Several faculty and staff members earned SUNY Chancellor's Awards for Excellence, system-wide recognition for outstanding track records in teaching, service and enhancing the campus and community:
SUNY Oswego faculty member Lisa Glidden, a professor of political science and director of global and international studies, has earned the SUNY Chancellor’s Award for Excellence in Faculty Service. Read full story.
Two SUNY Oswego faculty members (from left) –- Andrea Pagano and Allison Rank –- earned the prestigious SUNY Chancellor’s Award for Excellence in Teaching. Read full story.
The SUNY Chancellor’s Awards for Excellence in Professional Service recognized (from left) Kristin I. Gublo, instructional support specialist for the Chemistry Department, and Magdalena (Maggie) D. Rivera, assistant dean of students for student outreach and support. Read full story.
SUNY Oswego psychology faculty member Mark Mirabito earned the SUNY Chancellor’s Award for Excellence in Adjunct Teaching. Read full story.
Distinguished Professor of Physics and Astronomy Shashi Kanbur presented on "Modelling First Overtone Classical Cepheids" during Gauhati University's international Workshop on Probing Stars and Galaxies Using Innovative Data Science Tools on Sept. 4. Headquartered in Assam, India, the workshop featured a wide range of astrophysics experts, including some of Kanbur's former mentees.
Penfield Library faculty Marissa Caico, Laura Harris and Sarah O'Shea recently published an article describing their Evaluative Information Literacy Rubric for AI Tools, to which librarian Emily Mitchell also contributed. Their article, "Is this AI tool right for me?: Important questions from the Framework" is currently one of the most-read articles in College & Research Libraries News.
In addition, Penfield Librarian Nicole Westerdahl recently published two book chapters in edited volumes: "(Eventually) learning to look before I leap: Discovering instructional design mid-career" in "Training Library Instructors," edited by M. W. Johnson, and (as co-author with Tarida Anantachai of North Carolina State University) "Launching for search success: Establishing and training search committees in academic libraries" in K. M. Houk, J. Nielsen and J. Wong-Welch's "Toward Inclusive Academic Librarian Hiring Practices."
Damian Schofield, director of the human-computer interaction master’s program, spoke at the Tripura Institute of Technology on Sept. 7 on “Designing for Delight: The Psychology of User Interfaces.” He discussed how human-computer interaction (HCI) is a multidisciplinary field that focuses on the design and use of computer technology, emphasizing the interfaces between people (users) and computers. This talk introduced the fundamental concepts and importance of HCI to newcomers.
Schofield and HCI students Bahareh Nejati and Ravi Teja Manchi published “Incorporating Cross-Cultural Design Into The User Interface” in the International Journal of Multimedia and Its Applications. This paper focused on the significance of culturally tailored digital products for Arabic-speaking users, examining how cultural relevance influences user satisfaction and engagement. This research study aimed to provide guidelines for incorporating cross-cultural designs in interfaces for Arabic-speaking users.
Stephanie Wallace, the assistant director of SUNY Oswego’s Collegiate Science and Technology Entry Program (CSTEP), is furthering her professional development and ability to serve students through a New York Education Policy Leadership Program (NY EPLP) fellowship. NY EPLP was established in 1981-82 as a program opportunity for education leaders with a desire to work against inequality issues and improve education policy. Read full story.
Criminal justice faculty member Megan Willows co-authored ”It’s okay to dream: Navigating trauma, healing, and futuring among LGBTQ+ Black girls, transgender and nonbinary youth in New York State” in Children and Youth Services Review. The disaggregated interview data of 13 LGBTQ+ identified participants from a larger qualitative study with 24 Black girls, femmes, transgender and nonbinary youth, aged 16 to 25, who reside in New York state. Through critical thematic analysis, three main themes emerged: 1) the significance of participants’ experiences of childhood trauma, 2) participants’ conceptualizations and experiences of healing and resistance and 3) participants’ aspirations and dreams for their futures and the futures of their communities.
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