselor Education program are also eligible to apply for the NAADAC (National Association for Alcoholism and Drug Abuse Counselors) <a href="https://www.naadac.org/ncac-i">NCAC I (National Certified Addiction Counseor, Level 1).</a></p>
<p><a href="https://www.naadac.org/ncac-i">For more information on the NCAC I, including eligibility, application, and fees</a></p>
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<h1>Renee Finnemore</h1>
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<h3>Renee Finnemore, MSED</h3>
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Adjunct Lecturer
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(585) 395-2258<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 245<br/>
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<h1>Allison Miley</h1>
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<h3>Allison Miley</h3>
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Graduate Assistant
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(585) 395-5007<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 241<br/>
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<h1>Kara Hiltz</h1>
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(585) 395-2258<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 245<br/>
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<h1>Jeremiah Donigian</h1>
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<h3>Jeremiah Donigian</h3>
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Dr. Jeremiah Donigian received his D.Ed. from the Pennsylvania State University and has been with SUNY Brockport’s Counselor Education program since 1970. His primary teaching interests lie with group counseling and marriage and family therapy. He is a clinical member and approved supervisor of the American Association of Marriage and Family Therapy (AAMFT) and is a nationally certified counselor. He is the recipient of the Eminent Career Award and is a fellow of the Association for Specialists in Group Work.
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Donigian maintains a private practice in marriage and family, individual, and group therapy. He has conducted workshops and seminars in group and marriage and family therapy throughout the United States. He also has an interest in working as a consultant and trainer to schools and business organizations. Among his numerous publications is his most recent book, <em>Systemic Group Therapy: A Triadic Model</em>.
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<h1>Darlene LaGeorgia</h1>
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<h1>Lindsay A. Rachow</h1>
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<h1>Ken Xu</h1>
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<h3>Ken Xu, Ph.D</h3>
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Assistant Professor
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(585) 395-5494<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 246<br/>
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<h3>Bio</h3>
<p>
Dr. Zhaopu Ken Xu joined the Department of Counselor Education in 2022. Broadly speaking, his scholarly interests are the effects of language on psychotherapy processes and human motivation. His specialty areas are counseling assessment, research methods, and human development. Some of his ongoing research projects focus on the application of natural language processing tools in counseling research. As an international scholar, Dr. Xu also actively brings his cross-cultural experience to teaching and research. Dr. Xu recently received a grant from the Association for Assessment and Research in Counseling (AARC) to conduct a study to address diversity issues among underrepresented faculty members in the counseling field.
</p>
<h3>Education</h3>
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<li>Doctor of Philosophy in Counseling and Counselor Education from the University of Rochester (CACREP Accredited), Rochester, NY.
</li>
<li>Master of Science in Clinical Mental Health Counseling from the Johns Hopkins University (CACREP Accredited), Baltimore, MD.
</li>
<li>Bachelor of Arts in Psychology from Pitzer College, Claremont, CA
</li>
<li>Licensure &Certification
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<li>National Certified Counselor (NCC)
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<h1>Sherylanne Diodato</h1>
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<h3>Sherylanne Diodato, Ph.D</h3>
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(585) 395-2258<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 245<br/>
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<h1>Tamara Sheppard</h1>
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<h1>Robert A Dobmeier</h1>
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<h3>Robert A Dobmeier, Ph.D, LMHC, CRC</h3>
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Professor
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(585) 395-5090<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 244<br/>
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<h3>Bio</h3>
<p>
Dr. Dobmeier has prior work experience as a mental health counselor, supervisor, and director. He has worked for several Office of Mental Health and Office of Alcoholism and Substance Abuse Services licensed agencies in western New York. Dr. Dobmeier is a Licensed Mental Health Counselor and as a member of the New York Mental Health Counseling Association, and former Co-President of the New York Association of Counselor Education and Supervision, has advocated for recognition of diagnosis in the scope of practice for mental health counselors in New York State. As President of the Association for Adult Development and Aging, and Chair of their Public Policy and Legislation Committee, he has advocated for Medicare reimbursement for the services of professional counselors. He is also a member of the American Counseling Association, Association for Counselor Education and Supervision, and Association for Spiritual, Ethical, and Religious Values in Counseling. Dr. Dobmeier is a founding member of ACA-NY. He is also a member of Greater Rochester Chapter of NYMHCA and the North Atlantic Regional Association for Counselor Education and Supervision. Dr. Dobmeier is a member of Chi Sigma Iota and of Nu Chapter. Among the courses Dr. Dobmeier enjoys teaching are several mental health courses, most recently Leadership and Advocacy, Research and Program Evaluation, Measurement and Evaluation, and Spirituality in Counseling.
</p>
<h3>Education</h3>
<ul>
<li>
<strong>PhD in Counselor Education,</strong> State University of New York at Buffalo
</li>
<li>
<strong>Master of Social Work</strong>, State University of New York at Buffalo
</li>
<li>
<strong>Master of Arts in Theology</strong>, Christ the King Seminary, East Aurora, NY
</li>
<li>
<strong>B.A. Philosophy</strong>, St. John Vianney Seminary, East Aurora, NY
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Mental health counseling
</li>
<li>spirituality in counseling
</li>
<li>co-occurring disorders
</li>
<li>recovery from mental illness
</li>
<li>and chemical dependency
</li>
</ul>
<h3>Research Interests</h3>
<p>
Spirituality in counseling and among diverse populations, mental health problems and services on college campuses, professional counselor licensing, and identity of professional counselors, and counseling in jail settings
</p>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>Dobmeier, R. (2016). Retaining sobriety: Relapse prevention strategies. Chapter 10 in <em>Substance Abuse Counseling: Theory and Practice</em>, Edited by P. Stevens and R. Smith, 6th edition. Upper Saddle River, NJ: Pearson Education.
</li>
<li>Dobmeier, R., Kalkbrenner, M., Hill, T., & Hernández, T. (2013). Community college student awareness of mental health problems and resources. <em>CSPA-NYS Journal of Student Affairs, 13</em>(2), 15-28.
</li>
<li>Dobmeier, R. & Reiner, S. (2012). Spirituality in the counselor education curriculum: A national survey of student perceptions. <em>Counseling and Values, 57,</em> 47-65.
</li>
<li>Dobmeier, R. & Stevens, P. (2012). Retaining sobriety: Relapse prevention strategies. Chapter 10 in <em>Substance Abuse Counseling: Theory and Practice</em>, Edited by P. Stevens and R. Smith, 5th edition. Upper Saddle River, NJ: Pearson Education.
</li>
<li>Dobmeier, R. (2011). School counselors support student spirituality through Developmental Assets, character education, and ASCA Competency Indicators. <em>Professional School Counseling, 14</em>, 317-327.
</li>
<li>Dobmeier, R. (2011). School counselors support student spirituality through Developmental Assets, character education, and ASCA Competency Indicators. <em>Professional School Counseling, 14</em>, 5, 317-327.
</li>
<li>Dobmeier, R., Hernandez, T., Barrell, R., Burke, D., Catlin-Rakoski, S., Hanna, C., Luce, D., Rowe, J., & Siclare, M. (2011). Student knowledge of signs, risk factors, and resources for depression, anxiety, sleep disorders, and other mental health problems on campus. <em>CSPA-NYS Journal</em>, <em>11,</em> 1, 103-122.
</li>
<li>Houseknecht, S., Sculli, N., King, N., Beringer, A., Reiner, S., & Dobmeier, R. (2011). Parent, teacher, and school administrator views of the role of school counselor in elementary education: A survey in a suburban school district. <em>New York State School Counselor Association, 8,</em> 2, 21-29.
</li>
<li>Dobmeier, R. & Moran, J. (Spring 2008). Dealing with disruptive behavior of adult learners.<br />
<em>New Horizons in Adult Education and Human Resource Development, 22</em>, 2, 29-54.
</li>
</ul>
</div>
</li>
</ul>
</article>
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<li> <a href="/academics/counselor-education/">Counselor Education</a></li><li> <a href="/academics/counselor-education/directory/">Faculty & Staff</a></li>
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<h1>Summer M. Reiner</h1>
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<h3>Summer M. Reiner, Ph.D</h3>
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Professor and Chair
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(585) 395-5497<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 240<br/>
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<h3>Bio</h3>
<p>
Dr. Reiner has been in the Department of Counselor Education since 2007. She previously worked as a school counselor in Rochester, NY and in Prince George’s County Maryland. She became Chair of the Department of Counselor Education in 2020, and is serving a three-year term in that role. She is enthusiastically involved in several counseling associations. Dr. Reiner is a member of the American Counseling Association (ACA), Association for Counselor Education and Supervision (ACES), North Atlantic Region Association for Counselor Education and Supervision (NARACES), and the American Counseling Association of New York (ACA-NY). She has served as President of AADA, ACES, NARACES and ACA-NY. She is the Past Chair of the American Counseling Association’s North Atlantic Region. She was the 2016-2022 ACA Governing Council Representative for the North Atlantic Region.
</p>
<p>
Dr. Reiner is honored to have a voice in the future of the profession and the ability to influence the expansion of counseling services so that ACA may achieve their Vision that: <em>Every person has access to quality professional counseling to thrive</em>.
</p>
<h3>Education</h3>
<ul>
<li>2007 PhD Educational Psychology: Counselor Education, University of Connecticut, Storrs, CT
</li>
<li>2004 Certificate of Advanced Study in School Counseling, Canisius College, Buffalo, NY
</li>
<li>2000 M. S. Counselor Education, Canisius College, Buffalo, NY<br />
1999 B. A. History, University of Buffalo, Buffalo, NY
</li>
</ul>
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<h3>Areas of Specialty</h3>
<ul>
<li>School Counseling
</li>
<li>Adult Development
</li>
<li>Life Balance
</li>
<li>Leisure Development
</li>
<li>Spirituality
</li>
<li>Sports Counseling
</li>
</ul>
<h3>Courses Taught</h3>
<p>
EDC 604: Career Development Concepts
</p>
<p>
EDC 606: Research and Program Evaluation
</p>
<p>
EDC 612: The Human Experience
</p>
<p>
EDC 619: Comprehensive School Counseling Programs
</p>
<p>
EDC 693: K - 12 Student Services
</p>
<p>
EDC 718: Pre-Practicum
</p>
<p>
EDC 720: Integration and Application of Basic Concepts (Practicum)
</p>
<p>
EDC 721: Supervision for Integration
</p>
<p>
EDC 722/23/24: Implementation I (Internship I)
</p>
<p>
EDC 728/29/30: Implementation II (Internship II)
</p>
<p>
EDC 735: Supervision for Implementation
</p>
<p>
EDC 883: Counselors as Systems Consultant 
</p>
<h3>Research Interests</h3>
<ul>
<li>School counseling
</li>
<li>Counselor professional identity
</li>
<li>Leisure development
</li>
<li>Life balance
</li>
<li>Adult development
</li>
<li>Spirituality in counseling
</li>
</ul>
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Recent Publications
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<ul>
<li>Reiner, S. M. & Dobmeier, R. A. (2014). ACA member views on the value, exposure, and readiness to practice the 14 ASERVIC Competencies. <em>Counseling & Values</em>, 59, 192 - 207.
</li>
<li>Reiner, S. M., Dobmeier, R. A., & Hernández, T. J. (2013). The perceived impact of professional counselor Identity fragmentation. <em>Journal of Counseling and Development</em>, 91, 174-183. Research was supported by CACREP Grant.
</li>
<li>Fallon, K. M., Dobmeier, Robert A., Reiner, S. M., Casquarelli, E. J., Giglia, L., Goodwin, E. (2013). Reconciling spiritual values conflicts for counselors and lesbian and gay clients. <em>Adultspan</em>, 12, 1.
</li>
<li>Reiner, S. M., & Hernández, T. J. (2013). Are we going in the right direction? Concerns about school counseling. <em>Michigan Journal of Counseling: Research, Theory & Practice</em>, 39, 2, 28-41.
</li>
<li>Dobmeier, R. D., & Reiner, S. M. (2012). Spirituality in the counselor education curriculum: A national study of student perceptions. <em>Counseling and Values Journal</em>, 57, 47 - 65.
</li>
<li>Scime, A. & Reiner, S. (2012). “Finding Interesting Classification Rules: An Application from Education”, Proceedings of the 2012 International Conference on Data Mining (DMIN 2012), Las Vegas, NV, July, CSREA Press, pp. 37-43.
</li>
<li>Houseknecht, S., Sculli, N., King, N., Beringer, A., Reiner, S. M., & Dobmeier, R. A. (2011). Parent, teacher, and school administrator views of the role of school counselor in elementary education: A survey in a suburban school district. <em>New York State School Counselor Association</em>, 8, 23-31.
</li>
<li>Reiner, S. M. (2009). Ethical and legal issues in substance abuse counseling. In P. Stevens & R.L. Smith (Eds.), <em>Substance abuse counseling: Theory and practice</em> (4th ed., pp. 390-414). Upper Saddle River, NJ: Pearson.
</li>
<li>Reiner, S. M., Luther Pitcairn, M. S. (Prepared by). (2009). <em>Instructor’s manual for substance abuse counseling: Theory and practice</em>. Upper Saddle River, NJ: Pearson.
</li>
<li>Reiner, S. M. (2009). Ethical and legal issues in substance abuse counseling. In P. Stevens & R.L. Smith (Eds.), <em>Instructor’s Manual to accompany Substance abuse counseling: Theory and practice</em>(4th ed., pp. 107-115). Upper Saddle River, NJ: Pearson.
</li>
<li>Reiner, S. M., Colbert, R. D., & Pérusse, R. (2009). Teacher perceptions of school counselors: A national study. <em>Professional School Counselor</em>, 5, 325-331.
</li>
<li>Reiner, S. M. (2007). Religious and spiritual beliefs: An avenue to explore end-of-life issues. <em>Adultspan Journal</em>, 2, 111-118.
</li>
<li>Colbert, R., Pérusse, R. Reiner, S. M., Twomey, J.; & Lucky, J. (2007). A school- university partnership: Key for developing and implementing a school-wide data-driven guidance curriculum. <em>New York State School Counselor Association</em>, 4, 13-20.
</li>
</ul>
<h4>
<strong>Comprehensive School Counseling Program Publications</strong>
</h4>
<ul>
<li>Reiner, S. M., Alvis, M., Boylan, M., Costanza, T., Fleck, C., Heffernan, K., Hess, J., Levermore, A., James, J., Jones, M., Neadom, K., Overstrom, J., Pierre-Phillipe, L., Pierri, C., Rollo, L., Sperr, G., Smith, R., Taylor, N., Wiggins, T., Prince, A., & Houseknecht, S. Keshequa Central School District K-12 Comprehensive School Counseling Program. Nunda, NY: Keshequa Central School District.
</li>
<li>Reiner, S. M., Clark, A., Gallup, K., Hernandez, Y., Navarra, J., Powell, A., Sculli, N., Thomas, S., Serafine, J., Barbero, K., Howe, C., Howe, T., Rowe, H., Newtown, F., Secor, M., Covell, C., Palmer, W., Cocilova, N., Lawther, J., Nolan, H., Geng, C., Petroske, M.K., Reidell, B. (2011, January). Fairport Central School District 6-12 Comprehensive School Counseling Program. Fairport, NY: Fairport Central School District.
</li>
<li>Reiner, S. M., Hicks, L., Houseknecht, S., Lentner, M., Navarra, J., Thomas, S., Abrams, S., Fortin, L., Greene, E., Logar, C., Malta, L., Ohls, C., Palumbo, M., Pellman, L., Pignagrade, K., Randisi, J., & Rundle, M. (2010, December). Hilton Central School District K-12 Comprehensive School Counseling Program. Hilton, NY: Hilton Central School District.
</li>
<li>Reiner, S. M., Beringer, A., Gallup, K., Graff, C., Sculli, N., Kilminster, M., Dominquez, C., Gorton, M., & Paris, J. (2010, June). Aquinas Institute 7-12 Comprehensive School Counseling Program. Rochester, NY: Aquinas Institute.
</li>
<li>Reiner, S. M., King, N., Swalbach, T., Sykes, M., Dasta, A., Denninger, M., Fici, M., Foley, S., Grasso, H, Hager, S., Miller, J., & Vander, T. (2009, September). Gates Chili School District 9-12 Comprehensive School Counseling Program. Gates, NY: Gates Chili School District.
</li>
<li>Reiner, S. M., Barrell, M., Corteville, M., Dunning, K., Kirchoff, L., Knab, K., Sakofsky, M., Winicki, J., Hunt, K., Lally, J., Moredock, N., Sabido, K., & Traver, J. (2008, September). Gates Chili School District 6-8 Comprehensive School Counseling Program. Gates, NY: Gates Chili School District.
</li>
<li>Reiner, S. M., Barrell, M., Corteville, M., Knab, K., Myer, E., Sakofsky, M., Tobin, K., Anselme, N., Dasta, A., Denninger, M., Fici, M., Foley, S., Grasso, H., Hager, S., Miller, J., & Vander, T. (2008, August). Gates Chili School District 9-12 Comprehensive School Counseling Program. Gates, NY: Gates Chili School District.
</li>
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<li> <a href="/academics/counselor-education/">Counselor Education</a></li><li> <a href="/academics/counselor-education/directory/">Faculty & Staff</a></li>
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<h1>Kevin Tate</h1>
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<h3>Kevin Tate, Ph.D</h3>
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Associate Professor
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(585) 395-5493<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 250<br/>
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<h3>Bio</h3>
<p>
Dr. Kevin Tate joined the Department of Counselor Education in 2018. Before joining the SUNY Brockport community, Dr. Tate worked in a variety of roles (counselor, career educator, teacher, supervisor, administrator, counselor educator), settings (community-based human services, community college, public four-year university, mid-sized private university, small liberal arts college), and regions (Southern, Midwestern, and Northeastern U.S.).
</p>
<p>
His scholarly interest and work include access/inclusion/success in education and career development, particularly for those who have been historically marginalized.
</p>
<h3>Education</h3>
<ul>
<li>
<strong>Doctor of Philosophy</strong> in Counselor Education from University of Florida, Gainesville (CACREP Accredited), May 2011<br />
<ul>
<li>Specialization: Mental Health Counseling
</li>
</ul>
</li>
<li>
<strong>Masters of Education</strong> & <strong>Education Specialist</strong> in Mental Health Counseling from University of Florida, Gainesville (CACREP Accredited), December 2007
</li>
<li>
<strong>Bachelor of Science</strong> in Psychology from University of Florida, Gainesville, December 2003
</li>
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Recent Publications
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<h4>
REFEREED JOURNALS
</h4>
<ul>
<li>Brown, E., Ramrakhiani, S., <strong>Tate, K. A.</strong> (2020). Not a problem to be fixed: Successful first-generation graduates and implications for college counselors. <em>Journal of Multicultural Counseling and Development</em>, 48, 243-256.
</li>
<li>Reid Marks, L., Yeoward, J., Fickling, M., & <strong>Tate, K</strong>. (2020). The Role of Racial Microaggressions and Bicultural Self-Efficacy on Work Volition in Racially Diverse Adults. <em>Journal of Career Development</em>. Advanced online publication.
</li>
<li>Reid Marks, L., <strong>Tate, K. A.</strong>, & Taylor, J. (2019). Exploring the Moderation of Meaning in Life in Barriers and Coping Efficacy Among Women. <em>Journal of Career Development</em> Advanced online publication.
</li>
<li>Reid Marks, L., Harrell-Williams, L.M., <strong>Tate, K.A.</strong>, Coleman, M.L., & Moore, K. (2018). Family influence, critical consciousness, and calling to career in women of color. <em>The Career Development Quarterly</em>, 66, 329-343.
</li>
<li>Edwards, L. M., <strong>Tate, K. A</strong>., Cook, J. M., Toigo, M. P., Yeomans, A. C. (2017). Counselors as advocates: Effects of a pilot project designed to develop advocacy knowledge and confidence in trainees. <em>Journal for Social Action in Counseling and Psychology</em>, 9, 79-94.
</li>
<li>Knox, S., Hill, C. E., Knowlton, G., Chui, H., Pruitt, N., & <strong>Tate, K. A.</strong> (2017). Crying in psychotherapy: The perspective of therapists and clients. <em>Psychotherapy,</em> 54, 292.
</li>
<li>Slaten, C.D., Zalzala, A., Elison, Z.M., <strong>Tate, K.A</strong>., & Wachter-Morris, C.A. (2016). Person-centered educational practices in an urban alternative high school: The Black Male perspective. <em>Person-Centered & Experiential Psychotherapies</em>, 15, 19-36.
</li>
<li>Slaten, C.D., Irby, D.J., <strong>Tate, K. A</strong>., & Rivera, R. (2015). Towards a critically conscious approach to social-emotional learning in alternative education: school staff members’ perspectives. <em>Journal of Social Action in Counseling & Psychology</em>, 7, 41-62.
</li>
<li>
<strong>Tate, K. A</strong>., Caperton, W., Kaiser, D., Pruitt, N, White, H. Hall, E. (2015). An exploration of first generation college students’ career development beliefs and experiences. <em>Journal of Career Development</em>, 42, 294-310.
</li>
<li>
<strong>Tate, K. A.</strong>, Fouad, N. A., Reid-Marks, L., Young, G., Guzman, E., Williams, E. G. (2015). Underrepresented first generation, low-income college students’ pursuit of a graduate education: Investigating the influence of self-efficacy, coping efficacy, and family influence. <em>Journal of Career Assessment</em>, 23, 427-441.
</li>
<li>
<strong>Tate, K. A.</strong>, Bloom, M., Tassara, M., Caperton, W. (2014). Counselor competence, performance assessment, and program evaluation: Using psychometric instruments. <em>Measurement and Evaluation in Counseling and Development,</em> 47, 291–306.
</li>
<li>
<strong>Tate, K. A.</strong>, Fallon, K. M., Casquerelli, E., Reid Marks, L. (2014). Opportunities for action: Traditionally marginalized populations and the economic crisis. <em>The Professional Counselor</em>, 4, 285–302.
</li>
<li>
<strong>Tate, K. A</strong>., Lopez, C., Fox, R., Love, J., McKinney, E. (2014). In-home counseling for young children living in poverty: An exploration of counseling competencies. <em>The Family Journal</em>, 22, 371-381.
</li>
<li>Goodman, R. D., Calderon, A. M., <strong>Tate, K. A.,</strong> (2014). Liberation-focused community outreach: A qualitative exploration of peer group supervision during disaster response. <em>Journal of Community Psychology</em>, 42, 228-236.
</li>
<li>
<strong>Tate, K. A.</strong>, Torres Rivera, E., Brown, E. M. (2013). Foundations for liberation: Social justice, liberation psychology, and counseling. <em>Interamerican Journal of Psychology</em>, 47, 373-382.
</li>
<li>
<strong>Tate, K. A.</strong>, Torres Rivera, E., Conwill, W. L., Miller, M. D., Puig, A. (2013) Conceptualizing group dynamics from our clients’ perspective: Development of the Conceptualization of Group Dynamics Inventory. <em>Journal for Specialists in Group Work</em>, 38, 146-168.
</li>
<li>
<strong>Tate, K. A.</strong>, Williams, C., Harden, D. (2013). Finding purpose in pain: Using Logotherapy as a method for addressing survivor guilt in first generation college students. <em>Journal of College Counseling</em>, 16, 79-92.
</li>
<li>Brubaker, M. D., Garrett, M. T., Torres Rivera, E., <strong>Tate, K. A.</strong> (2010) Justice making in groups for homeless adults: The Emancipatory Communitarian way. <em>Journal for Specialists in Group Work</em>, 35, 124-133.
</li>
<li>
<strong>Tate, K. A.</strong>, Amatea, E.A. (2010). Exploring the process of case conceptualization: A review of the literature. <em>Wisconsin Counseling Journal</em>, 24. 10-21.
</li>
</ul>
<h4>
BOOK CHAPTERS
</h4>
<ul>
<li>
<strong>Tate, K. A.,</strong> Torres Rivera, E., Edwards, L. M. (2015). Colonialism and multicultural counseling competence research: A liberatory analysis. In R. D. Goodman & P. Gorski (Eds.) <em>Decolonizing “multicultural” counseling and psychology: Visions for social justice theory and practice.</em> New York: Springer
</li>
<li>
<strong>Tate, K. A.</strong> (2014). Communication and interpretation: It’s more complicated than you think! In K. Fineran, B. Houltberg, A. Nitza, J. McCoy, & S. Roberts (Eds.), <em>Group work experts share their favorite activities: A guide to choosing, planning, conducting, and processing volume 2</em>. Alexandria, VA: Association for Specialists in Group Work.
</li>
<li>Brubaker, M. D., Garrett, M. T., Torres Rivera, E., <strong>Tate, K. A.</strong> (2010) Justice making in groups for homeless adults: The Emancipatory Communitarian way. In A. Singh & C. Salazar (Eds.) <em>Social Justice in Group Work: Practical Interventions for Change.</em> New York, NY: Routledge.
</li>
</ul>
<h4>
PROFESSIONAL MAGAZINES
</h4>
<ul>
<li>Janners, E., <strong>Tate, K. A.</strong>, Lemke, H., Ullrich, T. (2014), Sort through a difficult choice – Help your student find a college that’s right for them with a card sort. <em>School Counselor</em>, 52, 41-42.
</li>
<li>
<strong>Tate, K.A.</strong>, Rush, L. C. (2012). Social justice and career development. <em>Career Developments</em>, 26, 5-9.
</li>
</ul>
</div>
</li>
</ul>
<h3>
Licensure & Certification
</h3>
<ul>
<li>Licensed Mental Health Counselor (LMHC) State of New York
</li>
<li>Myers-Briggs Type Indicator (MBTI®) Certified Center for Application of Psychology Type, Gainesville, FL
</li>
</ul>
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<h1>Muhyi Shakoor</h1>
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Dr. Muhyiddin Shakoor, known to his colleagues and students as Muhyi, was born in Cleveland, OH. He completed his PhD in Counselor Education from Kent State University of Ohio in 1973. As a psychotherapist and educator, he has taken group dynamics and family therapy as his specialization.
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Since 1989, his academic, humanitarian and research interests have been directed toward the psychological aspects of large-scale human crisis. He has spent extended time in Bosnia, having been involved with refugees and issues of war, genocide, holocaust, and cumulative stress in Bosnian cities since 1992. He was a visiting professor at the University of Zagreb in Croatia in 1994 and conducted seminars at Sarajevo University’s Kosevo Hospital while the city remained under siege. In the last year he has spoken at schools, universities, churches, temples, mosques, military installations, community organizations and presented for newspaper editorials, magazine articles and radio and television concerning the tragic events of Bosnia-Hercegovina. Currently, Shakoor is an associate professor of counselor education at SUNY Brockport, where he has trained graduate students entering the counseling field for the past 18 years. He also serves as an associate director for World Life Institute, an international, not-for-profit, humanitarian and research organization of which he is a founding member.
