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Combating Banned Books and Censorship in the English Classroom
No full textCensorship is a societal struggle that treads into all aspects of life and the classroom is no exception. Real-world, lesson teaching novels of all genres and types are being banned and challenged across the country, simply for containing (what is deemed to be) “inappropriate topics”—including sexuality, gender, violence, mental health, religion, and racism. Even if novels have been shown to be educational on the topics, they are still removed from the hands of youth in order to shield and protect them from the subject.
“Banned Books” have a wide array of effects on students in the classroom. Student learning is being stunted as conversation topics are being prohibited. Information is being restricted, causing an influx of stress on both student and teacher as they tread the line of what is “acceptable” to learn about. All in all, this causes students to have a skewed perception of the world at large, with gaps in their learning.
There are still steps that can be taken, however. Educators can approach the issue of censorship in the classroom in many ways. They must work to educate themselves and their peers in order to tackle this subject. Through diversification of the classroom and a changed perception on student capabilities, changes can be made
Examining the Use of Technology and Non-Traditional Texts in the Contemporary ELA Classroom
No full textAbstract
In today’s educational climate, it is more prevalent than ever to take into consideration the texts and mediums that we include in our ELA curriculums and also how we utilize technology to transform student learning. The use of multimodal and non-traditional texts in classrooms has been widely controversial among ELA educators and legislators. The value of these texts, whether they be in the form of video or film, graphic narratives, podcasts, tweets, memes, infographics, etc., is being evaluated against the common core and state standards, and what skills students in the ELA classroom should be learning. This paper evaluates these non-traditional texts as educational tools, and examines how they are being used to scaffold, supplement, and transform methods of best teaching practice.
Keywords: multimodal, non-traditional, technology, education, teachin
The Relationship between Resiliency and the Athlete
No full textThe level of resilience in athletes can impact performance, self-concept, and overall mental health. This synthesis investigates the many factors which contribute, both positively and negatively, to an athlete’s level of resilience. The research was conducted using the EBSCOHOST search engine in the SUNY-Brockport Drake Memorial Library’s online resources. Three databases (SportDiscus, Academic Search Complete, and Physical Education Index) were mined using several different combinations of keywords. Data was collected from a selected critical mass of 10 studies. Each study was conducted in the previous 10 years, peer-reviewed, and data-based. The studies were used to answer the following five research questions: 1. What are factors that impact resiliency in athletes?, 2. What impact do coaches have on an athlete’s resiliency?, 3. Do psychological skills training programs have an impact on the resiliency of athletes?, 4. What role does resiliency play in helping athletes respond to loss in a positive way?, and 5. How can athletes be helped to become more resilient? Results indicate that many internal and external factors affect the level of resiliency in athletes. Mental toughness and positive self-concept, specifically, are positively correlated with high levels of resiliency. Task-oriented coping strategies and mastery-oriented motivational climates have a positive effect on self-concept and on resiliency in athletes. Results can be used to help coaches understand the importance of creating mastery-oriented climates. Furthermore, future studies can investigate the effectiveness of psychological skills training programs and the effects they have on resiliency and on overall mental health.
Keywords: Resiliency, Athletics, Coping, Losing, Psychology, Sport
The relationship between the use of heart rate monitors and MVPA levels of secondary school students (Grades 7-12)
No full textAbstract
As people progress throughout their childhood, team sports and lifetime activities are hobbies that most adolescents choose to participate in during their secondary schooling years (grades 7-12). Lifetime activities are being taught to students in hopes that they will be able to live more active lifestyles on their own as they progress throughout life. Team sports are taught and participated through physical education lessons or organized sports. Physical activity levels are crucial for adolescents to understand in order to reach MVPA (moderate to vigorous physical activity). There are many tools that can assist with measuring these physical activity levels, however, an accessible and reliable tool would be: heart rate monitors. These heart rate monitors provide students with the information to understand multiple forms of heart rate zones and how they are connected to their physical activity levels. Most students in secondary schools begin to decline in terms of physical activity. Sports become extremely competitive as people get older and sedentary lifestyles start to become more frequent. The review of literature will examine the connection between heart rate monitors and MVPA levels in secondary school students (grades 7-12).
Keywords: Heart Rate Monitors, MVPA Levels (Moderate to Vigorous Physical Activity), Lifetime Activities, and Heart Rate Zones
STEM for Students with Blindness and Visual Impairments: Tenets of an Inclusive Classroom
No full textScience, Mathematics, Engineering, and Technology (STEM) classes are highly visual in nature, which can be a barrier for students with blindness and visual impairments (BVI). Providing teachers and educators with a resource of technologies and adaptions that utilize various senses can assist in creating a more inclusive classroom environment. A multisensory approach to STEM education can improve the academic success for all students, regardless of ability. In addition, allowing students with BVI the opportunity to actively participate in STEM activities, concepts, and experiments can increase engagement and promote the continuation to higher education in the field
Modifications to Undergraduate Major in Biology Adolescence Inclusive (7-12) Education with Grades 5 and 6 Extension
No full textThe purpose of this proposal is to align the curriculum that was previously approved by the College Senate with the curriculum recently approved by SED
Updated Disability Statement for Course Syllabi
No full textRevision to the “disability statement” which is required element of all course outlines
Proposal to Recognize the History MA Program as an Online Distance-Learning Program
No full textProposal seeks to clear the way for the History MA Program to be listed on the Open SUNY program search web site
Open Access Policy for Journal Articles (2 Year Review)
No full textEncourages faculty to make available an electronic copy of their final version of scholarly articles to Drake Memorial Library\u27s Digital Commons for dissemination and archival purposes. Aligns with SUNY Board of Trustees resolution on Campus Open Access Policies and System Repository (3/22/18)
Kinesiology Major Changes
No full textRequire PES 413 - Motor Development in the Kinesiology Major and make PES 413 a pre-requisite to PES 439 - Motor Learning. Re-register/re-name PES 479 Research in Kinesiology to PEP Applied Research in Kinesiology and re-register/re-name PES 480 Kinesiology Practicum to PEP 480 Internship in Kinesiology