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<h1>Cassandra Fleck</h1>
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Office: Brown Building 245<br/>
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<h1>Claudette Brown-Smythe</h1>
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<h3>Claudette Brown-Smythe, Ph.D</h3>
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<dt>
Assistant Professor
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(585) 395-5050<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 248<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>PhD, Counselor Education & Supervision, Syracuse University
</li>
<li>MS, Rehabilitation and Community Counseling, Syracuse University
</li>
<li>MSW, Community Development & Group Specialization, University of the West Indies, Mona, Jamaica
</li>
<li>BS, Social Work, University of the West Indies, Mona, Jamaica
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>College and Mental Health Counseling
</li>
<li>Rehabilitation Counseling, Supervision
</li>
<li>Group Work and Community Development
</li>
</ul>
<h3>Research Interests</h3>
<p>
Addressing diversity issues in counseling and supervision; exploring loss, grief, and trauma in counseling, supervision in counseling; spirituality in counseling; and college students’ mental health and rehabilitation facilitators.
</p>
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<li>Shin, R. Q., Rogers, J., Silas, M., Brown-Smythe, C., Stanciu, A., & Austin, B. (2010). Advancing social justice in urban schools through the implementation of transformative groups for youth of color. The Journal for Specialists in Group Work, 35, 3, 230 - 235.
</li>
<li>Brown-Smythe, C. A., & Spiegelhoff, S. F. (2015). Exploring what makes us! In Luke, M. & Goodrich, K. M. (Eds.), Group work experts share their favorite activities for supervision.
</li>
<li>Brown-Smythe, C. A. & Spiegelhoff, S. F. (2015). Spiritual tower: Exploring personal spirituality in supervision. In Luke, M., & Goodrich, K. M. (Eds.). Group work experts share their favorite activities for supervision.
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<h1>David Eckert</h1>
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<h1>Susan Denslow</h1>
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(585) 395-2258<br/>
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<div class="small-12 medium-8 columns">
<h3>Amy H Gaesser, Ph.D</h3>
<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-5492<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Brown Building 249<br/>
</dd>
</dl>
</div>
</div>
<h3>Bio</h3>
<p>
Dr. Gaesser is a member of the American Counseling Association, Association for Child and Adolescent Counseling (ACAC), National Association for Gifted Children (NAGC), North Atlantic Region Association for Counselor Education and Supervision, American School Counselor Association, and New York State School Counselor Association. She is also a Nationally Certified Counselor with NBCC.
</p>
<h3>Education</h3>
<ul>
<li>PhD – Educational Psychology: Counselor Education<br />
Additional Concentration – Gifted and Talented Education<br />
University of Connecticut – Storrs, Connecticut<br />
May 2014
</li>
<li>Master of Science in Education – Counselor Education<br />
State University of New York College at Brockport – Brockport, New York<br />
May 1995
</li>
<li>Bachelor of Science - Social Work with minor in Religious Studies<br />
Nazareth College of Rochester – Rochester, New York<br />
May 1987 - Graduated Magna Cum Laude
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>School Counseling
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Emotional Freedom Tapping
</li>
</ul>
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Recent Publications
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<ul>
<li>Gaesser, A. H. & Karan, O. C. (2016). A randomized controlled comparison of emotional freedom techniques (EFT) and cognitive behavioral therapy (CBT) to reduce adolescent anxiety: A pilot study. Journal of Alternative and Complimentary Medicine. doi:10.1089/acm.2015.0316
</li>
<li>Renzulli, J. S. & Gaesser, A. H. (2015). Application of the three-ring conception of giftedness to identification practices. Revista de Educación, 368, 96 – 131.
</li>
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<h1>Sara J. Margolin</h1>
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<h3>Sara J. Margolin, Ph.D</h3>
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Associate Professor (Psychology)
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(585) 395-2908<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 141<br/>
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<h3>Education</h3>
<p>
PhD, Cognitive and Sensory Processes, with a Certificate in Gerontology, University of Florida - 2007
</p>
<p>
M.S., Cognitive Psychology, with emphasis in Statistics and Research Methods University of Florida - 2005
</p>
<p>
B.S. (<em>cum laude</em>), Psychology with Mathematics Minor, University of Florida - 2002
</p>
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<h3>Areas of Specialty</h3>
<p>
Language, Reading, Memory, and Aging
</p>
<p>
Cognitive and Sensory Processes
</p>
<p>
Reading Comprehension and Technology
</p>
<h3>Courses Taught</h3>
<p>
Cognitive Processes
</p>
<p>
Sensation and Perception
</p>
<p>
Research Methods
</p>
<p>
Psychology of Aging
</p>
<h3>Research Interests</h3>
<p>
Factors impacting language at both the word and sentence levels; both age-related changes and changes induced by our use of technologies; the effects of misspellings on reading comprehension in young and older adults; the effects of negation on reading comprehension and metacomprehension in young adults and older adults.
</p>
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Awards/Recognitions
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<p>
2023- Presidential Teaching Award Nominee
</p>
<p>
2023- Post Tenure Fellowship Award
</p>
<p>
2022- Presidential Teaching Award Nominee
</p>
<p>
2018 - Top 20 Downloaded Article in Mind, Brain, and Education Title: How should I use my e-reader? An exploration of the circumstances under which electronic presentation of text results in good comprehension
</p>
<p>
2018 - Discretionary Salary Award- Scholarship
</p>
<p>
2018 - NSF Discovery Grant ($449,931- not funded) Title: Connections across learning strands, preparing students for STEM majors (Role: Co-PI)
</p>
<p>
2018 - Scholarly Incentive Award; Title: The impact of re-reading on older adults’ comprehension and metacomprehension of negated text
</p>
<p>
2017 - NSF Discovery Grant ($450,000- not funded) Title: Improving instruction and learning of applied mathematics problems (Role: cognitive psychologist/consultant)
</p>
<p>
2017 - Presidential Teaching Excellence Award Nominee
</p>
<p>
2012 - NIH R15 Area Grant ($207,414- not funded) Title: <em>Can negation interfere with older adults’ comprehension of and memory for medication instructions?</em>
</p>
<p>
2011-2012 - Scholarly Incentive Award; Title: <em>Older adults’ comprehension and metacomprehension of negated text</em>
</p>
<p>
2011 - Discretionary Salary Increase- Scholarship
</p>
<p>
2009 - Discretionary Salary Increase- Scholarship
</p>
<p>
2008-2009 - Faculty/Staff Technology Initiative Grant, SUNY Brockport, State University of New York ;Title: <em>Computer-based training for improvement of student study skills in a peer mentoring program</em>
</p>
<p>
2008 - Nelson-Denny<sup>TM</sup> Assessment, Funded by Dr. Fox’s Office of Assessment 
</p>
<p>
2008 - Discretionary Salary Increase- Scholarship
</p>
<p>
2006-2007 - Sigma Xi Research Grant-in-Aid Award Title: <em>Negation comprehension and aging: The role of inhibition and the impact of compensation during reading</em>
</p>
<p>
2004-2005 - Sigma Xi Research Grant-in-Aid for Award Thesis: <em>Implicit and Explicit Retrieval of Spelling in Young and Older Adults</em>
</p>
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Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
Margolin, S.J., & Brackins, T. <sup>++</sup> (2023). The impact of rereading on older adults’ comprehension and metacomprehension of negative text. <em>Educational Gerontology.</em>
</p>
<p>
Margolin, S.J., & Brackins, T. <sup>++</sup> (2021). I’m not crying, you’re crying: An evaluation of the impact of emotional text on negation comprehension. <em>Reading Psychology, 42</em>, 131-149.
</p>
<p>
Margolin, S.J., & Brackins, T. ++ (2020). Comprehension and metacomprehension of negated text: Is retrieval practice beneficial for understanding. Written Language and Literacy, 23(1), 92-108.
</p>
<p>
Margolin, S.J. (2018). Cognitively active older adults’ comprehension and metacomprehension of negated text. Experimental Aging Research, 44(4), 329-337. doi: 10.1080/0361073X.2018.1475154
</p>
<p>
Margolin, S.J., Snyder, N. ++, & Thamboo, P. ++ (2018). How should I use my e-reader? An exploration of the circumstances under which electronic presentation of text results in good comprehension. Mind, Brain, & Education, 12(1), 39-48.
</p>
<p>
Riano, A. ++, & Margolin, S.J. (2018). But spell checker always corrects witch words eye misspelled: Spell checker dependency among good and poor spellers in college. Written Language & Literacy, 20(2), 129-146.
</p>
<p>
Margolin, S.J., & Snyder, N. + (2018). It may not be that difficult the second time around: The effects of rereading on the comprehension and metacomprehension of negated text. Journal of Research in Reading, 41(2), 392-402.
</p>
<p>
Margolin, S.J., Toland, M.J. + (in press). Should we LOL? The effects of text messaging on young adults’ spelling. The Journal of Reading, Writing and Literacy.
</p>
<p>
Margolin, S.J. (2015). Older adults’ comprehension of transformational and deactivation negation. Educational Gerontology, 41(8), 604-612.
</p>
<p>
Margolin, S.J. (2015). Ancillary quizzes for Sensation and Perception. Schwartz & Krantz. Sage Publications. Retrieved from <a href="https://edge.sagepub.com/schwartz" aria-expanded="false">https://edge.sagepub.com/schwartz</a>.
</p>
<p>
Margolin, S.J., Driscoll, C. +, Toland, M.J. +, & Kegler, J.L. (2013). E-readers, computer screens, or paper: Does reading comprehension change across media platforms? Applied Cognitive Psychology, 27, 512-519.
</p>
<p>
Margolin, S.J. (2013). Can bold typeface improve readers’ comprehension and metacomprehension of negation? Reading Psychology, 34(1), 85-99.
</p>
<p>
Margolin, S.J., & Hover, P.A.+ (2011). Metacomprehension and negation: Assessing readers’ awareness of the difficulty of negated text. Reading Psychology, 32, 158-171.
</p>
<p>
Abrams, L., Farrell, M., & Margolin, S.J. (2010). Older adults’ detection of misspellings during reading. Journal of Gerontology: Psychological Sciences, 65B, 680-683.
</p>
<p>
Desrochers, M. N., & Margolin, S. (2010). Factorial Research Design. Office of Teaching Resources for Psychology Online.
</p>
<p>
Margolin, S.J., & Abrams, L. (2009). Not may not be too difficult: The effects of negation on older adults’ sentence comprehension. Educational Gerontology, 35, 308-322.
</p>
<p>
Margolin, S.J., & Abrams, L. (2007). Individual differences in spelling ability: Do good spellers age better than poor spellers? Aging, Neuropsychology, and Cognition, 14, 529-544.
</p>
<p>
Abrams, L., Trunk, D.L., & Margolin, S.J. (2007). Resolving tip-of-the-tongue states in young and older adults: The role of phonology. In L.O. Randal (Ed.), Aging and the Elderly: Psychology, Sociology, and Health (pp. 1-41). Hauppauge, NY: Nova Science Publishers, Inc.
</p>
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Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<p>
Brackins, T. <sup>++</sup>, Edmonds, P. <sup>+</sup>, & Margolin, S.J. (2019, April). The impact of emotion on comprehension of negated text. Paper presented at The College at Brockport’s 36<sup>th</sup> Annual Scholars Day, Brockport, NY.
</p>
<p>
Brackins, T.<sup>+</sup>, & Margolin, S.J. (2018, April) . Comprehension and metacomprehension of negated text: Will retrieval practice assist readers’ situation model creation of negated text? Paper presented at SUNY Undergraduate Research Conference, Rochester, NY.
</p>
<p>
Brackins, T.<sup>+</sup>, & Margolin, S.J. (2018, April) . Comprehension and metacomprehension of negated text: Will retrieval practice assist readers’ situation model creation of negated text? Paper presented at The College at Brockport’s 35<sup>th</sup> Annual Scholars Day, Brockport, NY.
</p>
<p>
Margolin, S.J. (2017, May). Divination and Cognitive Science. Paper presented at The College at Brockport’s Potter-Fest, Brockport, NY.
</p>
<p>
Snyder, N. <sup>++</sup>, & Margolin, S. J. (2016, April). The next generation in reading? The impact of electronics and working memory on reading comprehension. Paper presented at The College at Brockport’s 33<sup>rd</sup> Annual Scholars Day, Brockport, NY.
</p>
<p>
Desrochers, M., Birch, S., Margolin, S. J., & Castaneda, J. (2015, May). Peer mentoring of undergraduate psychology students in career and graduate school preparation. Poster presented at 27<sup>th</sup> annual convention of the Association for Psychological Science, New York City, NY.
</p>
<p>
Snyder, N. <sup>+</sup>, & Margolin, S. J. (2015, April). The impact of re-reading on the comprehension and metacomprehension of negation. Paper presented at 1<sup>st</sup> Annual SUNY Undergraduate Research Conference, Brockport, NY.
</p>
<p>
Snyder, N. <sup>+</sup>, & Margolin, S. J. (2015, April). The impact of re-reading on the comprehension and metacomprehension of negation. Paper presented at The College at Brockport’s 32<sup>nd</sup> Annual Scholars Day, Brockport, NY.
</p>
<p>
Agafonova, J. <sup>+</sup>, & Margolin, S. J. (2013, April). Effects of spell checker on writing skills of college students. Paper presented at The College at Brockport’s 30<sup>th</sup> Annual Scholars Day, Brockport, NY.
</p>
<p>
Driscoll, C. <sup>+</sup>, Stephenson, E. <sup>+</sup>, & Margolin, S. J. (2012, April). The effect of delay on metacomprehension of negated text. Paper presented at The College at Brockport’s 29<sup>th</sup> Annual Scholar’s Day, Brockport, NY.
</p>
<p>
Rinella, M. <sup>+</sup>, Hoock, A.M<sup>++</sup>., Krolikowski, A. <sup>+</sup>, Ratcliff, J.J., & Margolin, S.J. (2012, January). The impact of prior expectations on memory for authentic behaviors during a group pride display. Poster presented at the 13<sup>th</sup> Annual Society for Personality and Social Psychology Conference, San Diego, CA.
</p>
<p>
Driscoll, C.<sup>+</sup>, Toland, M.J. <sup>+</sup>, Margolin, S.J. (2011, April). The effect of technology on young adults’ reading comprehension. Paper presented at The College at Brockport’s 28<sup>th</sup> Annual Scholar’s Day, Brockport, NY.
</p>
<p>
Toland, M.J. <sup>+</sup>, & Margolin, S.J. (2010, April). Spelling and texting slang: The effects of integrating alternative orthographies into the lexicon of individuals with established language proficiency. Paper presented at The College at Brockport’s 27<sup>th</sup> Annual Scholar’s Day, Brockport, NY.
</p>
<p>
Margolin, S.J., & Abrams, L. (2008, April). <em>Not</em> may not be too difficult: The effects of negation on older adults’ reading comprehension. Poster presented at the 12<sup>th</sup> biennial Cognitive Aging Conference, Atlanta, GA.
</p>
<p>
Margolin, S.J., Bodack, K.L. <sup>+</sup>, & Abrams, L. (2006, April). The effects of negation on young and older adults’ perception of spelling. Poster presented at the 11<sup>th</sup> biennial Cognitive Aging Conference, Atlanta, GA.
</p>
<p>
Sell, A. J. <sup>+</sup>, Margolin, S. J., Trunk, D. L., & Abrams, L. (2006, March). Using homophones in auditory priming of tip-of-the-tongue resolution. Poster presented at Southeastern Psychological Association, Atlanta, GA.
</p>
<p>
Margolin, S.J., & Abrams, L. (2005, May). Implicit and explicit retrieval of spelling in young and older adults. Poster presented at the 17th annual meeting of the American Psychological Society, Los Angeles, CA.
</p>
<p>
Margolin, S.J., & Abrams, L. (2005, April). Implicit and explicit retrieval of spelling in young and older adults. Paper presented at the 20th annual meeting of the Southern Gerontological Society, Orlando, FL.
</p>
</div>
</li>
</ul>
<p>
<strong><em>Media Recognition</em></strong>
</p>
<p>
Agarwal, S. (September 20, 2021). Paper vs. E-ink vs LED: Does the display affect how well we absorb information? <em>Digital Trends</em>. Retrieved from <a href="https://www.digitaltrends.com/features/paper-vs-e-ink-vs-led-how-display-affects-learning/">https://www.digitaltrends.com/features/paper-vs-e-ink-vs-led-how-display-affects-learning/</a>
</p>
<p>
Baggini, J. (June 22, 2014). Ebook v paper? <em>Financial Times</em>. Retrieved from http://www.ft.com/intl/cms/s/2/53d3096a-f792-11e3-90fa-00144feabdc0.html#axzz35NJqZQvh
</p>
<p>
Keim, B. (May 1, 2014). Why the smart reading device of the future may be … paper. <em>Wired</em>. Retrieved from http://www.wired.com/2014/05/reading-on-screen-versus-paper/
</p>
<p>
August 27, 2010- Does text messaging impact how young people write? Channel 8 News, Rochester, NY.
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<li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/directory/">Faculty & Staff</a></li>
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<h1>Lori-Ann B. Forzano</h1>
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<h3>Lori-Ann B. Forzano, Ph.D</h3>
<dl>
<dt>
Professor
</dt>
<dd>
(585) 395-2759<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 126<br/>
</dd>
</dl>
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<h3>Education</h3>
<ul>
<li>PhD, Experimental Psychology, SUNY Stony Brook
</li>
<li>B.S., Psychology, SUNY Stony Brook
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<h4>
Courses
</h4>
<ul>
<li>PSH 601 - Advanced Research Methods
</li>
<li>PSH 301 - Research Methods in Psychology
</li>
<li>PSH 202 - Statistics
</li>
<li>PSH 442/542 - Psychology of Eating
</li>
<li>PSH 322 - Learning
</li>
<li>PSH 342 - Animal Behavior
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Choice behavior in adults and children
</li>
<li>Eating behavior in humans and nonhumans
</li>
</ul>
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Recent Publications
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<ul>
<li>Gravetter, F. J., Wallnau, L. B., Forzano, L. B., & Witnauer, J. (2021). <em>Essentials of statistics for the behavioral sciences</em> (10th ed.). Cengage Learning.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2018). <em>Research methods for the behavioral sciences</em> (6th ed.). Cengage Learning.
</li>
<li>Gravetter, F. J., Wallnau, L. B., & Forzano, L. B. (2016). Essentials of statistics for the behavioral sciences (9th ed.). Boston, MA: Cengage Learning.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2015). Research methods for the behavioral sciences (5th ed.). Stamford, CT: Cengage Learning.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2015). Instructor’s manual with test bank for research methods for the behavioral sciences (5th ed.). Stamford, CT: Cengage Learning.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2012). Research methods for the behavioral sciences (4th ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2012). Instructor’s manual with test bank for research methods for the behavioral sciences (4th ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2009). Research methods for the behavioral sciences (3rd ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2009). Instructor’s manual with test bank for research methods for the behavioral sciences (3rd ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2006). Research methods for the behavioral sciences (2nd ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2006). Instructor’s manual with test bank for research methods for the behavioral sciences (2nd ed.). Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2004). Lab manual for research methods for the behavioral sciences. Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2003). Research methods for the behavioral sciences. Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2003). Instructor’s manual with test bank for research methods for the behavioral sciences. Belmont, CA: Wadsworth.
</li>
<li>Gravetter, F. J., & Forzano, L. B. (2002). An introduction to research methods in psychology. Belmont, CA: Wadsworth.
</li>
<li>Forzano, L. B., Sorama, M., O’Keefe*, M. L., Pizzonia*, K., Howard*, T., & Dukic*, N. (2021). Impulsivity in elementary school children and adult females: Using identical task and procedural parameters. <em>Behavioral Processes</em>, 188. https://doi/10.1016/j.beproc.2021.104411
</li>
<li>Forzano, L. B., Michels*, J. L., Sorama, M., Etopio*, A. L., & English*, E. J. (2014). Self-control and impulsiveness in adult humans: Comparison of qualitatively different consumable reinforcers using a new methodology. <em>The Psychological Record</em>, 64, 719-730. https://doi.org/10.1007/s40732-014-0038-7
</li>
<li>Forzano, L. B., Michels*, J. L., Sorama, M., Etopio*, A. L., & English*, E. J. (2014). Self-control and impulsiveness in adult humans: Comparison of qualitatively different consumable reinforcers using a new methodology. <em>The Psychological Record</em>, 64, 719-730. doi:10.1007/s40732-014-0038-7
</li>
<li>Forzano, L. B., Michels*, J. L., Carapella*, R. K., Conway*, P., & Chelonis, J. J. (2011). Self-control and impulsivity in children: Multiple behavioral measures. <em>The Psychological Record</em>, 61, 425-448.
</li>
<li>Forzano, L. B., Chelonis, J. J., Casey*, C., Forward*, M., Stachowiak*, J. A., & Wood*, J. (2010). Self-control and impulsiveness in nondieting adult human females: Effects of visual food cues and food deprivation. <em>The Psychological Record</em>, 60, 587-608.
</li>
<li>Forzano, L. B., Szuba*, M., & Bloom*, J. M. (2003). Self-control and impulsiveness in preschool children: Effects of visual food cues. <em>The Psychological Record</em>, 53, 161-175.
</li>
<li>Green, J. D., Sedikides, C., Saltzberg, J. A., Wood, J. V., & Forzano, L. B. (2003). Happy mood decreases self-focused attention. <em>British Journal of Social Psychology</em>, 42, 147-157.
</li>
<li>Forzano, L. B. (2000). Research methods for the experimental analysis of human operant behavior [Review of the book Handbook of Research Methods in Human Operant Behavior]. <em>Contemporary Psychology</em>, 45, 73-75.
</li>
<li>Forzano, L. B. & Corry*, R. J. (1998). Self-control and impulsiveness in adult human females: Effects of visual food cues. <em>Learning and Motivation</em>, 29, 184-199.
</li>
<li>Forzano, L. B., Porter*, J., & Mitchell*, T. S., Jr. (1997). Self-control and impulsiveness in adult human females: Effects of food preferences. <em>Learning and Motivation</em>, 28, 622-641.
</li>
<li>Logue, A. W., Forzano, L. B., & Ackerman, K. T. (1996). Self-control in children: Age, preference for reinforcer amount and delay, and language ability. <em>Learning and Motivation</em>, 27, 26-277.
</li>
<li>Forzano, L. B., & Logue, A. W. (1995). Self-control and impulsiveness in children and adults: Effects of food preferences. <em>Journal of the Experimental Analysis of Behavior</em>, 64, 33-46.
</li>
<li>Forzano, L. B., & Logue, A. W. (1994). Self-control in adult humans: Comparison of qualitatively different reinforcers. <em>Learning and Motivation</em>, 25, 65-82.
</li>
<li>Logue, A. W., Forzano, L. B., & Tobin, H. (1992). Independence of reinforcer amount and delay: The generalized matching law and self-control in humans. <em>Learning and Motivation</em>, 23, 326-342.
</li>
<li>Forzano, L. B., & Logue, A. W. (1992). Predictors of adult humans’ self-control and impulsiveness for food reinforcers. <em>Appetite</em>, 19, 33-47.
</li>
</ul>
<p>
*indicates student author
</p>
</div>
</li>
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<h1>David Abwender</h1>
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<h3>David Abwender, Ph.D</h3>
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Associate Professor
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(585) 395-2488<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 120<br/>
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PhD, University of Miami
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Psychological and neuropsychological assessment and test development; clinical neuropsychology and neuropsychiatry; health psychology; relationship of stress/coping and personality variables to central nervous system pathology.
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<h1>Stacy Birch</h1>
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<h3>Stacy Birch, Ph.D</h3>
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<dt>
Associate Professor
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(585) 395-2484<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 130<br/>
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<h3>Education</h3>
<ul>
<li>PhD, Cognitive Psychology, University of Illinois, Urbana-Champaign - 1993
</li>
<li>M.A., Cognitive Psychology, University of Illinois, Urbana-Champaign - 1990
</li>
<li>B.A. (summa cum laude) Honors Psychology and English, Eastern Illinois University, Charleston - 1987
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<h4>
Courses
</h4>
<ul>
<li>Cognitive Psychology
</li>
<li>Biopsychology
</li>
<li>Research Methods
</li>
<li>Cognitive Neuroscience
</li>
<li>Psychology of Language
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>
<p>
Memory: Memory for recently-viewed faces or events (e.g., eyewitness memory); memory for different types of information (e.g., surface, conceptual)
</p>
</li>
<li>Language: Role of linguistic factors (e.g., focus; syntactic prominence) in comprehension of sentences and discourses; Role of phonological information in reading; Reading impairment.
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<h4>
Grants
</h4>
<ul>
<li>Margolin, S., Birch, S., & Desrochers, M. N. (2008-2009) Computer-based training for improvement of student study skills in a peer mentoring program. Faculty/Staff Technology Support Initiative, $380.00.
</li>
<li>Desrochers, M., Margolin, S., & Birch, S. (2008) Nelson-DennyTM Assessment, Funded by Dr. Fox’s Office of Assessment, $168.99.
</li>
<li>Scholarly Incentive Award, “Investigating sub-types of developmental dyslexia,” SUNY Brockport, 2000.
</li>
<li>State of New York United University Professions Individual Development Awards Program, “Sub- types of adult dyslexia,” SUNY Brockport, 2000.
</li>
<li>Co-recipient, with Christopher Chase: Orton Dyslexia Society Grant Program for Research on Developmental Dyslexia. Co-Investigator, “Investigating the nature and prevalence of visual deficits in dyslexic readers,” Hampshire College, 1996.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>Birch, S.L. (2016). Prevalence and profile of Phonological and Surface Subgroups in College Students with a History of Reading Disability. <em>Journal of Learning Disabilities</em>, 49, 339– 353.
</li>
<li>Alogna, V. K., Attaya, M. K., Aucoin, P., Bahnik, S., Birch, S., Birt, A. R., ... Zwaan, R. A. (2014). Registered replication report: Schooler & Engstler-Schooler (1990). <em>Perspectives on Psychological Science</em>, 9, 556–578.
</li>
<li>Birch, S. & Rayner, K. (2010). Effects of Syntactic Prominence on Eye Movements during Reading. <em>Memory & Cognition</em>, 38(6), 740-752.
</li>
<li>Birch, S.L., & Chase, C.H. (2004). Visual and language processing deficits in compensated and impaired college students with dyslexia. <em>Journal of Learning Disabilities</em>, 37, 389-410.
</li>
<li>Birch, S.L., and Clifton, C. (2002). Effects of Varying Focus and Accenting of Adjuncts on the Comprehension of Utterances. <em>Journal of Memory and Language</em>, 47, 571-588.
</li>
<li>Birch, S.L., Albrecht, J.E., & Myers, J.L. (2000). Syntactic Focusing Structures Influence Discourse Processing. <em>Discourse Processes</em>,30, 285-304.
</li>
<li>Birch, S.L., Pollatsek, A., and Kingston, J. (1998). The nature of the sound codes accessed by visual language. <em>Journal of Memory and Language</em>, 38, 70-93.
</li>
<li>Lea, R.B., Mason, R.A., Albrecht, J.E., Birch, S.L., & Myers, J.L. (1998). Who knows what about whom: What role does common ground play in accessing distant information? <em>Journal of Memory and Language</em>, 39, 70-84.
</li>
<li>Birch, S.L. & Rayner, K. (1997). Linguistic focus affects eye movements during reading. <em>Memory & Cognition</em>, 25, 653-660.
</li>
<li>Birch, S.L., & Brewer, W.F. (1995). The fate of originally-presented surface information following recall errors in sentence memory tasks. <em>The European Journal of Cognitive Psychology</em>, 7, 145-167.
</li>
<li>Birch, S.L., & Clifton, C.E. (1995). Focus, accent, and argument structure: Effects on language comprehension. <em>Language and Speech</em>, 38, 365-391.
</li>
<li>Birch, S.L., & Garnsey, S.M. (1995). The effect of focus on memory for words in sentences. <em>Journal of Memory and Language</em>, 34, 232-267.
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<ul>
<li>
<p>
Birch, S., Logory, D., and Wagaman, B. (2019, November). Effects of Verbal Description and Race in Face Identification. Presented at the Psychonomic Society meeting, Montreal, Québec.
</p>
</li>
<li>
<p>
Desrochers, M., Birch, S., Margolin, S., & *Castaneda, J. (2015, May). Peer Mentoring of Undergraduate Psychology Students in Career and Graduate School Preparation. Presented at the Association for Psychological Science Annual Convention, New York, NY.
</p>
</li>
<li>
<p>
Birch, S. & *Kelly, C. (2015, May). Race of Observer may mediate Verbal Overshadowing Effects. Presented at the Association for Psychological Science Annual Convention, New York, NY.
</p>
</li>
<li>Birch, S. (2013, May). Exploring the Double Deficit Hypothesis in College Students Without Reading Disability. Presented at the Association for Psychological Science Annual Convention, Washington, D.C.Birch, S. (2010, November). A Study of the Double Deficit Hypothesis in College Students with Dyslexia. Presented at the Psychonomic Society meeting, St. Louis, MO.
</li>
<li>Birch, S. (2009, November). Processing differences between subgroups of college students with dyslexia. Presented at the Psychonomic Society meeting, Boston, MA.
</li>
<li>Birch, S.L., & Prince, D. J. (2005, November). Do subtypes exist among nondyslexic readers? Presented at the Psychonomic Society meeting, Toronto, Ontario.
</li>
<li>Birch, S.L., & Clifton, C.E. (2004, November). Does an implicitly mentioned instrument require a pitch accent?. Presented at the Psychonomic Society meeting, Minneapolis, MN.<br />
Birch, S.L., & Chase, C. (2001, November). Visual and language processing deficits in adults with varying degrees of reading impairment. Presented at the Psychonomic Society meeting, Orlando, FL.
</li>
<li>Novick, D., Frank, E. and Birch, S. (2001, November). Effects of a psycho-educational intervention on laboratory stress. Presented at the Society for Research in Psychopathology, Madison, WI.
</li>
<li>Birch, S.L., & Rayner, K. (2000, November). Effects of syntactic prominence on fixation durations. Presented at the Psychonomic Society meeting, New Orleans, LA.
</li>
<li>Chase, C., & Birch, S. (2000, February). Delayed and phonological adult dyslexics. Presented at the annual meeting of the International Neuropsychological Society, Denver, CO.
</li>
<li>Birch, S.L., Albrecht, J.E., & Myers, J.L. (1998, November). Eye movement measures of syntactic focus effects on pronoun resolution. Presented at the Psychonomic Society meeting, Dallas, TX.
</li>
<li>Birch, S.L., & Clifton, C.E. (1997, November). Effects of varying focus and accenting of adjectives on the comprehension of utterances. Presented at the Psychonomic Society meeting, Philadelphia, PA.
</li>
<li>Chase, C., Monfette, S., & Birch, S.L. (1997, November). Color filters and reading: A behavioral and neurophysiological study. Presented at the Psychonomic Society meeting, Philadelphia, PA.
</li>
<li>Birch, S.L., & Pollatsek, A. (1996, November). The nature of the phonological code accessed by visual language. Presented at the Psychonomic Society meeting, Chicago, IL.
</li>
<li>Chase, C.H., & Birch, S.L. (1996, November). Visual processing capabilities of adult dyslexic readers. Presented at the Psychonomic Society meeting, Chicago, IL.
</li>
<li>Chase, C.H., & Birch, S.L (1996, June). The role of low spatial frequencies in word perception. Presented at the American Psychological Society meeting, San Francisco.
</li>
<li>Birch, S.L., Albrecht, J.E., & Myers, J.L. (1995, November). Syntactic focusing structures influence discourse production and comprehension. Presented at the Psychonomic Society meeting, Los Angeles, CA.
</li>
<li>Lea, R.B., Albrecht, J.E., Birch, S.L., Mason, R., & Myers, J.L. (1995, November). The role of common ground in accessing distant information during reading. Presented at the Psychonomic Society meeting, Los Angeles, CA.
</li>
<li>Birch, S.L., & Clifton, C.E. (1995, March). Investigating the focus- accent-argument structure relationship. Presented at the CUNY Sentence Processing Conference, Tucson, AZ.
</li>
<li>Birch, S.L., & Rayner, K. (1994, November). Effects of linguistic focus on eye movements. Presented at the Psychonomic Society meeting, St. Louis, MO.
</li>
<li>Birch, S.L. (1993, June). The effects of focus in sentence comprehension: Speeded recognition. Presented at the American Psychological Society meeting, Chicago, IL.
</li>
<li>Birch, S.L. (1993, May). Focus effects in sentence comprehension: Naming. Presented at the Midwestern Psychological Association meeting, Chicago, IL.
</li>
<li>Birch, S.L., & Brewer, W.F. (1990, November). Memory permanence versus memory replacement in sentence recall. Presented at the Psychonomic Society meeting, New Orleans, LA.
</li>
<li>Birch, S.L. (1990, May). Implicit memory for original lexical information in mis-recalled sentences: Trace replacement or trace destruction? Presented at the Midwestern Psychological Association meeting, Chicago, IL.
</li>
</ul>
</div>
</li>
</ul>
</article>
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<li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/directory/">Faculty & Staff</a></li>
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<h1>Laurel McNall</h1>
<div id="intro-paragraph" class="intro editable">
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<h3>Laurel McNall, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Professor & Internship Coordinator
</dt>
<dd>
(585) 395-2904<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 128<br/>
</dd>
</dl>
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<h3>Education</h3>
<p>
PhD, SUNY Albany
</p>
<p>
B.A., Canisius College
</p>
<!-- should be entered as lists in the field -->
<h3>Courses Taught</h3>
<p>
PSH 318: Career Development in Psychology
</p>
<p>
PSH 332: Social Psychology
</p>
<p>
PSH 402/502: Industrial/Organizational Psychology
</p>
<p>
PSH 390 or 425: Motivation
</p>
<p>
PSH 498 Psychology Internship
</p>
<h3>Research Interests</h3>
<p>
Worker well-being, work-life balance, positive psychology applied to the workplace, employee attitudes, technology in the workplace (e.g., electronic performance monitoring)
</p>
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Awards/Recognitions
</a>
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<p>
Chancellor’s Award for Excellence in Teaching (2020)
</p>
<p>
Finalist or Nominated for the Brockport Presidential Teaching Excellence Award (2017, 2018, 2019, 2020, 2021)
</p>
<p>
Academic Advisement Award (2018)
</p>
<p>
Mildred B. & Charles A. Wedemeyer Award for outstanding article published in The American Journal of Distance Education in 2015-16 
</p>
<p>
Morton Deutsch Award for the best 2014 article published in Social Justice Research 
</p>
<p>
Top 20 Poster (“A Meta-Analytic Review of the Consequences Associated with Work-Family Enrichment”) at the Society for Industrial Organizational Psychology Annual Conference (2009)
</p>
<p>
University at Albany’s Distinguished Doctoral Dissertation Award (2006)
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
McNall, L.A. & Nicklin, J. (2021). At our best at work and at home: A qualitative investigation to guide post-pandemic work-life. Accepted at European Journal of Applied Positive Psychology.
</p>
<p>
McNall, L.A., Bennett, M.*, & Brown, M.M. (2021). Does trait mindfulness help working college students get more satisfaction? The mediating role of work meaning and work-to-school enrichment. European Journal of Applied Positive Psychology, 5, 1-13.
</p>
<p>
McNall, L.A., Bennett, M.*, & Nicklin, J. (2021). Work-family enrichment. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research, 2nd Edition (pp. 7215-7218). Dordrecht, Netherlands: Springer.
</p>
<p>
McNall, L.A. & Becker, G*. (2020). Psychology internship start up: Best practices and results from a case study. In A. Schwartz & R. Miller (Eds.), High impact practices: A review of best practices with illustrative examples (pp. 526-538). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/highimpacted
</p>
<p>
McNall, L.A., Tombari, J.*, & Brown, M.M. (2019). Exploring how mindfulness links to work outcomes: Positive affectivity and enrichment. Applied Research in Quality of Life, doi:10.1007/s11482-019-09762-9
</p>
<p>
Nicklin, J.M., Meachon, E., & McNall, L.A. (2019). Balancing work, school, and personal life among graduate students: A positive psychology approach. Applied Research in Quality of Life, 14, 1265-1286. doi:10.1007/s11482-018-9650-z
</p>
<p>
Nicklin, J.M., McNall, L.A., & Janssen, A. (2017). An examination of positive psychological resources for promoting work-life balance. In J.M. Nicklin (Ed.), Work-Life Balance in the 21st Century: Perspectives, Practices and Challenges. Nova Publishers.
</p>
<p>
Byle, K., Cucina, J., McNall, L.A, & Nicklin, J.M. (2017). Expatriate work-life balance: Resources, work-life enrichment, and work outcomes. In J.M. Nicklin (Ed.), Work-Life Balance in the 21st Century: Perspectives, Practices and Challenges. Nova Publishers.
</p>
<p>
McNall, L.A., & Michel, J. (2017). The relationship between student core self-evaluations, support for school, and the work-school interface. Community, Work and Family, 20, 253-272. doi:10.1080/13668803.2016.1249827
</p>
<p>
Nicklin, J., McNall, L.A., Cerasoli, C., Varga, C. & McGiveny, R.J. (2016). Teaching on-line: Applying need theory to the work-family interface. The American Journal on Distance Education, 30, 167-179. doi: 10.1080/08923647.2016.1187042
</p>
<p>
McNall, L.A., Scott, L.*, & Nicklin, J.M. (2015). Do positive affectivity and boundary preferences matter for work-family enrichment? A study of human service workers. Journal of Occupational Health Psychology, 20, 93-104. doi:10.1037/a0038165
</p>
<p>
Nicklin, J.M., McNall, L.A., Cerasoli, C.P., Strahan, S.R., & Cavanaugh, J.A. (2014, March). The role of overall justice perceptions within the four-dimensional framework. Social Justice Research, 27. doi: 10.1007/s11211-014-0208-4
</p>
<p>
Nicklin, J.M. & McNall, L.A. (2013). Work-family enrichment, support, and satisfaction: A test of mediation. European Journal of Work and Organizational Psychology, 22, 67-77. doi: 10.1080/1359432X.2011.616652
</p>
<p>
Masuda, A.D., McNall, L.A., Allen, T., & Nicklin, J.M. (2012). Examining the constructs of work-to-family positive spillover and enrichment. Journal of Vocational Behavior, 80, 197-210. doi:10.1016/j.jvb.2011.06.002
</p>
<p>
McNall, L.A. & Stanton, J.M. (2011). Private eyes are watching you: Reactions to location sensing technologies. Journal of Business & Psychology, 26, 299-309. doi: 10.1007/s10869-010-9189-y
</p>
<p>
McNall, L.A., & Michel, J. (2011). A dispositional approach to work-school conflict and enrichment. Journal of Business & Psychology, 26, 397-411. doi: 10.1007/s10869-010-9187-0
</p>
<p>
Roch, S.G., McNall, L.A., & Caputo, P. (2011). Self-judgments of accuracy as indicators of performance evaluation quality: Should we believe them[ML(2] ? Journal of Business & Psychology, 26. 41-55. doi: 10.1007/s10869-010-9173-6
</p>
<p>
Mulvaney, M.K.1, McNall, L.A. & Morrissey, R.A.* (2011). A longitudinal investigation of work-family strains and gains, work commitment, and subsequent employment status among working mothers. Journal of Family Issues, 32, 292-316. doi:10.1177/0192513X10379202
</p>
<p>
McNall, L.A., Masuda, A.D., Shanock, L.R. & Nicklin, J.M. (2011). Interaction[ML(3] of core self-evaluations and perceived organizational support on work-to-family enrichment. Journal of Psychology: Interdisciplinary & Applied, 145, 133-149. doi: 10.1080/00223980.2010.542506
</p>
<p>
Nicklin, J.M., Greenbaum, R., McNall, L.A., Folger, R. & Williams, K. (2011). Relative importance of contextual variables when judging fairness: An examination of counterfactual thoughts and fairness theory. Organizational Behavior and Human Decision Processes, 114, 127-141. doi:10.1016/j.obhdp.2010.10.007
</p>
<p>
McNall, L.A., Nicklin, J.M., & Masuda, A.D. (2010). A meta-analytic review of the consequences associated with work-family enrichment. Journal of Business & Psychology, 25, 381-396. doi: 10.1007/s10869-009-9141-1
</p>
<p>
Thurston, P. & McNall, L.A. (2010). Justice perceptions of performance appraisal practices. Journal of Managerial Psychology, 25, 201-228. doi: 10.1108/02683941011023712
</p>
<p>
McNall, L.A., Masuda, A.D., & Nicklin, J.M. (2010). Flexible work arrangements and job satisfaction/turnover intentions: The mediating role of work-to-family enrichment. Journal of Psychology: Interdisciplinary & Applied, 144, 61-81.
</p>
<p>
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<h1>Stephen Brady</h1>
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(585) 395-2918<br/>
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Office: Smith Hall 225<br/>
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<h1>Dawn Lee</h1>
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<h3>Dawn Lee, MS</h3>
<p>
(She/Her/Hers)
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<dt>
Chemical Hygiene Coordinator
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<dd>
(585) 395-5873<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 220<br/>
<a href="https://www2.brockport.edu/live/profiles/1292-dawn-lee" class="offsite" target="_blank">Website</a><br/>
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<h3>Education</h3>
<ul>
<li>B.S. Chemistry (ACS Certified), minor in Mathematics, SUNY Brockport
</li>
<li>M.S. Chemistry, Rochester Institute of Technology
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Curriculum design, development and implementation based on National Generation Science Standards (NGSS) for physical science at elementary and intermediate levels
</li>
<li>Introductory Chemistry and Physics experimental design
</li>
<li>Science laboratory safety and hazardous waste management
</li>
</ul>
<h3>Courses Taught</h3>
<p>
<strong>Fall and Spring Semesters</strong>
</p>
<ul>
<li>NAS273: Investigations in Physical Science and Lab
</li>
<li>CHM205/206 Labs: College Chemistry I and II Labs
</li>
<li>CHM301: Chemical Safety
</li>
<li>CHM260 Labs: Chemistry for Health Professionals Lab
</li>
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<h1>Kelly A Brennan-Jones</h1>
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<h3>Kelly A Brennan-Jones, Ph.D</h3>
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On Leave
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(585) 395-5553<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 134<br/>
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<h3>Education</h3>
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PhD, SUNY Buffalo
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<h3>Research Interests</h3>
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Personality and social-psychological influences on close relationship processes; attachment measurement; attachment theory applied to the study of adult emotions, cognitions and behaviors, including romantic love, the self, touch, individual adaptation, and relational optimism.
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<h1>Stephen Godleski</h1>
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Emeritus (2015)
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(585) 395-2279<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 210<br/>
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<h3>Bernardo Ortega, Ph.D</h3>
<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-5190<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Lennon Hall 217<br/>
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<h3>Bio</h3>
<p>
Our research aims at understanding the mechanisms regulating magnesium metabolism in the human body. Common diseases such as ulcerative colitis are affected by dietary magnesium. Using a mouse model of ulcerative colitis, we try to understand the role of magnesium intake in regulating the composition of the intestinal microbiome in healthy and diseased mice.
</p>
<!-- should be entered as lists in the field -->
<h3>Research Interests</h3>
<p>
Ulcerative colitis (UC) frequently results in magnesium (Mg) malabsorption leading to hypomagnesemia or low level of magnesium in plasma. Mg deficiency induces a proinflammatory state that has been proposed to worsen UC, but the mechanism is unknown. Here we hypothesize that a relation may exist between Mg intake and the composition of the bacterial flora of the intestine, which ultimately may contribute to aggravating UC. Associated with UC are important changes in the permeability of the intestine, the composition of the bacterial flora of the intestine, and how the immune system recognizes them. Experiments in our lab show that Mg deprivation in mice induces hypomagnesemia, but also results in important changes in the composition of the flora of the intestine, specifically lactic acid bacteria and <em>Bifidobacterium</em>. These changes could be the result of alterations in the function of the gastrointestinal (GI) tract induced by Mg deficiency and inflammation. However, unlike humans, Mg is the most important divalent cation for bacteria, and thus Mg availability is also important for bacterial proliferation, with some bacteria being able to compete better than others. This research proposal aims at understanding how dietary Mg may be determining the composition of the GI flora, and thus influencing evolution and remission of UC.
</p>
<p>
A first aim is to understand how Mg deprivation affects proliferation of intestinal bacteria. Mice will be deprived of Mg in their diets, while one experimental group will receive the normal Mg daily intake via subcutaneous pumps. Changes in the bacterial composition of the gut will be analyzed using state-of-the-art next-generation bacterial DNA sequencing. The study will compare GI bacterial populations of mice deprived of Mg, with those having normal dietary or subcutaneous Mg intake. This aim will allow us to understand if changes in the composition of the intestinal flora are dependent on low serum Mg, or if instead Mg availability in the lumen of the intestine determines which bacteria proliferate best. A second aim will investigate if Mg intake influences intestinal permeability and/or systemic infection in a chemically-induced mouse model of UC (Dextran Sodium Sulfate, or DSS). We will first investigate the changes in intestinal permeability induced by DSS treatment, and then use next-generation DNA sequencing performed on samples from mouse spleen in order to investigate which bacterial strains are more capable of invading the host. We anticipate that Mg may limit systemic bacterial infection due to an improved gastrointestinal barrier, but we also expect that Mg deprivation may drive some bacteria into a more pathogenic state, as has been previously described for <em>Salmonella</em>, rendering them more capable of systemic infection.
</p>
<p>
Lessons from this animal study may help in the design of future studies aiming at guiding sustainable dietary modifications in human patients in order to achieve and maintain remission.
</p>
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Recent Publications
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<strong>Ortega, B.</strong>, Dey, J. M., Gardella, A. R., Proano, J., Vaneerde, D. (2017). Antibody-mediated inhibition of EGFR reduces phosphate excretion and induces hyperphosphatemia and mild hypomagnesemia in mice. <em>Physiological Reports, 5</em>(5), 8.
</li>
<li>Li, X., <strong>Ortega, B.</strong>, Kim, B., Welling, P. A. (2016). A Common Signal Patch Drives AP-1 Dependent Golgi Export of Inwardly Rectifying Potassium Channels. <em>Journal of Biological Chemistry, 291</em>(29), 14963-72.
</li>
<li>
<em></em><strong>Ortega B</strong>, Mason AK, Welling PA. (2012) A Tandem Di-Hydrophobic Motif in Kir2.3 mediates AP-2 dependent internalization via direct binding to the as2 subunits. <em>Biol. Chem. 287,</em> 26867-75.
</li>
<li>
<em></em>Ma D, Taneja TK, Hagen BM, Kim BY, <strong>Ortega B</strong>, Lederer WJ, Welling PA. <strong></strong>(2011) <strong></strong>Golgi export of the Kir2.1 channel is driven by a trafficking signal located within its tertiary structure. <em>Cell</em> 145<em>,</em> 1102-1115<em>.</em>
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Presentations
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<ol>
<li>Cooke T, Kobus C, Carlson C, Mercurio G, Thompson T and <strong>Ortega, B</strong>, Effect of Different Magnesium Supplements on Mouse Magnesium Balance. Rochester Academy of Science, 44<sup>th</sup> Annual Fall Scientific Paper Session, November 2017.
</li>
<li>Tartaglia M, <strong>Ortega B</strong>, Pelletier M. Effect of a Low Magnesium Diet on the Mouse Gut Microbial Flora. Rochester Academy of Science, 43<sup>rd</sup> Annual Fall Scientific Paper Session, November 2016.
</li>
<li>MacWilliams J, Desain N, Leach J and <strong>Ortega B</strong>. Development of Hypocalciuria and hyperphosphaturia during early stages of magnesium deprivation in mice. SUNY Undergraduate Research Conference (SURC), April 2015.
</li>
<li>Dey J, <strong>Ortega B</strong>. Dose-Dependent Effect of Tribromoethanol on Mouse Blood Pressure. Rochester Academy of Science, 42<sup>st</sup> Annual Fall Scientific Paper Session, November 2015.
</li>
<li>Courtright V, <strong>Ortega B</strong>. Effects of Magnesium Deficiency on Mouse Electrolyte Balance. Rochester Academy of Science, 41<sup>st</sup> Annual Fall Scientific Paper Session, November 2014.
</li>
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<h1>Carly Reed</h1>
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<h3>Carly Reed, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-5588<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 231<br/>
</dd>
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<h3>Bio</h3>
<p>
Chemistry Advisement Coordinator
</p>
<h3>Education</h3>
<ul>
<li>PhD, The Ohio State University
</li>
</ul>
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<h3>Courses Taught</h3>
<p>
 
</p>
<ul>
<li>
<strong>CHM 205:</strong> College Chemistry I Lecture and Lab
</li>
<li>
<strong>CHM 206:</strong> College Chemistry I Lecture and Lab
</li>
<li>
<strong>CHM 302:</strong> Inorganic Chemistry I Lecture and Lab
</li>
<li>
<strong>CHM 313:</strong> Analytical Chemistry Laboratory
</li>
<li>
<strong>CHM 431:</strong> Inorganic Chemistry II Lecture
</li>
<li>
<strong>CHM 432:</strong> Advanced Inorganic Chemistry Laboratory
</li>
</ul>
<h3>Research Interests</h3>
<p>
Dr. Reed’s research currently focuses on synthesizing a library of iridium(III) complexes to be tested for their selective binding to G-quadruplex DNA. These luminescent compounds can then act as label-free switch-on fluorescent detecting sensors for important analytes such as metal ions and small molecules. 
</p>
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Recent Publications
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<li>Assessing Technology’s Impact on General Chemistry Student Engagement During Covid-19. Robert J. LeSuer and Carly R. Reed. <em>J Chem Ed. </em><strong>2022</strong>, 99, 11, 3687.
</li>
<li>Synthesis, crystal structure, electrochemical properties, and photophysical characterization of ruthenium(II) 4,4′-dimethoxy-2,2′-bipyridine polypyridine complexes. Santos, D.A.; Vu, A.T.; Brennessel, W.W.; Carly R. Reed; Garner, R.N. <em>J.Coord. Chem.</em> <strong>2022</strong>, https://doi.org/10.1080/00958972.2022.2066531.
</li>
<li>(4-Aminopyridine-<sub>K</sub> <em>N</em><sup>1</sup>)(2,2’-bipyridine-<sub>K</sub><sup>2</sup> <em>N,N</em>’)- (2,2’:6’,2’’-terpyridine- <sub>K</sub><sup>3</sup> <em>N,N</em>’<em>,N</em>’’)ruthenium(II) bis(hexafluoridophosphate) unknown solvate. Carly R. Reed; Garner, R.N.; Brennesel, W.W. <em>IUCrData</em> <strong>2021</strong>, 6, https://doi.org/10.1107/S241431462100287X.
</li>
<li>Microwave Assisted Surfactant-Thermal Synthesis of Metal-Organic Frameworks. Forsyth, C.; Taras, T.; Johnson, A.; Zagari, J.; Collado, C.; Hoffmann, M.M.; Carly R. Reed. <em>Appl. Sci.</em> <strong>2020</strong>, 10 (13), 4563.
</li>
<li>Photoinitiated treatment of Mycobacterium using Ru(II) isoniazid complexes. Garner, R.N.; Pierce, C.G.; Carly R. Reed; Brennessel, W.W. I<em>norg. Chim. Acta</em>. <strong>2017</strong>, 461, 261.
</li>
<li>The crystal structures of tetrakis(<em>μ</em>-n-butyrato-<em>κ</em><sup>2</sup>O:O<em>’</em>)bis[bromidorhenium(III)] and tetrakis(<em>μ</em>-n-butyrato-<em>κ</em><sup>2</sup>O:O<em>’</em>)bis[chloridorhenium(III)] acetonitrile disolvate. Carly R. Reed and William W. Brennesel. <em>Acta. Cryst. E.</em> <strong>2015,</strong> E71, 1480-1484. 
</li>
<li>Microwave synthesis of dirhenium paddlewheel complexes. Carly R. Reed; Feeney, C.; Merritt, M.A. J. <em>Coord. Chem</em>. <strong>2015</strong>, 68, 3449.
</li>
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Presentations
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<li>Invited Panelist: Women Chemists Committee Luncheon at NERM 2022, <em>Work Life Balance.  </em>
</li>
<li>Talk: Carly R. Reed, Marcy A. Merritt, Callen Feeney, and William Brennessel, “Inorganic Microwave Synthesis: From Quadruple Bonds to Metal-Organic Frameworks,” invited seminar at SUNY Oswego, Oswego, NY, December 1, 2017.
</li>
<li>Poster: Carly R. Reed, Samantha Klietz, Whitman Oehler-Marx, Marcy A. Merritt, Callen Feeney, William Brennessel, “Inorganic Microwave Synthesis: From Quadruple Bonds to Metal-Organic Frameworks,” 2017 Mid Atlantic Regional ACS Meeting, Hershey, PA, June 6, 2017.
</li>
<li>Talk: Carly R. Reed, Marcy A. Merritt, Callen Feeney, and William Brennessel, “Inorganic Synthesis of Coordination Compounds: From Quadruple Bonds to Metal-Organic Frameworks,” invited seminar at Monroe Community College, Rochester, NY, February 7, 2017.
</li>
</ol>
</div>
</li>
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<p>
Rochester ACS Undergraduate Travel Awards Committee Member 2022
</p>
<p>
Rochester Women Chemists Committee Member 2021-2022
</p>
<p>
ACS Project SEED 2018 Summer I Faculty Mentor 2018
</p>
<p>
National Conference of Undergraduate Research Co-Advisor 2014 and 2017
</p>
<p>
Argonne National Lab REU Faculty Liason 2013-2016
</p>
</article>
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<h1>Stuart Tsubota</h1>
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<h3>Stuart Tsubota</h3>
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Professor Emeritus
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<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
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<h3>Bio</h3>
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My lab works on the genes involved in the control of pyrimidine biosynthesis, their role in the mitotic cell cycle and development, as well as their evolutionary conservation. We use both classical genetics and molecular biological approaches to dissect this phenomenon in Drosophila.
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<h3>Research Interests</h3>
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The long-term goal of the laboratory is to elucidate the regulation and function of the enhancer of rudimentary gene, e(r), a gene that may play an important role in human cancers. In eukaryotes, e(r), is expressed at high levels in dividing cells, and is up-regulated in human cancers. This up-regulation increases with tumor progression, leading to the hypothesis that e(r) expression may be diagnostic for cancers and their progression. The data also present the possibility that e(r) may have a causative role in cancer progression. A combination of genetic, biochemical, and expression experiments point to the involvement of e(r) in pyrimidine biosynthesis, DNA synthesis, cell division, transcriptional regulation, and the Notch signaling pathway. Immunolocalization of the e(r) protein, ER, and ER-GFP fusions, localize both the human and Drosophila ER to the nucleus. Consistent with these findings, screens for protein interactors identify a number of nuclear binding partners involved in transcription and DNA replication. ER is a small protein (100-109 amino acids) with a high conservation in primary and secondary structure. The human and Drosophila proteins are both 104 amino acids in length and are 76% identical. This high structural conservation, along with conserved aspects of its expression and cellular localization, suggests that the function of the protein may also be conserved. This is demonstrated by experiments, which show that the human gene can functionally replace the Drosophila gene.
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We ultilize a combination of genetic and molecular approaches to study the regulation of the e(r) gene. In particular, we are interested in identifying the genes that are responsible for the activation of e(r) in dividing cells. We are also testing the functional conservation of e(r) by testing the ability of e(r) homologues from a diverse collection of eukaryotes to functionally replace the Drosophila gene.
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<li>Roykhman M, Ibach S, Harding D, Wolff B, Vowels M, Gelsthorpe ME, Wojcik EJ, Rizzo N and Tsubota S. Generation and Analysis of Deficiencies on the X Chromosome Containing the enhancer of rudimentary and CG15352. Fly 1: 4, 245-250 (2007).
</li>
<li>Gelsthorpe ME, Tan Z, Philips A, Eissenberg JC, Miller A, Wallace J and Tsubota S. Regulation of the Drosophila melanogaster Protein, Enhancer of Rudimentary, by Casein Kinase II. Genetics 174: 265-270 (2006).
</li>
<li>Tsubota S, Vogel AC, Phillips AC, Ibach SM, Weber NK, Kostrzebski MA and Spencer SA. Interactions between enhancer of rudimentary and Notch and deltex reveal a regulatory function of enhancer of rudimentary in the Notch signaling pathway in Drosophila melanogaster. Landes Bioscience Fly 5:4, 1-10 (2011).
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<h1>Mary A Tiede</h1>
<div id="intro-paragraph" class="intro editable">
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<h3>Dr.Mary A Tiede, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Lecturer
</dt>
<dd>
(585) 395-2086<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 127 A<br/>
</dd>
</dl>
</div>
</div>
<h3>Education</h3>
<p>
PhD in Education/Human Development, University of Rochester
</p>
<p>
MS in School Psychology, Rochester Institute of Technology
</p>
<!-- should be entered as lists in the field -->
<h3>Courses Taught</h3>
<p>
PSH 384 Child Psychology
</p>
<p>
PSH 431 Close Relationships
</p>
<p>
PSH 433 Psychology of Gender
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PSH 486 Psychological Disorders of Childhood
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Tiede, M.A. & Crescent, A. (2022, October 20-22). <em>Big boys don’t cry: Examining gendered presentations of mood and anxiety d</em><em style="background-color: transparent;">isorders in youth</em> <span style="background-color: transparent;">[Conference presentation]. New York Association of School Psychologists (NYASP) Annual Convention, Long Island, NY.</span>
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Tiede, M.A. & Zimmer-Abbott, A. (2019, Ocotober). <em>It’s complicated: How youth experience and express biological sex</em> <em style="background-color: transparent;">and gender beyond the traditional binary</em> <span style="background-color: transparent;">[Conference presentation]. New York Association of School Psychologists (NYASP) Annual Convention, Syracuse, NY.</span>
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Tiede, M. A. (2013). <em>Behavioral techniques in the treatment of dementia</em> <span style="background-color: transparent;">[Conference presentation].</span> New York Association for Behavior Analysis (NYSABA) Annual Conference, Ithaca, NY. 
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<li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/directory/">Faculty & Staff</a></li>
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<h1>Melissa M. Brown</h1>
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<h3>Melissa M. Brown, Ph.D</h3>
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Assistant Professor
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(585) 395-5424<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 124<br/>
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<h3>Education</h3>
<ul>
<li>PhD, Clinical Psychology, Indiana University
</li>
<li>B.S., Psychology, University of Illinois
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<h4>
Courses
</h4>
<ul>
<li>PSH 110 Principles of Psychology
</li>
<li>PSH 334 Abnormal Psychology
</li>
<li>PSH 484/584 Adolescence
</li>
<li>PSH 486/586 Psychological Disorders of Childhood
</li>
<li>PSH 636 Seminar in Child Psychopathology
</li>
<li>PSH 704 Assessment
</li>
</ul>
<h3>Research Interests</h3>
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<li>Meditation
</li>
<li>Mindfulness
</li>
<li>Executive function
</li>
<li>Wellness
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Awards/Recognitions
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<li>1997/1998: Presidential Development Award
</li>
<li>1999/2000: McNair Mentor of the Year
</li>
<li>2016: Mentor to Sarah Farnett Psi Chi MPA travel grant
</li>
<li>2016: Mentor to Sarah Farnett Summer Undergraduate Research Program
</li>
<li>2016: Mentor to Jamie Tombari Summer Undergraduate Research Program
</li>
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Recent Publications
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<li>McNall, L. A., Bennett, M., Brown, M. M. (2021). Does trait mindfulness help working college students get more satisfaction? The mediating role of work meaning and work-to-school enrichment. European Journal of Applied Positive Psychology, 5, 1-13. https://www.nationalwellbeingservice.org/volumes/volume-5-2021/volume-5-article-4/
</li>
<li>McNall, L. A., Tombari, J. M., & Brown, M. M. (2021). Exploring how mindfulness links to work outcomes: Positive affectivity and work-life enrichment. Applied Research in Quality of Life, 16(1), 167–182. <a href="https://doi.org/10.1007/s11482-019-09762-9" aria-expanded="false">https://doi.org/10.1007/s11482-019-09762-9</a>
</li>
<li>Bastilla, J.E., Burke, S.A., Dimova, J.G., & Brown, M.M. (2007). The effects of timeouts on task acquisition in adults. Neurotoxicology and Teratology, 28, 710-711 (abstract)
</li>
<li>Chelonis, J. J, Bastillo, J.E., Gardner, E.S. Brown, M.M. (2007). Effect of timeout on adult performance of a visual discrimination task. Psychological Record, 57 (3), 359-372.
</li>
<li>Chelonis, J. J, Bastillo, J.E., Gardner, E.S. Brown, M.M. (2007).Effect of timeout on adult performance of a visual discrimination task. Psychological Record, 57 (3), 359-372.
</li>
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<h1>Jennifer J. Ratcliff</h1>
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<h3>Dr..Jennifer J. Ratcliff, Ph.D</h3>
<p>
(She/Her/Hers)
</p>
<dl>
<dt>
Professor, Faculty Diversity Fellow
</dt>
<dd>
(585) 395-2685<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 137<br/>
<a href="https://drjenniferjratcliff.wordpress.com/" class="offsite" target="_blank">Website</a><br/>
</dd>
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<h3>Bio</h3>
<p>
Dr. Jennifer J. Ratcliff is a Chancellor’s award-winning Professor of Psychology at SUNY Brockport with a specialization in Social Psychology. The thread tying Dr. Ratcliff’s scholarship, pedagogy, and service together is a focus on equity, diversity, and inclusion (EDI). Her research centers on identifying antecedents to prejudice, discrimination, and stigma, as well as the impact of such stigma on minoritized individuals. More recently, she has examined evidence-based interventions for effectively combating prejudice and discrimination. She teaches undergraduate and graduate courses in prejudice and discrimination and social psychology, as well as research methods and psychology and the law.
</p>
<h3>Education</h3>
<ul>
<li>Slifka Postdoctoral Fellow for Coexistence Research, JFK School of Government, Harvard University
</li>
<li>PhD, Experimental Social Psychology, Ohio University - 2007<br />
Concentration: Quantitative methods
</li>
<li>M.S., Experimental Social Psychology, Ohio University - 2004
</li>
<li>M.S., Community Counseling, University of Dayton - 2001
</li>
<li>B.S., Psychology, Slippery Rock University - 1996
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<p>
Interventions to Reduce Prejudice, Discrimination, and Stigma
</p>
<p>
Confronting Prejudice
</p>
<p>
Resilience in Response to Traumas such as Bullying
</p>
<p>
Racial Biases in the Legal System
</p>
<h3>Courses Taught</h3>
<ul>
<li>Social Psychology
</li>
<li>Research Methods
</li>
<li>Prejudice and Discrimination
</li>
<li>Advanced Social Psychology
</li>
<li>Psychology and the Law
</li>
<li>Advanced Research Experience in Psychology
</li>
<li>Western Europe: The International Study of Culture and Customs
</li>
<li>Understanding Intergroup Relations in New Zealand
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>The experience of stigma and marginalization
</li>
<li>Posttraumatic growth following experiences with bullying
</li>
<li>Factors that impact willingness to confront prejudice
</li>
<li>Interventions to reduce stigma
</li>
<li>Social Perception
</li>
<li>The role of race in juror decision making
</li>
</ul>
<h4>
Research Descriptions
</h4>
<ul>
<li>Dr. Ratcliff’s primary program of research centers on understanding the antecedents to prejudice, discrimination, and stigma, as well as the impact of such stigma on marginalized individuals. Much of her work has focused on sexual orientation-based prejudice and stigma in particular, as well as understanding risk and protective factors for individuals who have been the targets of bullying. In a new line of research, Dr. Ratcliff is examining factors that impact the confrontation of prejudice.
</li>
<li>More recently, Dr. Ratcliff has examined evidence-based interventions for effectively combating prejudice and discrimination. She is also exploring evidence-based interventions to increase inclusion and equity in educational settings.
</li>
</ul>
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<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
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<ul>
<li>2021-2022 - Fellow, Society for Personality and Social Psychology, Division 8 of the American Psychological Association
</li>
<li>2019-2020 - Outstanding Academic Advisement Award, School of Arts and Science, The College at Brockport
</li>
<li>2018-2019 - Chancellor’s Award for Excellence in Teaching, SUNY
</li>
<li>2016-2017 - Kathy Mangione Award for Diversity Engagement, SUNY Brockport
</li>
<li>2012-2013 - Faculty Award for Student Scholarly Engagement, SUNY Brockport
</li>
<li>2010-2011 - Nominated for the Academic Advisement Award, School of Mathematics and Science, SUNY Brockport
</li>
<li>2009-2010 - Academic Advisement Award, School of Mathematics and Science, SUNY Brockport
</li>
<li>2005-2007 - Research Fellowship, NSF (SES-0453302), Ohio University
</li>
<li>2003-2005 - University Doctoral Fellowship, Ohio University
</li>
<li>2001-2003 - Moates Fellowship, Ohio University
</li>
</ul>
<h4>
Grants
</h4>
<p>
<em>* indicates a student author</em>
</p>
<ul>
<li>Brand, P.* & Ratcliff, J.J. (2020). The morality of mortality: A Terror Management explanation for perceived atheist immorality and anti-atheist prejudice. Psi Chi Mamie Phipps Clark Diversity Research Grant ($2,940.00).
</li>
<li>Minster, K.* (funded but program was canceled due to Covid-19). The impact of disclosure of bullying experiences on posttraumatic growth in LGBTQ adults. The Brockport Foundation Summer Undergraduate Research Program ($3000.00). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Minster, K.* (2020). The impact of disclosure of bullying experiences on posttraumatic growth in LGBTQ adults. The Brockport Foundation Mini-Grant Program ($400.00). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Ratcliff, J.J. (2020). Factors Promoting Posttraumatic Growth in Sexual Minority Adults Following Stigmatizing Bullying Experiences in Adolescence. Provost’s Post-tenure Fellowship Award. SUNY Brockport, SUNY ($3500.00).
</li>
<li>Ratcliff, J.J. (Principal Investigator, not funded). Early bullying experiences and sexual orientation-based revictimization in adulthood: A prospective analysis. National Institute of Health, NICHD ($464,404).
</li>
<li>Brand, P.* (2019). The impact of attributions for bullying on posttraumatic growth, search for meaning, and health outcomes. The Brockport Foundation Summer Research Program ($1600.00). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Monheim, C.* (2017). The role of disclosure in promoting posttraumatic growth in bullied LGBTQ+ individuals. The Brockport Foundation Summer Research Program ($3200.00). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Stroman-Surita, A.* (2017). The role of implicit personality theories in psychological growth following bully victimization in children with visual impairments. The Brockport Foundation Summer Research Program ($2800.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Ratcliff, J.J. (2015). Unrestricted Travel Grant. The role of bullying in posttraumatic growth responses. Psi Chi ($1500.00).
</li>
<li>Goldsmith, E.* & Ratcliff, J.J. (2015). Visual attention as a mediator between suspect race and perceptions of guilt in videotaped confessions. Psi Chi Undergraduate Research Award for Summer Research ($5,000.00).
</li>
<li>Goldsmith, E.* (2015). Visual attention as a mediator in the relationship between Perceived minority status and perceptions of guilt in videotaped confessions. The Brockport Foundation Summer Research Program ($1200.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Ratcliff, J.J. (2015). Video-recorded Interrogations: Beyond Camera Perspective. Subaward with Ohio University, National Science Foundation ($4,860).
</li>
<li>Tombari, J.* & Ratcliff, J.J. (2015). Bullying and posttraumatic growth in LGBT individuals. Psi Chi Undergraduate Research Award for Summer Research ($5,000.00).
</li>
<li>Tombari, J.* (2015). Bullying as a source of posttraumatic growth. The Brockport Foundation Summer Research Program ($2400.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Ratcliff, J.J. (under revision). Bullying experiences as a source of posttraumatic growth in LGBT individuals. National Institute of Health, NICHD($424,937).
</li>
<li>Bonafede, E.* (2013). The “coming out” experience as a potential source of posttraumatic growth across the lifespan. The Graduate Student Distinguished Professor Award ($450.00). Faculty supervisor: Jennifer J. Ratcliff
</li>
<li>Pace, B.* (2012). Individual Differences in Beliefs about Sexual Fluidity: Correlates and Consequences. The Brockport Foundation Summer Research Program ($1600.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Ratcliff, J.J. (2012). Pretenure Grants Development Award. The role of empowerment in reactions to ostracism and bullying experiences: Post traumatic stress versus post traumatic growth responses. SUNY Brockport, SUNY ($2000.00).
</li>
<li>Ratcliff, J.J. (2009). Scholarly Incentive Award. SUNY Brockport, SUNY ($211.00).<br />
Rinella, M.* & Ratcliff, J.J. (2012). Pride in context: The impact of protesters on observers reactions to LGBT pride parades. Psi Chi Undergraduate Research Award for Summer Research ($5,000.00).
</li>
<li>Rinella, M.* (2012). The perception of pride in context. The Brockport Foundation Summer Research Program ($1600.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Krowlikowski, A.* & Ratcliff, J.J. (2010). The black sheep effect: When do majority members distance from group members who express prejudice? Psi Chi Undergraduate Research Award for Summer Research ($5,000.00).
</li>
<li>Krowlikowski, A.* (2010). The role of perceived pride in reactions of majority group members to pride displays. The Brockport Foundation Summer Research Program ($1600.00 + housing). Faculty sponsor:Jennifer J. Ratcliff
</li>
<li>Gentile, D.* (2009). The roles of gender, sexual orientation, and attractiveness in perceived sexual fluidity.” The Brockport Foundation Summer Research Program ($1600.00 + housing). Faculty sponsor: Jennifer J. Ratcliff
</li>
<li>Gravelin, C.* & Ratcliff, J.J. (2009). “The impact of power on the perception of minorities.” Psi Chi Undergraduate Research Award for Summer Research ($5,000.00).
</li>
<li>Ratcliff, J.J. (2009). UUP Individual Development Grant to present research at the annual meeting of the Society of Personality and Social Psychology, SUNY Brockport, SUNY ($211.00).
</li>
<li>Ratcliff, J.J. (2005). “Visually salient minorities and the camera perspective bias.” Competitive Research Award for Graduate Students, Psychology Department, Ohio University ($300.00).
</li>
<li>Ratcliff, J.J. (2004). “The consensus attitude primacy effect.” Competitive Research Award for Graduate Students, Psychology Department, Ohio University ($1,000.00).
</li>
<li>Ratcliff, J.J. (2003). “The consequences of prejudice-related discrepancies for behavior perception.” Competitive Research Award for Graduate Students, Psychology Department, Ohio University ($182.00).
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>Ratcliff, J.J., Andrus, T.*, Miller, A. K., Olowu, F.*, & Capellupo, J.* (2023). When potential allies and targets do (and do not) confront anti-Asian prejudice: Reactions to blatant and subtle prejudice during the COVID-19 pandemic. <em>Journal of Interpersonal Violence.</em> Advance online publication. <a href="https://doi.org/10.1177/08862605231188057">https://doi.org/10.1177/08862605231188057</a>
</li>
<li>Monheim, C.* & Ratcliff, J.J., (2023). Perceived social norms and acceptance of transgender students in gendered restrooms. <em>Journal of LGBT Youth, 20</em> (2-3), 353-369<em>.</em> <a href="http://dx.doi.org/10.1080/19361653.2021.1928583">http://dx.doi.org/10.1080/19361653.2021.1928583</a>
</li>
<li>Ratcliff, J.J., Tombari, J.M.*, Miller, A.K., Brand, P.F.*, & Witnauer, J.E. (2022). Factors promoting posttraumatic growth in sexual minority adults following adolescent bullying experiences. <em>Journal of Interpersonal Violence, 37</em>(7-8)<em>.</em> <a href="https://doi.org/10.1177/0886260520961867">https://doi.org/10.1177/0886260520961867</a>
</li>
<li>Ratcliff, J.J., Minster, K.*, & Monheim, C.* (2021). Engaging students in an online<br />
format during the COVID-19 pandemic: A jury voir dire activity. Scholarship of Teaching and Learning in Psychology.
</li>
<li>Desrochers, M.N., & Ratcliff, J.J. (2021). An experimental demonstration of the effect of a label of autism spectrum disorder on perceptions of children’s problem behavior. In Wong, M. S., Weiner, L., Wong, L., & Cerniak, J. (Eds.). Incorporating Diversity in Classroom Settings: Real and Engaging Examples for Various Psychology Courses. The Society for the Teaching of Psychology (APA Division 2).
</li>
<li>Ratcliff, J.J., Lieberman, L., Miller, A.K., & Pace, B.* (2017). Bullying as a source of posttraumatic growth in individuals with visual impairments. Journal of Developmental and Physical Disabilities, 29, 265-278. https://doi.org/10.1007/s10882-016-9523-z
</li>
<li>Hutchings, R.*, Morgan, E.*, & Ratcliff, J.J. (2016). Beyond politics: The relationship<br />
between opposition to marriage equality, behavioral intentions and reactions to LGBT hate crimes. Psi Chi Journal of Psychological Research, 20(4), 197-207.
</li>
<li>Krolikowski, A*, Rinella, M.*, & Ratcliff, J.J. (2015). The influence of subtle and blatant prejudice on group identity. Journal of Homosexuality, 63, 228-249.https://doi.org/10.1080/00918369.2015.1083776
</li>
<li>Buck, D., Plant, E.A., Ratcliff, J.J., Zielaskowski, K. , & Boerner, P.* (2013). Social contagion concerns and the avoidance of sexual minorities. Journal of Personality and Social Psychology, 105, 941-960.
</li>
<li>Dane-Staples, E., Lieberman, L., Ratcliff, J.J., & Rounds, K.* (2013). Exploring status as it relates to bullying in visually impaired populations. Journal of Sport Behavior, 36, 365-386.
</li>
<li>Ratcliff, J.J., Miller, A.K., & Krolikowski, A.* (2012). Why pride displays elicit support from majority group members: The mediational role of perceived deservingness. Group Processes & Intergroup Relations, 16, 462-475.
</li>
<li>Elek, J.K., Ware, L.J., & Ratcliff, J.J. (2012). When the camera lies: Judicial instructions mitigate the camera perspective bias. Legal and Criminological Psychology, 17, 123-135.
</li>
<li>Lassiter, G. D., Lindberg, M. J., Ratcliff, J. J., & Ware, L. J. (2010). Top-down influences on event perception. In E. Balcetis & G. D. Lassiter (Eds.), Top-down influences on visual perception (pp. 225-252). New York: Psychology Press.
</li>
<li>Lassiter, G. D., Ware, L. J., & Lindberg, M. J., & Ratcliff, J. J. (2010). Videotaping custodial interrogations: Toward a scientifically based policy. In G. D. Lassiter & C. A. Meissner (Eds.), Interrogations and confessions: Current research, practice, and policy (pp. 143-160). Washington, DC: American Psychological Association.
</li>
<li>Ratcliff, J.J., Lassiter, G.D., Jager, V.M. *, Lindberg, M.J., Elek, J. & Hasinski, A. E.* (2010). The hidden consequences of racial salience in videotaped interrogations and confessions. Psychology, Public Policy, and Law, 16, 200-218.
</li>
<li>Lassiter, G.D., Ware, L.J., Ratcliff, J.J., Irvin, C.R. (2009). Evidence of the camera perspective bias in authentic videotaped interrogations: Implications for emerging reform in the criminal justice system. Legal and Criminological Psychology, 14, 157-170.
</li>
<li>Ratcliff, J.J., & Lassiter, G.D. (2007). On the induction and consequences of variation in behavior perception. Current Psychology: Developmental, Learning, Personality, Social, 26, 16-36.
</li>
<li>Lassiter, G.D., Ware, L.J., & Ratcliff, J.J. (2007). Videotaping confessions. In B. L. Cutler (Ed.), Encyclopedia of Psychology and Law (Vol.2, pp. 844-847). Thousand Oaks, CA: Sage Publications Inc.
</li>
<li>Lassiter, G.D., Ratcliff, J.J., Lindberg, M.J. (2007). Sunk cost. In R. Baumeister & K. Vohs (Eds.), Encyclopedia of social psychology. Thousand Oaks, CA: Sage.
</li>
<li>Markman, K.D., Elizaga, R.A., Ratcliff, J.J., & McMullen, M.N. (2007).The interplay between counterfactual reasoning and feedback dynamics in producing inferences about the self. Thinking and Reasoning, 13, 188-206.
</li>
<li>Markman, K.D., Ratcliff, J.J., Mizoguchi, N., McMullen, M.N., & Elizaga, R.A. (2007). Assimilation and contrast in counterfactual thinking and other mental simulation-based comparisons. In D.A. Stapel & J. Suls (Eds.), Assimilation and contrast in social psychology (pp. 314-347). Psychology Press, New York, NY.
</li>
<li>Lassiter, G.D., Ratcliff, J.J., Ware, L.J., & Irvin, C.R. (2006). Videotaped confessions: Panacea or Pandora’s Box? Law and Policy, 28, 192-210.
</li>
<li>Ratcliff, J.J., Lassiter, G.D., Markman, K.D., & Snyder, C.J. (2006). Gender differences in attitudes toward gay men and lesbians: The role of motivation to respond without prejudice. Personality and Social Psychology Bulletin, 33, 1325-1338.
</li>
<li>Ratcliff, J.J., Lassiter, G.D., Schmidt, H.C., & Snyder, C.J. (2006). Camera perspective bias in videotaped confessions: Experimental evidence of its perceptual basis. Journal of Experimental Psychology: Applied, 12, 197-206.
</li>
<li>Lassiter, G.D., & Ratcliff, J.J. (2004). Exposing coercive influences in the criminal justice system: An agenda for legal psychology in the 21st century. In G.D. Lassiter (Ed.), Interrogations, Confessions, and Entrapment. New York: Kluwer Academic/ Plenum Press.
</li>
</ul>
<p>
*indicates student
</p>
<ul>
<li>Gentile, D.* & Ratcliff, J.J. (2010, September 1). Research at pride picnic examines role of ethnicity in perceptions of sexual fluidity. <em>Empty Closet</em>, p. 3. Retrieved from http://www.gayalliance.org/emptycloset/page/3/
</li>
<li>Ratcliff, J.J., & Hoock, A.* (2010, September 1). Research examines effectiveness of Rochester pride parade. <em>Empty Closet</em>, p. 3. Retrieved from http://www.gayalliance.org/emptycloset/page/3/
</li>
<li>Lassiter, G. D., Lindberg, M. J., Ratcliff, J. J., & Ware, L. J. (2010) Top-down influences on event perception. In E. Balcetis & G. D. Lassiter (Eds.), <em>Top-down influences on visual perception</em>. New York: Psychology Press.
</li>
<li>Lassiter, G. D., Ware, L. J., & Lindberg, M. J., & Ratcliff, J. J. (2010). Videotaping police interrogations: Dos and don’ts. In G. D. Lassiter & C A. Meissner (Eds.), <em>Interrogations and confessions: Current research, practice, and policy</em>. Washington, DC: American Psychological Association.
</li>
<li>Pittinsky, T. L., Ratcliff, J. J., & Maruskin, L. A. (2008). <em>Coexistence in Israel: A National Study. Center for Public Leadership</em>, John F. Kennedy School of Government, Harvard University, Cambridge, Massachusetts.
</li>
<li>Rosenthal, S. A., Pittinsky, T. L., Moore, S., Ratcliff, J. J., Maruskin, L. A., & Gravelin, C. R.* (2008). <em>National Leadership Index 2008: A National Study of Confidence in Leadership</em>. Center for Public Leadership, Harvard Kennedy School, Harvard University, Cambridge, Massachusetts.
</li>
<li>Lassiter, G.D., Ratcliff, J.J., Lindberg, M.J. (2007). Sunk cost. In R. Baumeister & K. Vohs (Eds.), <em>Encyclopedia of social psychology</em>. Thousand Oaks, CA: Sage.
</li>
<li>Lassiter, G.D., Ware, L.J., & Ratcliff, J.J. (2007). Videotaping confessions. In B. L. Cutler (Ed.), <em>Encyclopedia of Psychology and Law</em>. (Vol.2, pp. 844-847). Thousand Oaks, CA: Sage Publications Inc.
</li>
<li>Markman, K.D., Ratcliff, J.J., Mizoguchi, N., McMullen, M.N., & Elizaga, R.A. (2007). Assimilation and contrast in counterfactual thinking and other mental simulation-based comparisons. In D.A. Stapel & J. Suls (Eds.), <em>Assimilation and contrast in social psychology</em> (pp. 314-347). Psychology Press.
</li>
<li>Lassiter, G.D., & Ratcliff, J.J. (2004). Exposing coercive influences in the criminal justice system: An agenda for legal psychology in the 21st century. In G.D. Lassiter (Ed.), <em>Interrogations, Confessions, and Entrapmen</em>t. New York: Kluwer Academic/ Plenum Press.
</li>
</ul>
<p>
*indicates student
</p>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_33" role="tab" id="panel_profile_33-heading" aria-controls="panel3" aria-expanded="false">
Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<p>
<strong><em>INVITED TALKS AND PAPER PRESENTATIONS</em></strong>
</p>
<ol>
<li>
<strong>Ratcliff, J.J.</strong>, Olowu, F.*, & Sushko, A.* (March 2022). When Potential Allies and Targets do (and do not) Confront Anti-Asian Prejudice. Eastern Psychological Association, New York, Presented as part of symposium (entitled “Social Papers: Prejudice and Discrimination”) at the annual meeting of the Eastern Psychological Association.
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Miller, A.K., Tombari, J.*, Brand, P.*, & Witnauer, J. (July 2021). Factors promoting posttraumatic growth in sexual minority adults following stigmatizing bullying experiences in adolescence. Presented virtually as part of symposium (entitled “Coping with disadvantage and injustice”) at The International Society for Justice Research Conference, Lisbon,
</li>
<li>
<strong>Ratcliff, J.J.</strong> (July 2020). Presenting Posters at Conferences in STEM. An educational session for the Summer Undergraduate Research Program, The College at
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Bonafede, E.*, & Tombari, J.*, & Lieberman, L. (October 2015). From marginalization to empowerment: Factors that promote psychological growth in individuals with stigmatized identities. An educational session for the Diversity Conference, The College at Brockport.
</li>
<li>Leon, M. *, & <strong>Ratcliff, J.J.</strong> (November 2013). The psychological impact of bullying ontargets: Consequences and potential avenues for intervention. Presented as part of event (entitled “Dignity for all students”) at the Seymour Library, Brockport,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Tischer, A., & Watts, B. (September 2013). Marriage equality and inequality: Beliefs that foster, the impact on LGBT individuals, and creating change. An educational session for the Diversity Conference, The College at
</li>
<li>
<strong>Ratcliff, J.J.</strong>, & Lassiter, G.D. (July 2013). The hidden consequences of racial salience in videotaped interrogations and confessions. Presented as part of symposium (entitled “The Cognitive and Social Psychology of Visual Perception and Law”) at the International Congress of Law and Mental Health, Amsterdam, The
</li>
<li>
<strong>Ratcliff, J.J.</strong>, & Lassiter, G.D. (November 2012). The hidden consequences of racial salience in videotaped interrogations and confessions. Syracuse University, Syracuse,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Plant, E.A., Hoock, A*, & Goodman, E.* (March 2011). The role of perceived contagion in interactions with sexual minorities. Eastern Psychological Association, Boston, MA.
</li>
<li>Lassiter, G. D., <strong>Ratcliff, J. J</strong>., & Lindberg, M. J. (March 2010). Videotaped interrogations and confessions: Does an equal-focus camera perspective ensure equal justice for all? Presented as part of symposium (entitled “New Frontiers in Research on the Interrogation of Suspects: Diagnostic Efficacy, Perceptions of Credibility, and Factors that Bias Perception/Beliefs”) at the meeting of the American Psychology–Law Society, Vancouver, British
</li>
<li>
<strong>Ratcliff, J.J.,</strong> Jager, V.M.*, Lassiter, G.D. (May 2009). Race and camera perspective bias in videotaped police interrogations. Midwestern Psychological Association, Chicago,
</li>
<li>
<strong>Ratcliff, J.J.</strong> (November 2008). Experiences in the Field of Psychology. Psychology Club. The College at Brockport, Brockport,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, & Pittinsky, T.P. (June 2008). Unmixed positive regard: How warmth and competence stereotypes lead to allophilia and outgroup support. European Association of Experimental Social Psychology, Opatija,
</li>
<li>Pittinsky, T.L., & <strong>Ratcliff, J.J.</strong> (April 2008). Contrasting effects of social consensus and certainty on the loving and hateful acts of allophiliacs and bigots. Claremont Graduate School, Claremont,
</li>
</ol>
<p>
 
</p>
<ol start="15">
<li>
<strong>Ratcliff, J.J.</strong>, & Pittinsky, T.P. (April 2008). Positive coexistence orientations in Israel: National findings on allophilia and prejudice. University of Haifa, Haifa,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Pittinsky, T.L., & Simon, S.* (March 2008). Pride and prejudice (or allophilia): The contrasting influence of perceived hubristic- and authentic-pride on proactive intergroup behavior. Eastern Psychological Association, Boston,
</li>
<li>
<strong>Ratcliff, J.J.</strong> (February 2007). Bridging the gender gap in sexual prejudice. Universityof Toledo, Toledo,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Lassiter, G.D, Markman, K.D., Snyder, C.J., Duprey, M.*, & Prewitt, D.* (May 2006). Gender-role variables as antecedents to motivation to respond without prejudice. Midwestern Psychological Association, Chicago,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, Lassiter, G.D., Schmidt, H.C., & Snyder, C.J. (May 2006). The impact of visual mental imagery on camera perspective bias. Midwestern Psychological Association, Chicago,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, & Lassiter, G.D. (May 2003). Pernicious perception: Is prejudice maintained in the level of analysis? Midwestern Psychological Association, Chicago,
</li>
<li>
<strong>Ratcliff, J.J.</strong>, & Hall, S. (November 2001). Making the connection: Integrating social psychology into counseling practice. All Ohio Counselors Conference, Hilton Easton, Columbus, Ohio.
</li>
</ol>
</div>
</li>
</ul>
</article>
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<h1>Kelly Roe</h1>
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<h3>Kelly Roe</h3>
<dl>
<dt>
Lecturer
</dt>
<dd>
(585) 395-5596<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 224<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>PhD in Oceanography, Marine chemistry, Scripps Institution of Oceanography
</li>
<li>B.S. Marine Chemistry, Southampton College
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Courses Taught</h3>
<ul>
<li>CHM121 Chemistry and Scientists
</li>
<li>CHM205 General Chemistry I, Lecture and Lab
</li>
<li>CHM305 Organic Chemistry Lab I
</li>
<li>CHM306 Organic Chemistry Lab II
</li>
<li>CHM260 Chemistry for Health Professionals
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<strong>K.L. Roe</strong>, S.L. Hogle, K.A. Barbeau. (2013) Utilization of Heme by marine <em>Alphaproteobacteria</em> in the <em>Roseobacter</em> clade. <em>Appl. Environ. Microbiol</em>. 79:5753-5762.
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<li>B.M. Hopkinson, <strong>K.L. Roe</strong> and K.A. Barbeau. (2008) Heme uptake by <em>Microscilla</em> <em>marina</em> and evidence for heme uptake systems in the genomes of diverse marine bacteria. <em>Appl. Environ. Microbiol.</em> 74:6263-6270.
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<h1>James E. Witnauer</h1>
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<h3>James E. Witnauer, Ph.D</h3>
<dl>
<dt>
Associate Professor
</dt>
<dd>
(585) 395-2286<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 133<br/>
</dd>
</dl>
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<h3>Education</h3>
<ul>
<li>PhD, Psychology, State University of New York at Binghamton, Binghamton, NY
</li>
<li>M.S., Psychology, State University of New York at Binghamton, Binghamton, NY
</li>
<li>B.A., Psychology, State University of New York College at Buffalo, Buffalo, NY
</li>
</ul>
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<h3>Areas of Specialty</h3>
<h4>
Courses
</h4>
<ul>
<li>Psychology of Learning
</li>
<li>Biopsychology
</li>
<li>Graduate Biopsychology
</li>
<li>Sensation and Perception
</li>
<li>Psychology Statistics
</li>
<li>Academic Planning Seminar
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Computational models of cognition
</li>
<li>Associative learning
</li>
<li>Pavlovian conditioning
</li>
</ul>
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Awards/Recognitions
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<ul>
<li>American Psychological Association - CARE Imprinting Award 2008
</li>
<li>Binghamton University - Dissertation Year Fellowship 2009-10
</li>
<li>Binghamton University – Excellence in Graduate Research 2009-10
</li>
<li>SUNY Brockport – Discretional Salary Increase 2010-11
</li>
</ul>
<h4>
Grants
</h4>
<ul>
<li>Faculty sponsor of Wojick, B. (2011). Performance Factors in Associative Learning. The Brockport Foundation Summer Research Program.
</li>
<li>Faculty sponsor of Hutchings, R. (2013). Conditioned Inhibition in Human Associative Learning. The Brockport Research Foundation Summer Research Program.
</li>
</ul>
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</li>
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Recent Publications
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<p>
*Indicates student coauthor
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<ul>
<li>Witnauer, J. E., *Rhodes, J. L., *Kysor, S., & *Narasiwodeyar, S. (2018). Sometimes competing retrieval predicts the selective role of within-compound associations in retrospective revaluation. <em>Behavioural Processes</em>.
</li>
<li>Gravetter, F. J., Wallnau, L. B., Forzano, L. B., & Witnauer, J. E. (2020). <em>Essentials of Statistics for the Behavioral Sciences</em> (10e). Cengage.
</li>
<li>*Benicasco, J., Witnauer, J., *Kopunek, K. (2020). Two blocking cues counteract in human contingency learning. <em>Learning and Motivation</em> https://doi.org/10.1016/j.lmot.2020.101641
</li>
<li>Ratcliff, J. J., Tombari, J., Miller, A., *Brand, P., Witnauer, J. (2020). Factors Promoting Posttraumatic Growth in Sexual Minority Adults Following Adolescent Bullying Experiences. <em>Journal of Interpersonal Violence</em>. https://doi.org/10.1177/0886260520961867
</li>
<li>Murphy, R. A., Witnauer, J. E., Castiello, S., Tsvetkov, A., Li, A., Alcaide, D. M., Miller, R. R. (in press). More frequent, shorter trials enhance acquisition in a training session: There is a free lunch! <em>Journal of Experimental Psychology: General</em>.
</li>
<li>Castiello, S., Miller, R., Witnauer, J., Alcaide, D., Fung, E., Pitliya, R., Morrissey, D., Murphy, R. (in press). Trials without stimuli increase judgments of contingency, <em>Journal of Experimental Psychology: General.</em>
</li>
<li>Witnauer, J. E., *Hutchings, R., & Miller, R. R. (2017). Comparing models of associative learning based on their fit to data. <em>Behavioural Processes</em>.
</li>
<li>Miller, R. R. & Witnauer, J. E. (2015). Retrospective revaluation: The phenomenon and its theoretical implications. <em>Behavioural Processes</em>.
</li>
<li>Witnauer, J. E., *Wojick, B. M., Pollack, C., & Milller, R. R. (2012). Performance factors in associative learning: Assessment of Sometimes Competing Retrieval. <em>Learning & Behavior</em>.
</li>
<li>Witnauer, J. E., & Miller, R. R. (2007). Degraded contingency revisited: Posttraining extinction of a cover stimulus attenuates a target cue’s behavioral control. <em>Journal of Experimental Psychology: Animal Behavior Processes</em>, 33, 240-250.
</li>
<li>Amundson, J. A., Witnauer, J. E., Pineno, O., & Miller, R. R. (2008). An inhibitory-like within-compound association attenuates overshadowing. <em>Journal of Experimental Psychology: Animal Behavior Processes</em>, 34, 133-143.
</li>
<li>Witnauer, J. E., Urcelay, G. P., & Miller, R. R. (2008). Reduced blocking as a result of increasing the number of blocking cues. <em>Psychonomic Bulletin & Review</em>, 15, 651-655.
</li>
<li>Witnauer, J. E., & Miller, R. R. (2009). Contrasting overexpectation and extinction. <em>Behavioral Processes</em>, 81, 322-327.
</li>
<li>Witnauer, J. E., Urcelay, G. P., & Miller, R. R. (2009). A one-system theory that is not propositional. <em>Behavior and Brain Sciences</em>, 32, 228-229.
</li>
<li>Witnauer, J. E., & Miller, R. R. (2010). Within-compound associations in cue interactions. In N. A. Schmajuk (Ed.), <em>Computational Models of Conditioning</em>.
</li>
<li>Witnauer, J. E., & Miller, R. R. (2011). Some determinants of second-order conditioning. <em>Learning & Behavior</em>, 39, 12-26.
</li>
<li>Laborda, M. A., Witnauer, J. E., & Miller, R. R. (2011). Weaker AAC than ABC renewal effects: The role of context associations. <em>Learning & Behavior</em>, 39, 46-56.
</li>
<li>Witnauer, J. E. & Miller, R. R. (2011). The role of within-compound associations in learning about absent cues. <em>Learning & Behavior,</em> 39, 146-162.
</li>
<li>Jozefowiez, J., Witnauer, J. E., & Miller, R. R. (2011). Two components of responding in Pavlovian lick suppression. <em>Learning & Behavior</em>, 39, 138-145.
</li>
<li>Jozefowiez, J., Witnauer, J., Miller, R. R. (2012). The temporal pattern of responding in conditioned bar-press suppression: The role of the context switch and training mode. <em>Behavioural Processes</em>,89(3), 239-243.
</li>
<li>Miguez, G., Witnauer, J., Miller, R. R. (2012). The role of contextual associations in producing the partial reinforcement acquisition deficit. <em>Journal of Experimental Psychology: Animal Behavior Processes</em>, 38(1), 40-51.
</li>
<li>Witnauer, J., Miller, R. R. (2012). Associative status of the training context determines the effectiveness of compound extinction. <em>Journal of Experimental Psychology: Animal Behavior Processes</em>, 38(1), 52-65.
</li>
<li>Urcelay, G. P., Witnauer, J. E., & Miller, R. R. (December 2012). The dual role of the context in postpeak performance decrements resulting from extended training. <em>Learning & Behavior,</em> 40, 476-493.
</li>
<li>Witnauer, J. E. & Miller, R. R. (August 2012). Conditioned suppression is an inverted-U function of footshock intensity. <em>Learning & Behavior</em>, 41, 94-106.
</li>
<li>Witnauer, J. E., *Wojick, B. M., Pollack, C., & Milller, R. R. (September 2012). Performance factors in associative learning: Assessment of Sometimes Competing Retrieval. <em>Learning & Behavior</em>, 40, 347-366.
</li>
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<h1>Michael Fox</h1>
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Associate Professor Emeritus
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<h1>Janet F Gillespie</h1>
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Associate Professor
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(585) 395-2433<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 139<br/>
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PhD, Southern Illinois University
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Positive psychology and quality of life
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<li> <a href="/academics/psychology/">Psychology</a></li><li> <a href="/academics/psychology/directory/">Faculty & Staff</a></li>
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<h1>Caitlin C. Abar</h1>
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<h3>Caitlin C. Abar, Ph.D</h3>
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(She/Her/Hers)
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Associate Professor
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(585) 395-5774<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 129<br/>
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<h3>Education</h3>
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<li>Postdoctoral Fellow, Brown University
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<li>Center for Alcohol and Addiction Studies
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<li>Ph.D., Pennsylvania State University
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<li>Human Development and Family Studies
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<li>NIDA Prevention and Methodology Fellow
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<li>NIAAA F31 Research Fellow
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</li>
<li>M.S., Pennsylvania State University
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<li>Human Development and Family Studies
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<li>B.A., SUNY Geneseo
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<li>Psychology/Sociology
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<h3>Courses Taught</h3>
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<li>PSH 202 – Introductory Statistics
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<li>PSH 203 – Statistics Lab
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<li>PSH 384 – Child Psychology
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<li>PSH 385 – Lives Across Cultures
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<li>PSH 468 – Teaching Practicum in Psychology
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<li>PSH 484 – Adolescence
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<li>PSH 584 – Graduate Adolescence
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<li>PSH 684 – Advanced Developmental Psychology
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</ul>
<h3>Research Interests</h3>
<ul>
<li>Intergenerational transmission of health related practices
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<li>Parental influences on youth health risk behaviors 
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<li>Parenting in adolescence and emerging adulthood
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<li>Developmentally appropriate measurement
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</ul>
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Awards/Recognitions
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<li>2021 – SUNY Chancellor’s Award for Excellence in Teaching Winner
</li>
<li>2017-2022 – Brockport Presidential Teaching Excellence Award Nominee
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<li>2020 – Brockport Second Year Champion 
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<li>2020 – Brockport Academic Advisement Award Nominee
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<li>2020 – Brockport Roland Fontaine Award for Student Engagement Nominee
</li>
<li>2019 – Brockport Roland Fontaine Award for Student Engagement Winner
</li>
<li>2016 – Brockport Roland Fontaine Award for Student Engagement Nominee
</li>
<li>2016 – Brockport Presidential Discretionary Salary Award
</li>
<li>2014 – NYS UUP Individual Development Grant
</li>
<li>2014 – Brockport Office for Student with Disabilities Recognition
</li>
<li>2012 – Senior Fellow, Center for Alcohol and Addiction Studies, Brown University
</li>
<li>2012 – Research Excellence Award, Center for Alcohol and Addiction Studies
</li>
<li>2011 – NIAAA funded Junior Investigator Award, Research Society on Alcoholism
</li>
<li>2009-2011 – Society for Prevention Research Early Career  Scholarship
</li>
<li>2009 – Society for Prevention Research Sloboda & Bukoski Cup Competition Winner
</li>
<li>2008 – Penn State Grace Henderson Scholarship for Outstanding Graduate Student
</li>
<li>2006-2010 – NIAAA funded Research Society on Alcoholism Student Merit Award
</li>
<li>2005 – The Pennsylvania State University Outstanding Graduate Award
</li>
<li>2004 – Phi Beta Kappa
</li>
</ul>
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Recent Publications
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<p>
<span style="background-color: transparent;">Halter, N.*, &</span> <strong style="background-color: transparent;">Abar, C.C.</strong> <span style="background-color: transparent;">(Accepted January 2022).</span> <span class="ContentPasted0" style="background-color: transparent;">Motivations for marijuana use: Use and associated negative consequences.</span><span style="background-color: transparent;"></span><i style="background-color: transparent;"><span class="ContentPasted0">Psychology, Health & Medicine. </span></i><span class="ContentPasted0" style="background-color: transparent;">PMID: 35068275</span>
</p>
<div class="elementToProof">
<p class="elementToProof">
<span class="ContentPasted0 elementToProof"><span class="ContentPasted0"><i> </i></span></span>
</p>
<p class="elementToProof">
<strong><span class="ContentPasted0">Abar, C.C.</span></strong><span class="ContentPasted0">, Thomson, B.*, Jones, V.*, Miley, A.*, & Ruffino, R.* (2022). Parental behaviors and cannabis-related harm reduction in college. <i class="ContentPasted0">Cannabis and Cannabinoid Research, 7, </i>557-558.<i class="ContentPasted0"></i>PMID: 35167357<i> </i></span>
</p>
<p class="elementToProof">
Sarra, S.* & <strong>Abar, C.C.</strong> (2022). Perceptions of control and disordered eating behaviors during college transitions. <em>Journal of American College Health</em>, 70, 2091-2098. PMID: 33151830.
</p>
</div>
<p class="elementToProof">
<strong><span class="ContentPasted1">Abar, C.C.</span></strong><span class="ContentPasted1">, Combs, A.*, Miley, A.*, Ruffino, R.*, & Abar, B. (2021). Parenting, Health, and Rx Medications Among College Youth: the PHARMACY survey study. <i class="ContentPasted1">Preventive Medicine Reports</i>, <i class="ContentPasted1">24</i>, ID 101623. PMID: 34976678</span>
</p>
<p>
<strong>Abar, C.C.</strong>, Farnett, S.*, Mendola, K.*, Sarra, S.*, & Clark, G. (2021). Parental active tracking measures and health behaviors during high school and college. <em>Journal of American College Health</em>, 69, 151-158. PMID: 31498750
</p>
<p>
<strong>Abar C.C.</strong>, Koban, K.*, Farnett, S.*, Mendola, K.* & Clark, G.* (2020). Profiles of family routines during adolescence associated with profiles of health behaviors in young adulthood. <em>Journal of Health Psychology</em>, 25, 629-639. PMID: 28845696
</p>
<p>
Holub, A., <strong>Abar, C.C.</strong>, Kamali, M., Conner, K., & Abar, B. (2019). What do I do with this stuff now? Drug retention and disposal practices among ED patients. <em>American Journal of Emergency Medicine</em>, 37, 2111-2112. PMID: 31262627
</p>
<p>
<strong>Abar, C.C.</strong>, Farnett, S.*, Mendola, K.*, Koban, K.*, & Sarra, S.* (2018). Relationships between parent-child social media interactions and health behaviors. <em>The Journal of Substance Use</em>, 23(3), 335-337.
</p>
<p>
<strong>Abar, C.C.</strong>, Clark, G., & Koban, K. (2017). The long-term impact of family routines and parental monitoring on alcohol use and health behaviors: Results from a 14 year follow-up. <em>Journal of Child and Family Studies</em>, 26(9), 2495-2504. 
</p>
<p>
Jackson, K.M., Merrill, J.E., Barnett, N.P., Colby, S.M., <strong>Abar, C.C.</strong>, Hayes, K.L., & Rodgers, M.L. (2016). Contextual influences on early drinking: Characteristics of drinking and non-drinking days. <em>Psychology of Addictive Behaviors</em>, 30, 566-577. PMID: 27269292
</p>
<p>
Kenney, S., <strong>Abar, C.C.</strong>, O’Brien, K., Clark, G., & LaBrie, J. (2016). Trajectories of alcohol use and alcohol-related consequences in college women with and without depressed mood. <em>Addictive Behaviors</em>, 53, 19-22. PMID: 26426743
</p>
<p>
Merrill, J. E., Martin, S., <strong>Abar, C.C.</strong>, & Jackson, K. M. (2016). Trajectories and correlates of reasons for abstaining or limiting drinking during adolescence. <em>Addictive Behaviors</em>, 52, 1-7. PMID: 26320735
</p>
<p>
<strong>Abar, C.C.</strong>, Mallett, K.A., Turrisi, R, & Abar, B. (2016). First- and second-hand alcohol-related consequences: Differential associations with later use. <em>Journal of Substance Use</em>, 21, 107-111. PMID: 27182199
</p>
<p>
<strong>Abar, C.C.</strong>, Hernandez, L., Rodriquez, A.M., & Spirito, A. (2015). Trajectories of adolescent alcohol use in the year following a brief alcohol intervention. <em>Journal of Studies on Alcohol and Drugs</em>, 76, 710-720. PMID: 26402351
</p>
<p>
Jackson, K.M., Colby, S.M., Barnett, N.P., & <strong>Abar, C.C.</strong> (2015). Prevalence and correlates of sipping alcohol in a prospective middle school sample. <em>Psychology of Addictive Behaviors</em>, 29, 766-778. PMID: 25938631
</p>
<p>
Marceau, K., <strong>Abar, C.C.</strong>, & Jackson, K.M. (2015). Parental knowledge is a contextual amplifier of associations of pubertal maturation and substance use. <em>Journal of Youth and Adolescence</em>, 44, 1720-1734. PMID: 26208832
</p>
<p>
<strong>Abar, C.C.</strong>, Jackson, K.M., Colby, S.M., & Barnett, N. (2015). Parent-child discrepancies in reports of parental monitoring and their relationship to adolescent alcohol-related behaviors. <em>Journal of Youth and Adolescence</em>, 44, 1688-1701. PMID: 24964878
</p>
<p>
<strong>Abar, C.C.</strong>, Jackson, K.M., Colby, S.M., & Barnett, N.P. (2014). Common and unique parenting predictors of adolescent tobacco and alcohol use. <em>Addictive Behaviors</em>, 39, 1528-32. PMID: 24976458
</p>
<p>
<strong>Abar, C.C.</strong>, Jackson, K.M., & Wood, M.D. (2014). Reciprocal relations between parental monitoring and adolescent substance use and delinquency: The moderating role of parent-teen relationship quality. <em>Developmental Psychology</em>, 50, 2176-2187.
</p>
<p>
Jackson, K. M., Roberts, M., Colby, S. M., Barnett, N. P., <strong>Abar, C. C.</strong>, & Merrill, J. (2014). Willingness to drink as a function of peer offers and peer norms in early adolescence. <em>Journal of Studies on Alcohol and Drugs</em>, 75, 404-414. PMID: 24766752
</p>
<p>
<strong>Abar, C.C.</strong>, Turrisi, R., & Mallett, K. (2014). Differential trajectories of alcohol-related behaviors across the first year of college by parenting profiles. <em>Psychology of Addictive Behaviors</em>, 28, 53-61. PMID:23915366
</p>
<p>
Varvil-Weld, L., Scaglione, N., Cleveland, M., Mallett, K.A., Turrisi, R., & <strong>Abar, C.C.</strong> (2014). Optimizing timing and dosage: Does parent type moderate the effects of variations of a parent-based intervention to reduce college student drinking? <em>Prevention Science</em>, 15, 94-102. PMID: 23404668
</p>
<p>
Abar, B., <strong>Abar, C.C.</strong>, & Boudreaux, E. (2013). Feasibility of audit methods to study access to substance use treatment. Journal of Substance Abuse Treatment, 45, 395-399. PMID:23871507
</p>
<p>
Cleveland, M., Hultgren, B.A., Varvil-Weld, L., Mallett, K.A., Turrisi, R., & <strong>Abar, C.C.</strong> (2013). Moderation of a parent-based intervention on transitions in drinking: Examining the role of normative perceptions and attitudes among high- and low-risk first-year college students. <em>Alcoholism: Clinical and Experimental Research</em>, 37, 1587-1594. PMID:23551037
</p>
<p>
Turrisi, R., Mallett, K.A., Cleveland, M., Varvil-Weld, L., <strong>Abar, C.C.</strong>, Scaglione, N. & Hultgren, B. A (2013). Evaluation of timing and dosage of a parent based intervention to minimize college students’ alcohol consumption. <em>Journal of Studies on Alcohol and Drugs</em>, 74, 30-40.
</p>
<p>
<strong>Abar, C.C.</strong>, Abar, B., Turrisi, R. & Belden, C. (2013). Communication technology used among parents and their college teens: Implications for college health promotion and risk prevention programs. <em>Journal of The First‐Year Experience and Students in Transition</em>, 25, 61-76.
</p>
<p>
Varvil-Weld, L., Mallett, K.A., Turrisi, R., Cleveland, M.J., & <strong>Abar, C.C.</strong> (2013). Are certain college students prone to experiencing excessive alcohol-related consequences? Predicting membership in a high-risk subgroup using pre-college profiles. <em>Journal of Studies on Alcohol and Drugs</em>, 74, 542-551.
</p>
<p>
Abar, B., <strong>Abar, C.C.</strong>, Lippold, M., Powers, C.J., & Manning, A.E. (2012). Associations between reasons to attend and late high school dropout. <em>Learning and Individual Differences</em>, 22, 856-861.
</p>
<p>
Varvil-Weld, L, Mallett, K., Turrisi, R., & <strong>Abar, C.C.</strong> (2012). Using parental profiles to predict membership in a subset of college students experiencing excessive alcohol consequences: Findings from a longitudinal study. <em>Journal of Studies on Alcohol and Drugs</em>, 73, 434-443. PMID: 22456248
</p>
<p>
<strong>Abar, C.C.</strong> (2012). Examining the relationship between parenting types and patterns of student alcohol‐related behavior during the transition to college. <em>Psychology of Addictive Behaviors</em>, 26, 2-29. PMID: 21842968
</p>
<p>
<strong>Abar, C.C.</strong>, Morgan, N., Small, M., & Maggs, J. (2012). Investigating associations between parental alcohol‐related messages and college student drinking. <em>Journal of Studies on Alcohol and Drugs</em>, 73, 71-79. PMID: 22152664
</p>
<p>
Mallett, K., Turrisi, R., Ray, A., Stapelton, J., Mastroleo, N., <strong>Abar, C.</strong>, Tollison, S., Grossbard, J., & Larimer, M. (2011). Do parents know best? Examining the relationship between parenting profiles, prevention efforts, and high-risk drinking in college students. <em>Journal of Applied Social Psychology</em>, 41, 2904-2927.
</p>
<p>
<strong>Abar, C.C.</strong>, Fernandez, A., & Wood, M. (2011). Parent‐teen communication and pre‐college alcohol involvement: A latent class analysis. <em>Addictive Behaviors</em>, 36, 1357-1360. PMID: 21864983
</p>
<p>
Small, M., Morgan, N., <strong>Abar, C.</strong>, & Maggs, J. (2011). Protective effects of parent-college student communication during the first semester of college. <em>Journal of American College Health</em>, 59, 547-555. PMID: 21660810
</p>
<p>
Mallett, K.A., Marzell, M., Varvil-Weld, L., Turrisi, R., Guttman, K., & <strong>Abar, C.</strong> (2011). One-time or repeat offenders? An examination of the patterns of alcohol-related consequences experienced by college students across the freshman year. <em>Addictive Behaviors</em>, 36, 508-511. PMID: 21276662 PMCID: PMC3063062
</p>
<p>
<strong>Abar, C.</strong>, Turrisi, Abar, B. (2010). Tailgating as a unique context for parental modeling on college student alcohol use. <em>Journal of Adolescence</em>, 967, 1-4. PMID: 20561673
</p>
<p>
Turrisi, R., <strong>Abar, C.</strong>, Mallett, K., & Jaccard, J. (2010). An examination of the mediational effects of cognitive and attitudinal factors of a parent intervention to reduce college drinking. <em>Journal of Applied Social Psychology</em>, 40, 2500-2526. PMID: 21318080 PMCID: PMC3035912
</p>
<p>
<strong>Abar, C.</strong>, & Maggs, J.L. (2010). Social influence and selection processes as predictors of normative perceptions and alcohol use across the transition to college. <em>Journal of College Student Development</em>, 51, 496-508. PMID: 21072330 PMCID: PMC2976626Turrisi, R., Ray,
</p>
<p>
Turrisi, R., Ray, A., & <strong>Abar, C.</strong> (2010). Are we done parenting?: Examining the relationship of parental monitoring to prevent high-risk alcohol consumption in college students. In J. Jaccard, P. Dittus, and V. Guilamo-Ramos (Eds.), <em>Parental monitoring of adolescents</em>. NY: Guilford Press.
</p>
<p>
<strong>Abar, C.</strong>, Abar, B., & Turrisi, R. (2009). The impact of parental modeling and permissibility on alcohol use and experienced negative drinking consequences in college. <em>Addictive Behaviors</em>, 34, 542-547. PMID: 19398278 PMCID: PMC2716564
</p>
<p>
<strong>Abar, C.</strong>, & Turrisi, R. (2008). How important are parents during the college years? A longitudinal perspective of indirect influences parents yield on their college teens’ alcohol use. <em>Addictive Behaviors</em>, 33, 1360-1368. PMID: 18635318 PMCID: PMC2553886Patrick,
</p>
<p>
M. E., <strong>Abar, C.</strong>, & Maggs, J. L. (2008). Adolescent drinking. <em>Encyclopedia of the life course and human development</em>. Gale: Farmington Hills, MI.
</p>
<p>
Patrick, M. E., Maggs, J. L., & <strong>Abar, C.</strong> (2007). Reasons to have sex, personal goals, and sexual behavior during the transition to college. <em>The Journal of Sex Research</em>, 44, 240-249. PMID: 17879167
</p>
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<h1>Rongkun Shen</h1>
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<h3>Rongkun Shen, Ph.D</h3>
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Associate Professor
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(585) 395-2808<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Lennon Hall B27<br/>
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<h3>Bio</h3>
<p>
My research area is bioinformatics and computational biology. My goal is to understand how gene expression is regulated during development, by environmental stimulation, or in diseases in a genome-wide scale. The major approach is to apply computational and statistical methods to dicpher next generation sequencing data from those experiments.
</p>
<!-- should be entered as lists in the field -->
<h3>Research Interests</h3>
<p>
My long-term goal is to understand genetic and epigenetic regulatory networks. The rapid advancement of DNA sequencing technology in recent years makes it possible to interrogate the gene regulation networks in a much quicker and deeper way. We focus on analyzing the next generation high-throughput sequencing data, including RNA-Seq, and ChIP-Seq from various projects to answer the specific biological questions. In addition, the current specific aims of my lab are: (1) microRNA target prediction using machine learing; (2) the differential binding of CREB and its mechanisms; and (3) integrative genomic data mining using supervised or semi-supervised learning approaches.
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Recent Publications
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<li>Shen R., and Goodman R. H. (2014) CREB’s differential binding to DNA by stimulus. In preparation.
</li>
<li>Zhang G., Shen R., Chatzi C., Westbrook G. L., and Goodman R. H. (2014) Follow the transcriptome of adult newborn neurons during their functional maturation in the dentate gyrus. In preparation.
</li>
<li>Lee S., Shen R., Cho H. H., Kwon R. J., Lee J. W., Lee S. K., (2013) Stat3 promotes motor neuron differentiation by collaborating with motor neuron-specific LIM complex. Proc Natl Acad Sci USA. 110: 11445-50
</li>
<li>Cambronne X. A., Shen R., Auer P. L., and Goodman R. H. (2012) Capturing microRNA targets using an RNA-induced silencing complex (RISC)-trap approach. Proc Natl Acad Sci USA. 109: 20473-8
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<h1>Marcie Desrochers</h1>
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<h3>Marcie Desrochers, Ph.D</h3>
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Associate Professor
</dt>
<dd>
(585) 395-5634<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Holmes Hall 132<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>Post Doctoral Fellow, University of Missouri-Columbia, Computers in Psychology (1991)
</li>
<li>PhD, University of Manitoba, Psychology- Experimental (1990)
</li>
<li>M.A., University of Manitoba, Psychology (1987)
</li>
<li>B.A., University of Manitoba, Psychology (1983)
</li>
</ul>
<h4>
Professional Certifications and Licenses
</h4>
<ul>
<li>New York State Licensed Behavior Analyst
</li>
<li>Board Certified Behavior Analyst-Doctorate
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Applied Behavior Analysis
</li>
<li>Environmental Sustainability
</li>
<li>Experimental Psychology
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>Applied Behavior Analysis (Graduate course)
</li>
<li>Applied Behavior Analysis
</li>
<li>Psychology of Sustainability
</li>
<li>Developmental Disabilities
</li>
<li>Applications in Developmental Disabilities
</li>
<li>Practicum Supervisor
</li>
<li>Independent Research
</li>
<li>Research Methods
</li>
<li>Introduction to Psychology
</li>
</ul>
<h4>
Theses, Honor’s, Independent Research, McNair (supervised/supervising)
</h4>
<ul>
<li>La’ker KwaMogi’s Thesis: Experimental Evaluation of Self-directed Versus Instructor-assisted Online Applied Behavior Analysis Training: Examination of Post-knowledge and Application Assessments with Minority Students
</li>
<li>Elizabeth Speares’ Thesis: Evaluation of Concurrent Operant Preference Assessment for Adolescents’ Daily Living Skills in a Residential Setting
</li>
<li>Betsy Varghese’s Thesis: The Relationship between Staff Attributions of Problem Behavior and Descriptive Functional Assessment Outcomes
</li>
<li>Tim J. Conheady’s Thesis: Transition from Family Home to Agency Residence: A Survey of Client Problem Behavior Patterns and Family Concerns
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>Functional assessment
</li>
<li>Teaching techniques
</li>
<li>Sustainability or ‘green’ issues
</li>
<li>Computer applications in behavior analysis
</li>
</ul>
<ul class="profile-accordion accordion accordion-simple" data-accordion="" role="tablist">
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_31" role="tab" id="panel_profile_31-heading" aria-controls="panel1" aria-expanded="false">
Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<ul>
<li>Desrochers, M., Cheema, S., & Abwender, D. (2022). Research investigating single use beverage plastic bottles vs. refillable drinking containers: Usage, barriers, and behavior change. <em>GFL AWMA Earth Day Grant Program</em>. 
</li>
<li>Desrochers, M.N., Forzano, L., Witnauer, J., & Amatangelo, K. (2019). Evaluation of Use of Behavioral Training Strategies to Shift Goats’ (Capra hircus) Food Preferences, Provost’s Post-Tenure Fellowship Award.
</li>
<li>Desrochers, M., Forzano, L., Witnauer, J., & Amatangelo, K. (2019, Summer). An Experimental Evaluation of Use of Operant Conditioning to Teach Goats to Eat Non-native Invasive Weed Species. SUNY-Brockport Scholarly Incentive Award.
</li>
<li>Desrochers, M. (2017). Service Learning Grant. Field training for college students to work with children with developmental disabilities, The College at Brockport-SUNY.
</li>
<li>The Roland Fontaine College-wide Award for Student-Faculty Engagement, 2016
</li>
<li>Desrochers, M. (2016). Service Learning Grant. Field training for college students to work with children with developmental disabilities, The College at Brockport-SUNY,
</li>
<li>Psi Chi Summer Research Grant Sponsor (2015-16). Research on use of goats to combat invasive weeds, (Tara Kelly*)
</li>
<li>Desrochers, M. (2015, June). Evaluation of Goats to Manage Invasive Weeds. Finger Lakes Institute/FL-PRISM grant. 
</li>
<li>Quinn, K.*, & Desrochers, M. (2015). SUNY-Brockport Summer student internship to develop an online demonstration of labeling effect. Funded
</li>
<li>Kelting, D., Desrochers, M., Evans, C., Naybor, D., & Faveau, J. (2017). Paul Smith’s College Advancing Students to Careers in Ecology Program (ASCEP), NSF S-STEM grant #1742041, 9/01/2017, Funded.
</li>
<li>Silverstone, S., Desrochers, M., & Mehta, A. (2014). Social Marketing. NYSERDA.
</li>
<li>Desrochers, M. N. & DiCesare, E. (2011, June). Evaluation of Synchronous Online Parent Skill Training. Funded by Organization for Autism Research.
</li>
<li>Research evaluation of an online performance management training program.
</li>
<li>Desrochers, M. N. (2010). Faculty Support for Travel and Conference Presentation. UUP Individual Development Award. SUNY Brockport – SUNY.
</li>
<li>Desrochers, M. N. (2009). Video-based Psychology Instruction. Faculty/Staff Technology Support Initiative 2009-2010. State University of New York College at Brockport.
</li>
<li>Desrochers, M. N. (2009). Lecture Capture Grant. SUNY-Brockport CELT & LITS.
</li>
<li>Desrochers, M. N. (2009, February). BehaviorSim: An Instructional Resource Program for Introductory Psychology Courses. Office of Teaching Resources in Psychology, Instructional Resource Grant
</li>
<li>Desrochers, M., Margolin, S., & Birch, S. (2008) Nelson-DennyTM Assessment, Funded by Dr. Fox’s Office of Assessment
</li>
<li>Margolin, S., Birch, S., & Desrochers, M. N. (2008-2009) Computer-based training for improvement of student study skills in a peer mentoring program. Faculty/Staff Technology Support Initiative<br />
Scholarly Incentive Award, “Clickers in the Classroom – Do They Work?” 2007
</li>
<li>UUP Individual Development Award for travel and conference presentation, 2007
</li>
<li>Scholarly Incentive Award, 2006, Assessment of the Function of Problem Behavior: A Comparison of Methods
</li>
<li>Sponsored Programs Incentive Award, 2006
</li>
<li>Discretionary Salary Increase Scholarship, 2006
</li>
<li>Sponsored Programs Incentive Award, 2005
</li>
<li>UUP Individual Development Award for travel and conference presentation, 2005
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<ul>
<li>
<p>
Zhang, J., Desrochers, M., & Fensken, M.* (2023). Evaluation of teacher, self-assessment, versus combined feedback to increase students’ behavioral observation skills. <em>International Journal of Teaching & Learning in Higher Education, 25(10)</em>, 48-66. <a href="http://www.isetl.org/ijtlhe/">http://www.isetl.org/ijtlhe/</a>
</p>
</li>
<li>
<p>
Desrochers, M.N., & Ratcliff, J (2021). An experimental demonstration of the effect of a label of autism spectrum disorders on perceptions of children’s problem behavior. In Wong, M.S., Weiner, L., Wong, L., & Cerniak, J. (Eds.). Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. . (Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status) (pp. 35-43). Retrieved from the Society for the Teaching of Psychology website: <a style="background-color: #ffffff;" href="http://teachpsych.org/ebooks/diverse1" aria-expanded="false">http://teachpsych.org/ebooks/diverse1</a>
</p>
</li>
<li>Desrochers, M.N., Naybor, D., & Kelting, D. (2020). Perceived impact of COVID-19 and other factors on STEM students’ career development. Journal of Research in STEM Education, 6, 138-157. <a href="https://j-stem.net/index.php/jstem/article/view/91" aria-expanded="false">https://j-stem.net/index.php/jstem/article/view/91</a>
</li>
<li>Robinson, E. S.*, Desrochers, M.N., & Napolitano, D. A. (2019). Evaluation of concurrent operant preference assessment for increasing daily living skills with adolescents who are dually diagnosed. Behavioral Interventions, 34, 52-61. https://doi.org: 10.1002/bin.1648
</li>
<li>Desrochers, M.N., & Mosher, H. (2017). Experimental evaluation of an informational and behavior change program to increase undergraduate students’ energy conservation. <em>Behavioral Interventions</em>, 32, 1-9, DOI: 10.1002/bin.1482
</li>
<li>Desrochers, M. N., & Gillespie, J. F. (2017). Charting a course for effective parenting programs and policies. <em>PsycCRITIQUES</em>, 62(20), doi:10.1037/a0040852
</li>
<li>Bock, B.M.*, Cole, S.C.*, Drake, P.M.*, Rice, B.R.*, Desrochers, M., Forzano, L., Hansen, K.*, & Amatangleo, K. L. (2016, Jan.). Evaluation of goat preferences for consuming invasive plant species. <em>FL-PRISM Newsletter</em>. <a href="https://flihappenings.wordpress.com/2016/01/05/fl-prism-update-evaluation-of-goat-preferences-for-consuming-invasive-plant-species/" aria-expanded="false">https://flihappenings.wordpress.com/2016/01/05/fl-prism-update-evaluation-of-goat-preferences-for-consuming-invasive-plant-species/</a>
</li>
<li>Desrochers, M. & Fallon, M. (2014). <em>Instruction in Functional Assessment</em>. Open SUNY Textbook: http://textbooks.opensuny.org/instruction-in-functional-assessment/
</li>
<li>Mosher, H., & Desrochers, M. N. (2014). Pro-environmental behavior strategies and college students’ energy usage. <em>International Journal of Sustainability in Higher Education</em>, 15(2), 359-370. DOI 10.1108/IJSHE-03-2012-0027
</li>
<li>Desrochers, M. N., Oshlag, R., & Kennelly, A.* (2014). Background music to reduce problem behaviors during assessment with a child who is blind with multiple disabilities. <em>Journal of Visual Impairment and Blindness</em>, 108, 31-66.
</li>
<li>Desrochers, M. N., & Shelnutt, J. M.* (2012). Effect of answer format and review method on college students’ learning. <em>Computers & Education</em>, 59, 946-951. doi: 10.1016/j.compedu.2012.04.002
</li>
<li>Knapp, A.*, & Desrochers, M. N. (2009). An experimental evaluation of the instructional effectiveness of a student response system: A comparison with constructed overt responding. International <em>Journal of Teaching & Learning in Higher Education</em>, 21, 31-46.
</li>
<li>Desrochers, M. N., Fink, H. C., Thomas, A.*, Kimmerling, J.*, & Tung, W.* (2007). Student assessment: A comparison of solitary, cooperative, and competitive testing. <em>International Journal of Teaching & Learning in Higher Education</em>, 19, 289-296.
</li>
<li>Desrochers, M. N., Fink, H. C., Thomas, A.*, Kimmerling, J.*, & Tung, W.* (2007). Student Assessment: A Comparison of Solitary, Cooperative, and Competitive Testing. <em>International Journal of Teaching & Learning in Higher Education</em>, 19, 289-296.
</li>
<li>Desrochers, M. N., Pusateri, M.*, & Fink, H. (2007). Game assessment: Fun as well as effective. <em>Assessment and Evaluation in Higher Education</em>, 32, 527-539.
</li>
<li>Desrochers, M. N., Crone-Todd, D. E., & Conheady*, T. J. (2006). Case difficulty of simulation software. <em>Academic Exchange Quarterly</em>, 10, 24-28.
</li>
<li>Desrochers, M.N., & Gentry, D. (2004). Effective use of computers in instruction. In D.J. Moran & R.W. Malott’s (Eds.) <em>Empirically supported education methods: Advances from the behavioral sciences.</em> NY: Elsevier Science/Academic Press.
</li>
<li>Desrochers, M. N., Newell*, M., & Coleman*, S. (2003). An introduction to what functional assessment is and how it is done. Retrieved 3/13/03 from <em>Cambridge Center for Behavioral Studies</em> at http://www.behavior.org/ under the topic of Autism.
</li>
<li>Desrochers, M. N., House*, A. M., & Seth*, P. (2001). Supplementing lecture with Simulations in Developmental Disabilities: SIDD software. <em>Teaching of Psychology</em>, 28, 227-230.
</li>
<li>Desrochers, M. N., Clemmons*, T., Grady*, M., & Justice*, B. (2000). An evaluation of Simulations in Developmental Disabilities (SIDD): Instructional software that provides practice in behavioral assessment and treatment decisions. <em>Journal of Technology in Human Services</em>, 17, 15-27.
</li>
<li>Desrochers, M. N., Hile, M. G., & Williams-Moseley*, T. (1997). A survey of functional assessment procedures used with individuals with severe problem behaviors and mental retardation. <em>American Journal on Mental Retardation</em>, 101, 535-546.
</li>
<li>Desrochers, M. N., Fink, H. C., Thomas, A.*, Kimmerling, J.*, & Tung, W.* (2007). Student Assessment: A Comparison of Solitary, Cooperative, and Competitive Testing. <em>International Journal of Teaching & Learning in Higher Education</em>, 19.
</li>
<li>Robinson, E. S.*, Desrochers, M.N., & Napolitano, D. A. (2019). Evaluation of concurrent operant preference assessment for increasing daily living skills with adolescents who are dually diagnosed. Behavioral Interventions, 34, 52-61. DOI: 10.1002/bin.1648
</li>
<li>Desrochers, M., N., Zhang, J., Caron, S.*, & Steinmiller, J.* (2019). An experimental comparison of the effect of teacher versus self-evaluation/self-reflection feedback on college students’ behavioral observation skills. Journal of Behavioral Education, 19, 1-17. DOI: https://doi.org/10.1007/s10864-018-09313-6
</li>
</ul>
</div>
</li>
</ul>
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<h1>Huey Hing</h1>
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<h3>Huey Hing, Ph.D</h3>
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Associate Professor
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(585) 395-5742<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Lennon Hall 203<br/>
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<h3>Bio</h3>
<p>
From a young age, I have asked “Where do I come from?” and “Where does life come from?” I received my B.S. from the National University of Singapore and my Ph.D. from Yale University, where I trained in the lab of Dr. Spyros Artavanis in genetics and development. After graduation, I moved to the lab of Dr. Larry Zipursky at the University of California, Los Angeles, where I fell in love with the study of brain development. I established my lab studying the neurobiology of brain development first at the University of Illinois at Urbana-Champaign and now at SUNY Brockport.
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<h3>Research Interests</h3>
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Long-Term Goals
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<p>
Given the central role of dendritic branching and targeting in neural circuit assembly and function, disruptions in dendritic development are linked to a number of psychiatric and neurodevelopmental disorders (Forrest, Penzes, 18). Despite the importance of dendritic morphogenesis, its underlying molecular mechanisms have remained incompletely understood. The long-term goal of my lab is to elucidate the molecular mechanisms of dendritic development and understand how its dysfunction leads to neurological diseases.
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<p>
Our Model System
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We take advantage of the stereotyped neural circuit of the <em>Drosophila</em> olfactory system to unravel the mechanisms of neural circuit development. In the antennal lobe (AL), dendrites of 50 classes of uniglomerular projection neurons (PNs) form synapses with the axons of 50 classes of olfactory receptor neurons (ORNs) in stereotyped glomeruli (Couto et al., 2005; Fishilevich and Vosshall, 2005). We previously reported that the DA1/VA1d dendritic pair, located within a cluster of dorsolateral PN dendrites, undergoes a novel rotational migration of ~45˚ around each other to attain their final adult pattern (Wu et al., 2014). This rearrangement (in the lateral à dorsal à medial à ventral direction) occurs between 16 and 30 hour After Puparium Formation (hAPF), a period of major ORN axon invasion of the AL (Jefferis et al., 2004; Jhaveri et al., 2000).
</p>
<p>
The Wnt5 Guidance Signal
</p>
<p>
We showed that the Wnt5 protein drives the rotation of the DA1/VA1d dendritic pair by acting as a chemorepellent (Wu et al., 2014). Wnt5 is expressed by a set of AL-extrinsic cells and forms a dorsolateral-high to ventromedial-low (DL>VM) gradient in the AL neuropil, which provides positional information to align the dendritic pattern relative to the axes of the brain. We also showed that the Derailed (Drl)/Ryk atypical receptor tyrosine kinase, a putative Wnt5 receptor (Fradkin et al., 2004; Harris and Beckendorf, 2007; Yasunaga et al., 2015; Yoshikawa et al., 2003), is differentially expressed by the PN dendrites, providing intrinsic information for their targeting in the Wnt5 gradient. Interestingly, <em>drl</em> opposes <em>wnt5</em> repulsive signaling so that dendrites expressing high levels of <em>drl</em> terminate in regions of high <em>wnt5</em> concentration and <em>vice versa</em>. To further unravel the mechanisms of PN dendritic targeting, we have screened for mutations that disrupted the rotation of the DA1/VA1d dendritic pair.
</p>
<p>
Wnt5 acts through the Planar Cell Polarity Pathway
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We recently observed that mutations in the <em>Van Gogh</em> (<em>Vang</em>) gene disrupted the rotation of the DA1/VA1d dendritic pair, mimicking the <em>wnt5</em> mutant phenotype. <em>Vang</em> encodes a four-pass transmembrane protein (Taylor et al., 1998; Wolff and Rubin, 1998) of the core Planar Cell Polarity (PCP) group, an evolutionarily conserved signaling module that imparts polarity to cells (Goodrich and Strutt, 2011; Yang and Mlodzik, 2015). The loss of <em>Vang</em> suppressed the repulsion of the VA1d dendrites by <em>wnt5</em>, indicating that <em>Vang</em> is a downstream component of <em>wnt5</em> signaling. Surprisingly, <em>Vang</em> acts in the ORNs, indicating an obligatory codependence of ORN axon and PN dendritic migration. We also show that the <em>drl</em> gene is selectively expressed in the DA1 dendrites where it antagonizes <em>Vang</em> and converts <em>wnt5</em> repulsion of the DA1 glomerulus into attraction. The bipolar responses of the DA1/VA1d glomeruli could create the torsion by which <em>wnt5</em> directs the rotation of the glomeruli. Our work shows that converging pre- and postsynaptic processes contribute key signaling components of the PCP pathway, allowing the processes to be co-guided by the <em>wnt5</em> signal.
</p>
<p>
My future research will be divided into the two following parts:
</p>
<p>
(1) Elucidating the Biochemical Mechanisms of Wnt5-Drl/Ryk-Vang Signaling
</p>
<p>
Our genetic evidence indicated that <em>Drl/Ryk</em> acts in the PN dendrites to antagonize the function of <em>Vang</em> in the ORN axons. <em>Drl/Ryk</em> encodes a transmembrane receptor belonging to the atypical receptor tyrosine kinase family, while <em>Vang</em> encodes a four-pass transmembrane protein. It is possible that the Drl and Vang proteins directly interact across the synaptic cleft. We will test this hypothesis by asking (a) if Drl physically interact with Vang and (b) if Vang activity is down regulated upon interaction. We will test the hypothesis by assessing the behaviors of the proteins <em>in vitro</em> and <em>in vivo</em>. For the <em>in vitro</em> experiments we have made constructs that express the Drl/Ryk and Vang proteins in the <em>Drosophila</em> S2 cell line. For the <em>in vivo</em> experiments we have used the Crispr/Cas9 technique to edit the two genes, which will allow us to visualize the trafficking of the two proteins in the developing neuronal processes.
</p>
<p>
Showing that Drl/Ryk could act <em>in trans</em> to down regulate Vang would be an important finding for two reasons. First, the role of the Ryk protein in PCP signaling is controversial. Our finding would show that the Drl/Ryk protein is a legitimate component of PCP signaling. Second, the mammalian Ryk protein has previously been shown to modulate the stability of the Vangl2 protein <em>in cis</em>. Our finding would show for the first time that the two proteins could also interact <em>in trans</em>, possibly using a very different signaling mechanism.
</p>
<p>
(2) Identifying other Components of Wnt5-Drl/Ryk-Vang Signaling
</p>
<p>
The observation that the Drl/Ryk transmembrane protein, which is expressed by the PN dendrites, antagonizes Wnt5 signaling prompts the question of what receptor transduces the Wnt5 signal in the dendrites. We hypothesize that the Frizzled seven-pass transmembrane protein (Fz) could act as the Wnt5 receptor in the PN dendrites. To test this hypothesis we will use the mosaic technique to selectively delete the Fz function from either the ORN axons or PN dendrites to determine if Fz is required by either of the pre- or postsynaptic processes for formation of the olfactory neural circuit.
</p>
<p>
Identifying the Wnt5 receptor in the PN dendrites will be a crucial advancement in understanding the mechanism by which Wnt5 regulate the co-migration of the ORN axons and PN dendrites. Linking the Fz transmembrane protein to the signaling pathway will allow us to (a) visualize the extracellular synaptic complex that forms between the ORN axon and PN dendrites and (b) elucidate the intracellular signaling cascade that transduces the Wnt5 signal into dendritic growth or collapse.
</p>
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Recent Publications
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<li>Chiba, A., <strong>Hing, H</strong>., Cash, S., and Keshishian, H. (1993). Growth cone choices of Drosophila motoneurons in response to muscle fiber mismatch. <em>J Neurosci</em> <em>13</em>, 714-732.
</li>
<li>Diederich, R.J., Matsuno, K., <strong>Hing, H.</strong>, and Artavanis-Tsakonas, S. (1994). Cytosolic interaction between deltex and Notch ankyrin repeats implicates deltex in the Notch signaling pathway. <em>Development</em> <em>120</em>, 473-481.
</li>
<li>
<strong>Hing, H.K.</strong>, Sun, X., and Artavanis-Tsakonas, S. (1994). Modulation of wingless signaling by Notch in Drosophila. <em>Mech Dev</em> <em>47</em>, 261-268.
</li>
<li>
<strong>Hing, H.K.</strong>, Bangalore, L., Sun, X., and Artavanis-Tsakonas, S. (1999). Mutations in the heatshock cognate 70 protein (hsc4) modulate Notch signaling. <em>Eur J Cell Biol 78</em>, 690-697.
</li>
<li>
<strong>Hing, H.</strong>, Xiao, J., Harden, N., Lim, L., and Zipursky, S.L. (1999). Pak functions downstream of Dock to regulate photoreceptor axon guidance in Drosophila. <em>Cell</em> <em>97</em>, 853-863.
</li>
<li>Ohashi, K., Hosoya, T., Takahashi, K., <strong>Hing, H.</strong>, and Mizuno, K. (2000). A Drosophila homolog of LIM-kinase phosphorylates cofilin and induces actin cytoskeletal reorganization. <em>Biochem Biophys Res Commun</em> <em>276</em>, 1178-1185.
</li>
<li>Ang, L.H., Kim, J., Stepensky, V., and <strong>Hing, H.</strong> (2003). Dock and Pak regulate olfactory axon pathfinding in Drosophila. <em>Development</em> <em>130</em>, 1307-1316.
</li>
<li>Fan, X., Labrador, J.P., <strong>Hing, H.</strong>, and Bashaw, G.J. (2003). Slit stimulation recruits Dock and Pak to the roundabout receptor and increases Rac activity to regulate axon repulsion at the CNS midline. <em>Neuron</em> <em>40</em>, 113-127.
</li>
<li>Kim, M.D., Kamiyama, D., Kolodziej, P., <strong>Hing, H.</strong>, and Chiba, A. (2003). Isolation of Rho GTPase effector pathways during axon development. <em>Dev Biol</em> <em>262</em>, 282-293.
</li>
<li>Conder, R., Yu, H., Ricos, M., <strong>Hing, H.</strong>, Chia, W., Lim, L., and Harden, N. (2004). dPak is required for integrity of the leading edge cytoskeleton during Drosophila dorsal closure but does not signal through the JNK cascade. <em>Dev Biol</em> <em>276</em>, 378-390.
</li>
<li>Ang, L.H., Chen, W., Yao, Y., Ozawa, R., Tao, E., Yonekura, J., Uemura, T., Keshishian, H., and <strong>Hing, H.</strong> (2006). Lim kinase regulates the development of olfactory and neuromuscular synapses. <em>Dev Biol</em> <em>293</em>, 178-190.
</li>
<li>Zhang, D., Zhou, W., Yin, C., Chen, W., Ozawa, R., Ang, L.H., Anandan, L., Aigaki, T., and <strong>Hing, H.</strong> (2006). Misexpression screen for genes altering the olfactory map in Drosophila. <em>Genesis</em> <em>44</em>, 189-201.
</li>
<li>Yao, Y., Wu, Y., Yin, C., Ozawa, R., Aigaki, T., Wouda, R.R., Noordermeer, J.N., Fradkin, L.G., and <strong>Hing, H.</strong> (2007). Antagonistic roles of Wnt5 and the Drl receptor in patterning the Drosophila antennal lobe. <em>Nat Neurosci</em> <em>10</em>, 1423-1432.
</li>
<li>Liu, L., Li, Y., Wang, R., Yin, C., Dong, Q., <strong>Hing, H.</strong>, Kim, C., and Welsh, M.J. (2007). Drosophila hygrosensation requires the TRP channels water witch and nanchung. <em>Nature</em> <em>450</em>, 294-298.
</li>
<li>Liebl, F.L., Wu, Y., Featherstone, D.E., Noordermeer, J.N., Fradkin, L., and <strong>Hing, H.</strong> (2008). Derailed regulates development of the Drosophila neuromuscular junction. <em>Dev Neurobiol</em> <em>68</em>, 152-165.
</li>
<li>Chen, W., and <strong>Hing, H.</strong> (2008). The L1-CAM, Neuroglian, functions in glial cells for Drosophila antennal lobe development. <em>Dev Neurobiol</em> <em>68</em>, 1029-1045.
</li>
<li>Liebl, F.L., McKeown, C., Yao, Y., and <strong>Hing, H.K.</strong> (2010). Mutations in Wnt2 alter presynaptic motor neuron morphology and presynaptic protein localization at the Drosophila neuromuscular junction. <em>PLoS One</em> <em>5</em>, e12778.
</li>
<li>Wu, Y., Helt, J.C., Wexler, E., Petrova, I.M., Noordermeer, J.N., Fradkin, L.G., and <strong>Hing, H.</strong> (2014). Wnt5 and drl/ryk gradients pattern the Drosophila olfactory dendritic map. <em>J Neurosci</em> <em>34</em>, 14961-14972.
</li>
<li>Jantrapirom, S., Cao, D., Wang, J., <strong>Hing, H.</strong>, Tabone, C.J., Lantz, K., de Belle, J.S., Qiu, Y.T., Smid, H.M., Yamaguchi, M., et al. (2019). hDystrophin is Required for Normal Synaptic Gain in the Drosophila Olfactory Circuit. <em>Brain Res.</em>
</li>
<li>
<strong>Hing, H.</strong>, Reger, N., Snyder, J., and Fradkin, L.G. (2019). Wnt5 signals through Drl/Ryk and the Vang PCP Protein to Direct the Co-Migration of Pre- and Postsynaptic Processes. In Review, <em>J Neurosci.</em>
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<h1>Adam J Rich</h1>
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<h3>Adam J Rich, Ph.D</h3>
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Professor (Biology), Director of Undergraduate Research, Chancellor Award Recipient of Teaching
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(585) 395-5740<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Lennon Hall B18<br/>
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<h3>Bio</h3>
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I use the zebrafish as a model system for human disease. We are developing a novel zebrafish-based model for human gastrointestinal (GI) motility. Zebrafish is a good model because of its transparency. We study the mechanisms that regulate coordinated GI motility, and focus on an important regulatory cell, the interstitial cell of Cajal (ICC). The ultimate goal is to use the zebrafish to develop new treatments for GI motility disorders.
</p>
<!-- should be entered as lists in the field -->
<h3>Research Interests</h3>
<p>
Organogenesis is directly observable in zebrafish larvae. The GI tract is functional by 5 days post-fertilization (dpf) when larvae first swallow food. Spontaneous muscular contractions are observed at this stage, and the contractions become very regular by 7 dpf. We have shown that the zebrafish GI tract has ICC, and these ICC first appear by 7 dpf. Therefore patterns of coordinated motility and ICC develop concomitantly by 7 dpf. This observation is similar to what is observed in mice and in humans, and suggest that ICC are necessary to regulate GI motility.
</p>
<p>
The lab is beginning a new direction that will contribute to the understanding of development of ICC. Many common diseases (constipation, delayed gastric emptying) have been correlated with reduced ICC density. One current theory suggests that an imbalance between ICC apoptosis and ICC renewal results in reduced ICC density, contributing to GI motility disorders. Our lab will investigate the role of several genes on the development of ICC progenitor cells as well as maintenance of the ICC phenotype in adults. The overall objective is to better understand ICC turnover and to ultimately develop novel treatments that will restore ICC networks in humans.
</p>
<p>
Planned experiments will utilize real time PCR to examine the temporal expression patterns, and in-situ hybridization to examine spatial expression patterns for these genes. Fluorescence imaging and immunohistochemistry will quantify ICC density in intact tissues. Finally, functional GI motility experiments will quantify GI transit in living adult and larvae zebrafish, and spatiotemporal mapping experiments yield information about the development of coordinated motility patterns in larvae.
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Recent Publications
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<li>A. Rich, S.A. Leddon, S.L. Hess, S.J. Gibbons, S. Miller, X. Xu, and G. Farrugia. Kit-like immunoreactivity in the Zebrafish gastrointestinal tract reveals putative ICC. Dev Dyn. 236: 903-11 (2007).
</li>
<li>A. Rich. A new high-content model system for studies of gastrointestinal transit: the zebrafish. Neurogastroenterology and Motility Neurogastroenterol Motil. 21: 225-8 (2009).
</li>
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<h1>Robert LeSuer</h1>
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<h3>Robert LeSuer, Ph.D</h3>
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Associate Professor
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(585) 395-2279<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 226<br/>
<a href="http://www.bobthechemist.com" class="offsite" target="_blank">Website</a><br/>
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<h3>Bio</h3>
<p>
Dr. LeSuer likes to explore innovative teaching practices like Process Oriented Guided Inquiry Learning (<a href="http://www.pogil.org/">POGIL</a>) and <a href="https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay">specifications grading</a> in his courses in order to encourage students to become self-managed learners. He feels the challenges students face when presented with autonomous and team-driven learning environments better prepares them to become leaders in their professional careers. 
</p>
<h3>Education</h3>
<ul>
<li>B.S. in Chemistry from <a href="http://www.juniata.edu/">Juniata College</a>
</li>
<li>PhD in Analytical Chemistry from <a href="http://www.uvm.edu/">The University of Vermont</a> under the guidance of Bill Geiger
</li>
<li>Postdoctoral experience at <a href="http://www.utexas.edu/">The University of Texas at Austin</a> in the labs of Allen Bard
</li>
</ul>
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<h3>Courses Taught</h3>
<ul>
<li>CHM 205: College Chemistry I Laboratory
</li>
<li>CHM 313: Quantitative Chemical Analysis (Analytical Chemistry for non-majors)
</li>
<li>CHM 414: Instrumental Methods
</li>
<li>CHM 416: Instrumental Methods laboratory
</li>
</ul>
<h3>Research Interests</h3>
<p>
Dr. LeSuer leads the <em>Bespoke Scientific Instrumentation Design (BSID)</em> group at SUNY Brockport. The goal of BSID is to use digital fabrication tools (such as 3D printing and CNC milling) and other aspects of the <a href="https://makerfaire.com/maker-movement/">Maker Movement</a> to build scientific instrumentation that is more broadly accessible. “Broadly accessible” in this sense can be instrumentation that is less expensive than commercial analogs or more easily customized through the publishing of designs using open-hardware and open-software licenses. He is also interested in the pedagogical aspects of instrumentation design and explores how student perceptions of the reliability and validity of scientific data are affected by building and modifying scientific instrumentation.
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Recent Publications
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<li>R.J. LeSuer and C.R. Reed, Assessing Technology’s Impact on General Chemistry Student Engagement During COVID-19., J. Chem. Educ. 99 (2022), 3687-3693. <a href="https://doi.org/10.1021/acs.jchemed.2c00570">https://doi.org/10.1021/acs.jchemed.2c00570</a> 
</li>
<li>R. Keesey, RJ. LeSuer, J. Schrier. Sidekick: A Low-Cost Open-Source 3D-printed liquid dispensing robot. HardwareX, 12 (2022), e00319. <a href="https://doi.org/10.1016/j.ohx.2022.e00319">https://doi.org/10.1016/j.ohx.2022.e00319</a> 
</li>
<li>R.J. LeSuer, Incorporating Tactile Learning into Periodic Trend Analysis Using Three-Dimensional Printing., J. Chem. Educ. 96 (2019) 285–290. <a href="https://doi.org/10.1021/acs.jchemed.8b00592" aria-expanded="false">doi:10.1021/acs.jchemed.8b00592</a>.
</li>
<li>R.J. LeSuer, K.L. Osgood, K.E. Stelnicki, J.L. Mendez, OMIS: The Open Millifluidic Inquiry System for small scale chemical synthesis and analysis, HardwareX. 4 (2018) e00038. doi<a href="https://doi.org/10.1016/j.ohx.2018.e00038" aria-expanded="false">:</a> <a href="https://doi.org/10.1016/j.ohx.2018.e00038" aria-expanded="false">10.1016/j.ohx.2018.e00038</a>.
</li>
<li>Y. Jing, S. Almassi, S. Mehraeen, R.J. LeSuer, B.P. Chaplin, The roles of oxygen vacancies, electrolyte composition, lattice structure, and doping density on the electrochemical reactivity of Magneli phase TiO2 anodes., J. Mater. Chem. A. 6 (2018) 23828–23839. <a href="https://doi.org/10.1039/c8ta03719a" aria-expanded="false">doi:10.1039/c8ta03719a</a>.
</li>
<li>K.A. Grice, G.B. Griffin, P.S. Cao, C. Saucedo, A.H. Niyazi, F.A. Aldakheel, G.E. Sterbinsky, R.J. Le Suer, Elucidating the Solution-Phase Structure and Behavior of 8-Hydroxyquinoline Zinc in DMSO., J. Phys. Chem. A. 122 (2018) 2906–2914. <a href="https://doi.org/10.1021/acs.jpca.7b12632" aria-expanded="false">doi:10.1021/acs.jpca.7b12632</a>.
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<h1>Rey Sia</h1>
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Assistant Dean (School of Arts and Sciences), Professor (Biology)
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(585) 395-2783<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Liberal Arts 149 C<br/>
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<span style="font-weight: 400;">Ph.D.  Dept. of Microbiology</span>
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<span style="font-weight: 400;">Columbia University Vagelos College of Physicians and Surgeons</span>
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B.A. Biology
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New College of Florida
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<a class="go" href="https://scholar.google.com/citations?hl=en&user=UYX8hVkAAAAJ">Click here for a list of Dr. Sia’s publications</a>
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<h1>Mark P. Heitz</h1>
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<h3>Mark P. Heitz, Ph.D</h3>
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<dt>
Professor
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<dd>
(585) 395-5586<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Smith Hall 223<br/>
</dd>
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<h3>Education</h3>
<ul>
<li>PhD, SUNY Buffalo; Research Advisor: Frank V. Bright
</li>
<li>Postdoctoral Research, Penn State; Research Advisor: Mark Maroncelli
</li>
</ul>
<!-- should be entered as lists in the field -->
<h3>Areas of Specialty</h3>
<ul>
<li>Physical/Analytical Chemistry
</li>
</ul>
<h3>Courses Taught</h3>
<ul>
<li>CHM 205 - General Chemistry I and Lab
</li>
<li>CHM 303 - Analytical Chemistry I (Quantitative Analysis)
</li>
<li>CHM 400 - Seminar I
</li>
<li>CHM 401 - Seminar II
</li>
<li>CHM 405/408 - Physical Chemistry I (Quantum Mechanics)
</li>
<li>CHM 406/409 - Physical Chemistry II (Thermodynamics & Kinetics)
</li>
<li>CHM414/416 - Instrumental Analysis
</li>
<li>CHM 417 - Computational Chemistry
</li>
</ul>
<h3>Research Interests</h3>
<p>
Our group is interested in molecular solvation processes and how the underlying interactions may influence solution chemistry. The development of a molecular-level understanding of the equilibrium and non-equilibrium aspects of solvation are the focus of our attention. Most recently, we have been interested in the solvation behavior of a model chromophore, coumarin 153, in room-temperature ionic liquids (ILs), deep eutectic solvents (DESs) and binary cosolvent mixtures with each. We use electronic spectroscopic techniques as the primary means of studying solvation, which includes static and dynamic (ps) fluorescence spectroscopies. In addition, through collaborative efforts our spectroscopic information is augmented by computational chemistry and simulation methods and ultrafast transient absorption spectroscopy. Beyond fundamental solute-solvent interactions, our research efforts have also included the study of liquid state dynamics of hydrophiles entrapped within nano- and microheterogeneous media (e.g., reverse micelles, ionic liquids, deep eutectic solvents), conformational biomolecule changes that in novel solvents (ionic liquids), enzymatic response to ionic liquid denaturation, and the application of supercritical fluid technology toward “green” solvent development.
</p>
<h4>
Current Research Projects
</h4>
<h4>
Molecular Solvation Dynamics in Various Media
</h4>
<p>
<strong>Alternative Solvents</strong>… Ionic Liquids (ILs) have been touted as environmentally friendly solvent alternatives to traditional organic solvents. ILs have shown great potential due to their thermal and chemical stability, intrinsic conductivity, ability to dissolve both polar and non-polar solutes, and large electrochemical window. Over several decades they have been a central point of research interests for a broad range of chemical applications (e.g., separations, synthetic chemistry, batteries, fuel cell technology, carbon capture chemistries). Attractive features include negligible vapor pressure, low flammability, and highly tunable physicochemical properties by selection of the ion pair. While initially thought to be good candidates for use as “green solvents”, many ILs are non-biodegradable and are toxic. ILs are generally expensive solvents thereby reducing their marketability in industrial scale processing. More recently, deep eutectic solvents (DESs) have generated a tremendous amount of interest and excitement because DESs are far cheaper, easier to manufacture, and derived from biologically and environmentally benign components, and are commonly formed from quaternary ammonium salts (e.g., choline chloride, ChCl) and a suitable hydrogen bond donors (HBD) such as urea, ethylene glycol (EG), glycerol, or carboxylic acids, but many more combinations are possible. DESs show promise for use as a renewable, recyclable, and sustainable solvent medium with extensive applications including gas capture, drug delivery systems, lubricants, extraction and separation media, electrochemistry, electrodeposition, organic synthesis, biocatalysis, and (nano)materials synthesis and processing to name just a few. The solventless, eco-friendly preparation from inexpensive natural compounds and vast numbers of donor/acceptor molecules allows for specifically tailored properties, giving DESs a “designer” nature.
</p>
<p>
<strong>Biomolecules</strong>... function is driven by structure, which is in turn governed by the medium surrounding the protein. As an extension of our work on ionic liquid solvation, we have been interested in the interactions between biomolecules and ionic liquids. It is assured that with the dramatic increase in the application of ionic liquids, there will be ramifications downstream of processes. What are their effects on biomolecules? How are biomolecule conformational states affected by these interactions? In our research, we have used the model protein bovine serum albumin (BSA) to begin to examine these questions. Fluorescence is probed by covalently attaching an extrinsic fluorophore to the BSA disulfide bridge, which affords us the ability to look at signal from a single microdomain within the protein. Thus, we can assess the impact ionic liquids have, at least within this well-defined region of the protein. Given the myriad of ionic liquids and proteins available, this is a rather protracted problem that provides a nearly unlimited number of systems to study. More recently, we have extended this interest to self-complimentary, double-stranded DNA oligomers. Our lab initiated an internal collaboration with Prof. Josh Blose to determine the intercalation effects of ILs on minor groove binding.
</p>
<p>
<strong>Supercritical Fluids</strong>… another general interest of our group lies in the area of supercritical fluid technology. One advantage of these fluids is that they allow for density and related physicochemical properties (e.g., viscosity) to be tuned by simply changing the system pressure. Supercritical fluids (SCFs) have gained attention as potential green solvent options for organic solvent replacement. SCFs show interesting features, among which the most commonly cited is density fluctuations near the critical point. These fluctuations have been observed to cause a “local density enhancement” of the supercritical fluid that surrounds a solute molecule, which makes solvation in this medium unique. One of the shortcomings of supercritical fluids, and CO2 in particular, is the limited ability to solvate polar solutes. One means to circumvent this problem has been to add 1-5 mol% of an organic cosolvent to mitigate the low polarity of the medium. But the addition of an organic cosolvent partially defeats the purpose of using a supercritical fluid. So, what are the options? As a general class of solvent, ionic liquids are also considered to be “greener” options for finding replacements for organic solvents. Toward that end, we are putting efforts into studying the use of ionic liquids as an amenity to the SCF medium.
</p>
<p>
<strong>Microheterogeneous Media</strong>…a wide variety of polar molecules, such as proteins, enzymes, chromophore dyes, etc., can be hosted in the water pool of reverse micelles. Further, it is well known that a molecule’s local microenvironment has a significant impact on its physicochemical properties. The interest in studying reverse micelle systems stems from the ability to control the hydration environment by varying the amount of water added to the reverse micelle. Thus, the microenvironment sensed by the entrapped species is readily controlled. This can greatly impact chemistry such as proton and electron transfer and allows the study of hydration effects on protein conformations.
</p>
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Awards/Recognitions
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<li>Fellow of the American Chemical Society
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Recent Publications
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<li>Fatemeh Fadaei, Michelle Seifert, Joshua Raymond, David Reha, Natallia Kulik, Babak Minofar,* and <strong>Mark P. Heitz*</strong>, “Interactions Between a dsDNA Oligonucleotide and Imidazolium Chloride Ionic liquids: Effect of Alkyl Chain Length, Part I.”, <em>Molecules</em> <strong>2021</strong>, <em>27(1)</em>, 116. DOI: <a href="https://doi.org/10.3390/molecules27010116">10.3390/molecules27010116</a>.
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<p>
Mary M. LaRocca, Gary A. Baker, and <strong>Mark P. Heitz*</strong>, “Assessing Rotation and Solvation Dynamics in Ethaline Deep Eutectic Solvent and Its Solutions with Methanol”, <em>J. Chem. Phys.</em> <strong>2021</strong>, <em>155(3)</em>, 034505. DOI: <a href="https://doi.org/10.1063/5.0056653" target="_blank" rel="noopener">10.1063/5.0056653</a>
</p>
</li>
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<p>
<strong>Mark P. Heitz*</strong>, Tyler J. Sabo, and Stephanie M. Robillard, “C153 Dynamics in Ethylammonium Nitrate: The Effects of Dilution with Methanol”, <em>Sustain. Chem.</em> <strong>2021</strong>, <em>155(3)</em>, 778 – 795. DOI: <a href="https://doi.org/10.3390/suschem2040041">10.3390/suschem2040041</a>
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<p>
<strong>Mark P. Heitz</strong>, Jason W. Rupp, and Kim W. Horn, “Biocatalytic Activity of Mushroom Tyrosinase in Ionic Liquids: Specific Ion Effects and the Hofmeister Series”, <em>Insights Enzyme Res</em>., 2018, 2(1):12, 1-9. DOI: <a href="https://dx.doi.org/%2010.21767/2573-4466.100012">10.21767/2573-4466.100012</a>.
</p>
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<p>
Jason W. Rupp, and <strong>Mark P. Heitz</strong>, “Determining Mushroom Tyrosinase Inhibition by Imidazolium Ionic Liquids: A Spectroscopic and Molecular Docking Study”, <em>Int. J. Biol. Macromol</em>., 2018, 107 Part B, 1971-1981. DOI: <a href="https://dx.doi.org/10.1016/j.ijbiomac.2017.10.066">10.1016/j.ijbiomac.2017.10.066</a>.
</p>
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<p>
Zachery P. McAtee, and <strong>Mark P. Heitz</strong>, “Density, Viscosity and Excess Properties in the Trihexyltetradecylphosphonium Chloride Ionic Liquid/Methanol Cosolvent System”, <em>J. Chem. Thermodyn</em>., 2016, 93, 34-44. DOI: <a href="http://dx.doi.org/10.1016/j.jct.2015.09.030">10.1016/j.jct.2015.09.030</a>.
</p>
</li>
<li>Kathleen M. Barra, Randy P. Sabatini, Zachery P. McAtee, <strong>Mark P Heitz</strong>, Solvation and Rotation Dynamics in the Trihexyl(tetradecyl)phosphonium Chloride Ionic Liquid / Methanol Co-Solvent System, <em>J. Phys. Chem. B.</em>, <strong>2014</strong>, <em>118</em>(45), 12979-12992. DOI: <a href="https://pubs.acs.org/doi/10.1021/jp5092784">10.1021/jp5092784</a>.
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<h1>Margaret E. Logan</h1>
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<h3>Margaret E. Logan</h3>
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Emerita (2019)
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<h3>Education</h3>
<ul>
<li>PhD, Organic Chemistry, University of Rochester
</li>
<li>A.B., Brown University, magna cum laude, with honors 1976
</li>
</ul>
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<h3>Courses Taught</h3>
<ul>
<li>Organic Chemistry I and II Lecture and Laboratory
</li>
<li>Advanced Organic Laboratory
</li>
<li>General Chemistry I and II Lecture and Laboratory
</li>
</ul>
<h3>Research Interests</h3>
<ul>
<li>SUNY College at Brockport, Brockport, New York Fall 2000 - present<br />
In collaboration with summer research students and students doing independent research projects, pursuing the synthesis and evaluation of novel diaryl telluride antioxidants, and the development of homogeneous catalytic systems for application to remediation of aryl chlorides such as PCB’s.
</li>
<li>Hobart and William Smith Colleges, Geneva, New York Winter - Spring 2000<br />
Supervised two students in independent research projects involving antioxidant synthesis and water-soluble dyes.
</li>
<li>Ortho-Clinical Diagnostics, Rochester, New York 1992 - 1998<br />
Principal Scientist: Developed new chemistry and materials for traditional clinical chemistry assays and immunoassays: dyes, ionophores, haptens, stabilizers.
</li>
<li>Eastman Kodak Company, Rochester, New York 1982 - 1992<br />
Senior Research Scientist: Collaborated with the Sterling-Winthrop Pharmaceutical Research Division in the design and synthesis of matrix metalloproteinase inhibitors and neurokinin receptor inhibitors. Designed and synthesized sensitizing dyes.
</li>
<li>Department of Chemistry, University of Rochester, Rochester, New York 1978 -1982<br />
Graduate Studies: Natural product total synthesis
</li>
<li>CIBA-Geigy, Cranston, Rhode Island 1976 - 1978<br />
Process Research Chemist: Process research and production support for the synthesis of pharmaceutical compounds.
</li>
</ul>
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Awards/Recognitions
</a>
<div class="content" id="panel_profile_31" role="tabpanel" aria-labelledby="panel_profile_31-heading">
<ul>
<li>Chancellor’s Award for Excellence in Teaching (2006).
</li>
<li>W. D. Walters Teaching Award, University of Rochester (1980).
</li>
<li>Sherman Clarke Fellowship, University of Rochester (1978-1982).
</li>
</ul>
</div>
</li>
<li class="accordion-navigation" role="presentation">
<a href="#panel_profile_32" role="tab" id="panel_profile_32-heading" aria-controls="panel2" aria-expanded="false">
Recent Publications
</a>
<div class="content" id="panel_profile_32" role="tabpanel" aria-labelledby="panel_profile_32-heading">
<p>
M. E. Logan and M. E. Oinen, “Dechlorination of Aryl Chlorides with Sodium Formate Using a Homogeneous Palladium Catalyst”, <em>Organometallics</em> 2006, 25, 1052-1054.
</p>
<p>
M.R. Detty, M.E. Logan, “One and Two-Electron Redox Reactions in Organoselenides and Organotellurides”. In <em>Advances in Physical Organic Chemistry</em>, V. 39, J. Richard, Ed.; Academic Press: San Diego, 2004; pp. 79-145.
</p>
<p>
M. E. Logan, J. Fyles, S. Hasselberg. US Patent 5928886 “Reduction in first slide bias and improved enzyme stability by incorporation of diaryl tellurides in the gravure layer of dry-film immunoassay elements” (1999).
</p>
<p>
W. W. Weber, C. R. Messing, M. E. Logan, US Patent 5,747,345, “Calcium Specific Diaza-18-crown-6-ether Chromoionophores” (1998).
</p>
<p>
M. E. Logan, C. A. DeCann, M. D. Bale, G. L. Snodgrass, R. E. Snoke, US Patent 5,686,254, “Reduction in First Slide Bias and Improved Enzyme Stability by the Incorporation of Diaryl Tellurides in Thin-Film Immunoassay Elements” (1997).
</p>
<p>
A. K. Ghose, M. E. Logan, A. M. Treasurywala, H. Wang, R. C. Wahl, B. E. Tomczuk, M. R. Gowravaram, E. P. Jaeger, and J. J. Wendoloski, “Determination of Pharmacophoric Geometry for Collagenase Inhibitors Using a Novel Computational Method and Its Verification Using Molecular Dynamics, NMR, and X-ray Crystallography,” <em>J. Am. Chem. Soc.</em> 1995, 117, 4671-4682.
</p>
<p>
M. R. Detty and M. E. Logan, “Isopentyl Nitrite,” In <em>Encylopedia of Reagents for Organic Synthesis</em>, L. A. Paquette, Ed, Vol 4, Wiley, New York: 1995, pp 2908-2911.
</p>
<p>
K. B. Lawrence, B. R. Venepalli, K. C. Appell, R. Goswami, M. E. Logan, B. E. Tomczuk, and J. M. Yanni, ” Synthesis and Substance P Antagonist Activity of Naphthimidazolium Derivatives,” <em>J. Med. Chem.</em> 1992, 35, 1273-1279.
</p>
<p>
B. R. Venepalli, L. D. Aimone, K. C. Appell, M. R. Bell, J. A. Dority, R. Goswami, P. L. Hall, V. Kumar, K. B. Lawrence, M. E. Logan, P. M. Scensny, J. A. Seelye, B. E. Tomczuk, and J. M. Yanni, “Synthesis and Substance P Receptor Binding Activity of Androstano[3,2-b](pyrimido[1,2-a]benzimidazoles),” <em>J. Med. Chem.</em> 1992, 35, 374-378.
</p>
<p>
K. C. Appell, B. E. Babb, R. Goswami, P. L. Hall, K. B. Lawrence, M. E. Logan, R. Przyklek-Elling, B. E. Tomczuk, B. R. Venepalli, and J. M. Yanni, “Imidazo[4,5-b]-quinoxaline Cyanine Dyes as Substance P Antagonists,” <em>J. Med. Chem.</em> 1991, 34, 1751-1753.
</p>
<p>
M. E. Logan, R. Goswami, B. E. Tomczuk, and B. R. Venepalli, “Recent Advances in Neurokinin Receptor Antagonists.” In Annual Reports in <em>Medicinal Chemistry,</em> V. 26; J. Bristol, Ed.; Academic Press: New York, 1991; pp 43-51.
</p>
<p>
B. E. Tomczuk, M.E. Logan, R. Goswami, and B.R. Venepalli, “Neurokinin Receptor Ligands,”<em>Current Opinions in Therapeutic Patents</em> 1991, 1, 197-210.
</p>
<p>
M. E. Logan, US Patent 4,839,260, “Novel Polymethine Dyes and UV Absorbers and Imaging Materials for Their Use” (1989).
</p>
<p>
M. E. Logan, US Patent 4,839,274, “Novel Polymethine Dyes and UV Absorbers Containing a Triarylborylisocyano Group and Imaging Materials for Their Use” (1989).
</p>
<p>
M. E. Logan, US Patent 4,855,213, “Novel Polymethine Dyes and Imaging Compositions” (1989).
</p>
<p>
A. S. Kende, J.P. Rizzi, M. Logan King, “Stereospecific Total Synthesis of 11-Deoxyanthracyclinones.” In <em>Anthracycline Antibiotics</em>; J.S. El Khadem, Ed.; Academic Press: New York, 1982, pp 141-166.
</p>
<p>
A. S. Kende, M. Logan King, D. P. Curran, “Total Synthesis of (+/-)-4’-Demethyl-4-epipodophyllotoxin by Insertion-Cyclization,” J. Org. Chem. 1981, 46, 2826-8.
</p>
</div>
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Presentations
</a>
<div class="content" id="panel_profile_33" role="tabpanel" aria-labelledby="panel_profile_33-heading">
<p>
Margaret E. Logan, Synthetic and Mechanistic Aspects of Palladium-Catalyzed Reactions of Aryl Chlorides Rochester Institute of Technology (January 12, 2010). (Invited talk)
</p>
<p>
Margaret E. Logan, Clickers in the General Chemistry Courses at SUNY Brockport, 20th Biennial Conference on Chemical Education, Richmond, IN, July 27-31, 2008. (Poster presentation)
</p>
<p>
Margaret E. Logan, Cory J. Charbonneau, Mark E. Oinen, Palladium-Catalyzed Reactions of Aryl Chlorides in Ionic Liquids, 40th National Organic Symposium, Duke University, Durham, NC, June 3-7, 2007. (Poster presentation)
</p>
<p>
Margaret E. Logan, Alicia M. Penna, Andrea N. Topolnycky, Ahmed Yimam, “The Synthesis And Antioxidant Properties of Electron-Rich Diaryltellurides,” Northeast Regional Meeting of the American Chemical Society, Rochester, NY (2004). (Poster Presentation
</p>
<p>
Margaret E. Logan, “The Synthesis and Antioxidant Properties of Electron-rich Diaryl Tellurides,” Buffalo State College (September 23, 2004).
</p>
<p>
Margaret E. Logan, Elizabeth A. Gregory, Stacy Morill and Andrea Topolnycky, “An Improved Synthesis of Electorn-Rich Diaryyl Ditellurides and Diaryl Tellurides”, 38th National Organic Symposium, in Bloomington, Indiana, June 8-12, 2003. (Poster presentation)
</p>
<p>
M. E. Logan, E. A. Christensen, D. J. Ertl, I. B. Hamlet, Z. J. Henneman, “The Synthesis of Electron-Rich Diaryl Tellurides,” Northeast Regional Meeting of the American Chemical Society, Durham, NH (2001). (Poster presentation)
</p>
<p>
M. E. Logan, K. A. Jackson, H. R. Luss, “Novel Heterocycles from Triarylborane-Isonitrile Complexes,” Rochester Institute of Technology (1989).
</p>
<p>
M. E. Logan, “Novel Heterocycles from Triarylborane-Isonitrile Complexes, Gordon Research Conference on Heterocyclic Chemistry (1988).
</p>
<p>
M. E. Logan, K. A. Jackson, H. R. Luss, “Novel Heterocycles from Triarylborane-Isonitrile Complexes,” Northeast Regional Meeting of the American Chemical Society, Rochester, NY (1987).
</p>
<p>
<strong>Research Presentations by Undergraduate Collaborators</strong>
</p>
<p>
Trevor O’Leary, Margaret E. Logan, Rey A. Sia, Synthesis and Evaluation of Telluride Antioxidants for the Study of Oxidatitve Damage to Mitochondrial DNA, 23rd National Conference on Undergraduate Research, La Crosse, WI, April 16-18, 2009 (Oral presentation)
</p>
<p>
Trevor O’Leary, Margaret E. Logan, Rey A. Sia, Synthesis and Evaluation of Telluride Antioxidants for the Study of Oxidative Damage to Mitochondrial DNA, 54th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, St. John Fisher College, Rochester, April 25, 2009. (Oral presentation)
</p>
<p>
Trevor O’Leary, Margaret E. Logan, Rey A. Sia, Synthesis and Evaluation of Telluride Antioxidants for the Study and Prevention of Oxidative Damage to Mitochondrial DNA, Rochester Academy of Science Fall 2008 Scientific Papers Day, Nazareth College, November 1, 2008. (Poster presentation)
</p>
<p>
Heather Mulford, Margaret E. Logan, The Synthesis and Analysis of Diarylditellurides and Diaryltellurides from a Series of Ester-Substituted Anilines, 53rd Annual undergraduate Research Symposium of the Rochester Section of the American Chemical Soceity, SUNY Geneseo, Geneseo, April 26, 2008 (Oral presentation)
</p>
<p>
Heather Mulford, Margaret E. Logan, The Synthesis and Analysis of Diarylditellurides and Dairyltellurides from a Series of Ester-substittuted Anilines, 22nd National Conference on Undergraduate Research, Salisbury, MD, April 10-12, 2008. (Oral presentation)
</p>
<p>
Heather Mulford, Margaret E. Logan, The Synthesis and Analysis fo Diarylditellurides and Diaryltellurides. From a Series of Ester-Substituted Aniline: Impact of Electron Density on the Reaction Chemistry and on the Properties of the Telluride Product, Rochester Academy of Science Fall 2007 Scientific Papers Day, SUNY Geneseo, November 10, 2007. (Poster presentation)
</p>
<p>
Makoto Nagahama, Margaret E. Logan, Rey A. Sia, The Synthesis of Cationic Antioxidants and the Evaluation of Their Use as Probes of Oxidative Damage in Yeast Mitochondria, Rochester Academy of Science Fall 2007 Scientific Papers Day, SUNY Geneseo, November 10, 2007. (Poster presentation)
</p>
<p>
Cory J. Charbonneau, Margaret E. Logan, Palladium-Catalyzed Reactions of Aryl Chlorides: The Nature of the Catalyst and Extension to Green Solvents, Scholars Day, Suny College at Brockport, Brockport, NY, April 11, 2007. (Oral Presentation)
</p>
<p>
Cory J. Charbonneau, Margaret E. Logan, Palladium-Catalyized Reactions of Aryl Chlorides: The Nature of the Catalyst and Extension to Green Solvents, Rochester Academy of Science Fall 2006 Scientific Papers Day, St. John Fisher College, November 4, 2006. (Oral presentation
</p>
<p>
Luke J. Laczak, Margaret E. Logan, Rey A. Sia, The Synthesis of Cationic Antioxidants and the Evaluation of Their Use as robes of Oxidative Damage in Yeast Mitochondria, Rochester Academy of Science Fall 2006 Scientific Papers Day, St. John fisher College, November 4, 2006. (Oral Presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, Rey A. Sia, “The Synthesis of Amino-Substituted Alkylaryltelluride Phosphonium Salts”, 51st Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Soceity, SUNY college at Brockport, Brockport, April 22, 2006. (Oral presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, Rey A. Sia “The Syntehsis of Amino-Substituted Alkylaryltelluride Phosphonium Salts”, Scholars Day, SUNY College at Brockport, Borckport, NY April 12, 2006. (Oral presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, Rey A. Sia, “The Syntehsis of Amino-Substituted Alkylaryltelluride Phosphonium Salts” 20th National Conference on Undergraduate Research, Asheville, NC, April 6-8, 2006. (Oral presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, Rey A. Sia, “The Syntehsis of Amino-Substituted Alkylaryltelluride Phosphonium Salts”, Rochester Academy of Science Fall 2005 Scientific Papers Day, Finger Lakes Community College, November 5, 2005. (Poster presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, Progress toward the Syntehsis of Cationic Alkylaryl Tellurides”, 50th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, Nazareth College, April 23, 2005. (Oral presentation)
</p>
<p>
Mark Oinen, Margaret E. Logan “The Hydrodehalogenation of Aryl Chlorides Using a Homogeneous Palladium Catalyst”, 19th National Conference on Undergraduate Research, Lexington, VA, April 21-23, 2005. (Oral presentation)
</p>
<p>
Jacqueline Simson, Margaret E. Logan, “Progress toward the Syntehsis of Cationic Tellurides”, Scholards Day, SUNY College at Brockport, Brockport, Ny, April 13, 2005. (Oral presentation)
</p>
<p>
Mark Oinen, Margaret E. Logan, “A Model System for PCB Remediation Using a Homegeneous Palladium Catalyst System”, Scholars Day, SUNY College at Brockport, Brockport, NY, April 13, 2005. (Oral presenation)
</p>
<p>
Mark Oinen, Margaret E. Logan “The Hydrodehalogenation of Aryl Chlorides Using a Homogenous Palladium Catalyst”, Northeast Regional Meeting of the American Chemical Society, Rochester, NY, October 31-November 3, 2004. (Poster presentation)
</p>
<p>
Alicia Penna, Margaret E. Logan, “The Antioxidant Properties fo Novel Diaryl Tellurides in a Linoleic Acid Free Radical System”, 49th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, Roberts Weleyan College, April 24, 2004. (Oral presentation)
</p>
<p>
Alicia Penna, Margaret E. Logan, “The Antioxidant Properties of Novel Diaryl Tellurides in a Linoleic Acid Free Radical System”, 18th National Conference on Undergraduate Research”, Indianapolis, IN, April 15-17, 2004. (Oral presentation)
</p>
<p>
Alicia Penna, Margaret E. Logan, “The Antioxidant Properties of Novel Diaryl Tellurides in a Linoleic Acid Free Radical System”, Undergraduate Science Research Conference, University of Rochester School of Medicine and Dentistry, November 8, 2003. (Poster presentation)
</p>
<p>
Alicia Penna, Margaret E. Logan, “The Antioxidant Properties of Novel Diaryl Tellurides in a Linoleic Acid Free Radical System”, Robert A. Laudise Symposium, Union College, Schenectady, NY, October 11, 2003. (Poster presentation)
</p>
<p>
Ahmed Yimam, Margaret E. Logan, “An Efficient Syntehsis of Novel, Electron-Rich Diaryl Telluride Antioxidants”, 49th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, Roberts Wesleyan College, April 24, 2004. (Oral Presentation)
</p>
<p>
Ahmed Yimam, Margaret E. Logan, “An Efficient Synthesis of Novel, Electron-Rich Diaryl Telluride Antioxidants”, 49th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, Roberts Wesleyan College, April 24, 2004. (Oral presentation)
</p>
<p>
Ahmed Yimam, Margret E. Logan, “An Efficient Syntehsis of Novel, Electron-Rich Diaryl telluride Antioxidants”, 18th National Conference on Undergraduate Research”, Indianapolis, IN, April 15-17, 2004. (Oral presentation)
</p>
<p>
Ahmed Yimam, Margaret E. Logan, “An Efficient Synthesis of Novel, Electron-Rich Diaryl Telluride Antioxidants”, Undergraduate Science Research Conference, University of Rochester School of Medicine and Dentistry, November 8, 2003. (Poster presentation)
</p>
<p>
Stacy Morill, Margaret E. Logan, “Progress Toward an Improved Syntehtic Route for Amino-Substituted iaryl Tellurides”, 17th National Conference on Undergraduate Research”, Salt Lake City, Utah, March, 2003 (Oral presentation)
</p>
<p>
Stacy Morill, Margaret E. Logan “Progress Toward an Improved Syntehtic Route for Amino-Substituted Diaryl Tellurides”, Undergraduate Scicence Research Conference, University of Rochester School of Medicine and Dentistry, October, 2002 (Poster presentation)
</p>
<p>
Andrea N. Topolnycky, Margaret E. Logan, “Synthesis and Evaluation of Novel Diaryl Tellurides, ”17th National Conference on Undergraduate Research”, Salt Lake City, Utah, March, 2003. (Oral presentation)
</p>
<p>
Andrea N. Topolnycky, Margaret E. Logan, “ Syntehsis and Evaluation of Novel Diaryl Tellurides”, Undergraduate Science Research Conference, University of Rster School of Medicine and dentistry, October, 2002. (Poster presentation)
</p>
<p>
Elizabeth A. Gregory, “ An Improved Synthesis of Amino-Subsittuted Diaryl Telluries”, Scholars Day, SUNY College at Brockport, Brockport, NY, April, 2002. (Oral presentation)
</p>
<p>
Elizabeth A. Gregory, Margaret E. Logan, “ An Improed Syntehsis of Amino-Subsittuted Diaryl Tellurides”, 47th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, Hobart and William Smith Colleges, Geneva, NY, April, 2002. (Oral presentation)
</p>
<p>
Elizabeth A. Gregory, Margaret E. Logan, “ An Improved Synthesis of Amino-Substituted Diaryl Tellurides”, 2002 National Conference on Undergraduate Research, Whitewater, Wisconsin, April, 2002. (Oral presentation)
</p>
<p>
Elizabeth A. Christensen, Margaret E. Logan, ” An Improved Syntehsis of Amino-Substituted Diaryl Tellurides”, 2002 National Conference on Undergraduate Research, Whitewater, Wisconsin, April, 2002.(Oral presentation)
</p>
<p>
Elizabeth A. Christensen, Margaret. E. Logan, ”An Improved Syntehsis of Amino-Substituted Diaryl Tellurides,” Robert A. Laudise Symposium, Union College, Schenectady, NY, September, 2001. (Poster presentation)
</p>
<p>
Zachary J. Henneman, Margaret E. Logan, “Progress Toward the Syntehsis of a Water-soluble Julolidine”, 46th Annual Undergraduate Research Symposium of the Rochester SEction of the American Chemical Society, Rochester Institute of Technology, Rochester, NY, april 2001. (Poster presentation)
</p>
<p>
Ian B. Hamlet, M. E. Logan, “Synthesis of Electorn-Rich Diaryl Tellurides as Antioxidants” 45th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, University of Rochester, Rochester, NY, April 200. (Poster presentation)
</p>
<p>
John J. Thomas, Margaret E. Logan, “The Synthesis of Water-Soluble Derivatives of Julolidine”, 45th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, University of Rochester, Rochester, NY, April 2000. (Poster presentation)
</p>
<p>
John J. Thomas, Margaret E. Logan, “The Synthesis of Water-soluble Derivatives of Julolidine”, 45th Annual Undergraduate Research Symposium of the Rochester SEction of the American Chemical Society, University of Rochester, Rochester, NY, April 2000. (Poster presentation)
</p>
<p>
Timothy Frade, Wayne W. Weber, Margaret E. Logan, Kay Turner, “The Synthesis of Calcium-Selective Chromoionophores”, 38th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, SUNY College at Brockport, Brockport, NY, April 1993. (Poster presentation)
</p>
</div>
</li>
</ul>
<h3>
Professional Service
</h3>
<p>
College Service
</p>
<ul>
<li>Center for Excellence in Teaching and Learning (CELT) Advisory Committee (Fall 2005-present)
</li>
<li>SciFinder Scholar Coordinator (Summer 2004-present).
</li>
<li>Department of Chemistry Curriculum Committee (Fall 2003-present).
</li>
<li>Pre-Health Professions Advisory Committee (Fall 2002-present).
</li>
<li>Department of Chemistry Equipment and Instrumentation Committee (member: Fall 2000-present; Chair: Fall 2003-present).
</li>
<li>Department of Chemistry Library Coordinator (Fall 2000-present).
</li>
</ul>
<p>
Additional Professional Service
</p>
<ul>
<li>Reviewer: Journal of Organic Chemistry; Organic Letters.
</li>
<li>Co-organizer, 48th Annual Undergraduate Research Symposium of the Rochester Section of the American Chemical Society, SUNY Brockport, April 26, 2003
</li>
<li>Organizer and chair, “Molecular Recognition” plenary session for the 1995 Northeast Regional Meeting of the American Chemical Society
</li>
<li>First chair of the Organic Chemistry Technical Council at the Eastman Kodak Company (1993).
</li>
<li>Co-organizer, Eastman Kodak’s 81st Interplant Technical Conference (1990).
</li>
<li>Harrison Howe Committee for the Rochester Section of the American Chemical Society (1989).
</li>
<li>Developed and Coordinated the Ortho-Clinical Diagnostics program for “Science Saturdays at the Rochester Museum and Science Center” (1996-1998)
</li>
</ul>
<h3>
Resources Obtained
</h3>
<ul>
<li>(2006) PI, Merck/AAAS Undergraduate Science Research Program proposal; funded in 2006 ($60,000).
</li>
<li>(2005) SUNY Brockport Scholarly Incentive Award of $500, “ Green Chemistry for Dechlorination: A Model System for PCB Detoxification” ($500).
</li>
<li>(2005) Donation by Ortho-Clinical Diagnostics to provide a vibration damper for the Nuclear Resonance Spectrometer, recently funded through NSF CCLI A&I ($5,000).
</li>
<li>(2004) Co-PI, National Science Foundation CCLI Grant for 300 MHz NMR spectrometer($ 127,201).
</li>
<li>(2002) Ortho-Clinical Diagnostics grant for support of a summer 2002 research student ($4,000).
</li>
<li>(2002) Donation of Vented Balance Safety Enclosure and electronic balance by Wyeth-Lederle Vaccines, $2,000 total value.
</li>
</ul>
<h3>
Professional Organizations
</h3>
<ul>
<li>American Chemical Society (1977 - present)
</li>
<li>Organic Chemistry Division
</li>
<li>Medicinal Chemistry Division
</li>
<li>Division of Chemical Education
</li>
</ul>
</article>
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<h1>Paul Pettit</h1>
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(585) 395-2643<br/>
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Office: Hartwell Hall 23<br/>
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<h1>Julie Dearing</h1>
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<h3>Julie Dearing, Ph.D</h3>
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Assistant Professor
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(585) 395-2643<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 23<br/>
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<h1>Haylee Molloy</h1>
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(585) 585-3952<br/>
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<h1>Roxana Inscho</h1>
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<h1>Michael Ray</h1>
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(585) 395-5356<br/>
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Office: Hartwell Hall 17C<br/>
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<h1>Katie Kicinski-Burkhardt</h1>
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<h3>Katie Kicinski-Burkhardt, Ph.D</h3>
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Assistant Professor
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(585) 395-5474<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 17 A<br/>
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<h1>Jacqueline Dipzinski</h1>
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<h3>Jacqueline Dipzinski, EdM</h3>
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(585) 395-5158<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall<br/>
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<h1>Joshua M Fegley</h1>
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(585) 395-5538<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Hartwell Hall 50<br/>
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<h1>Ashley Fico</h1>
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Associate Professor
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(585) 395-5091<br/>
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Office: Hartwell Hall 23<br/>
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<h1>Hunter Czajkowski</h1>
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<h1>Christian Carson</h1>
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Associate Professor and Chair
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(585) 395-5280<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Tower 204 D<br/>
<a href="http://christiancarson.com" class="offsite" target="_blank">Website</a><br/>
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<h1>Janet Winkie</h1>
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Lecturer
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(585) 395-2228<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Tower 103 B<br/>
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<h1>Duncan Chase</h1>
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Shop/ Safety Technician
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(585) 794-9120<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Tower 103 D<br/>
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Administrative Assistant 1
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(585) 395-2206<br/>
<a id="email_address" href="mailto:[email protected]">[email protected]</a><br/>
Office: Tower 204<br/>
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