SUNY Brockport
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Revision of the Economics Minor
No full textRevision of the Economics Minor which allows courses from other Social Sciences and Mathematics to be part of the Mino
Minor Alteration of Curriculum for Students Who Enroll in the Honors College as First-Year Students.
No full textWe propose that students who enroll in the Honors College as first-year students be required to take three instead of four Honors lower-division (knowledge area) GE courses. In lieu of the fourth GE course, Honors students will be required to take two one-credit special topics seminars
Robert E. Boozer, interviewed by Bruce Leslie
No full textRobert E. Boozer graduated from Slippery Rock Universirty in 1936 with a Bachelor\u27s in Health and Physical Education, and completed his Master\u27s program at Springfield University in 1947. He served as a teacher, coach, and athletic administrator from 1947 to 1979
Summit of Mount Marcy
No full textNew York. Summit of Mount Marcy in winter.https://digitalcommons.brockport.edu/us_ny/1089/thumbnail.jp
Physical Activity Patterns of Students from Low-Socioeconomic Status
Get PDFResearch indicates that in today’s society, there is less and less physical activity happening amongst young children from low-socioeconomic households. The purpose of this synthesis was to review the literature on physical activity patterns and behaviors of children from low socioeconomic families. Teachers, families, and communities can have an impact on the lives of these children. Results indicate that there are ways we can increase physical activity and positive behaviors amongst low-socioeconomic youth
CURRICULUM REDESIGN WITH AN EMPHASIS ON RELATIONAL UNDERSTANDING IN A 7TH GRADE PROPORTIONAL RELATIONSHIPS UNIT
No full textStudents often struggle with mathematical problem solving. While they may know the content they often lack the problem solving skills needed to obtain an acceptable answer. Students need to be equipped with Relational Understanding so they can transfer their knowledge across various types of problems. This Curriculum Design focuses on the Engage New York Common Core Module 1 lessons and how they can be used to enhance the students relational understanding through the use of Real-World Applications
Culture Shock and Dealing with the Impact of Cultural Differences in Our Classrooms
No full textThe number of immigrant students continues to grow from all corners of the world. With the student population growing even more diverse, teachers need a clearer understanding of culture shock and its different stages. Not only do students face linguistic challenges when entering the American classroom, but they are also confronted with socio-cultural differences. Informed educators can prevent or reduce anxiety from the stress of culture shock and allow for an environment where effective instruction and learning can take place. More can be done to empower educators to deal with the culture shock that is prevalent and growing in today’s classroom. The PD is designed for all teachers working with ELLs to better understand culture shock with its the stages, symptoms, and effects. With this knowledge, educators can be better prepared for assisting and supporting the ELLs who experience culture shock. Empowering teachers and ELLs with proper training about culture shock and its impact in our classrooms is essential to language, socio-cultural contexts and assessments
Qualifying the potential impact of civic educators: A literature review of dispositions, behaviors, and student outcomes
No full textCivic education teachers are confronted with a landscape in which they are: asked to comply with varied and somewhat contradictory standards, confronted with high-stakes testing which may not measure meaningful civic learning outcomes, and despite their best intentions, made painfully aware that only approximately 25 percent of students are achieving a level of civic proficiency. In order to remedy this ragged state of civic education, teacher agency can be developed. This agency can be realized through a careful interrogation of a teacher’s presence in the classroom and an examination of the presence’s implications on student learning outcomes. The specific elements of the problem around which I hope to create clarity are as follows: civic education teacher perspectives (civic and pedagogical dispositions) and behaviors, which teacher dispositions precipitate which pedagogical behaviors, and the pedagogical best-practices which precipitate the most desirable or highest levels of student civic outcomes. Upon articulating these concepts and their relationships as well as the research surrounding them, it is evident that certain teacher dispositions are to a moderate degree correlated to pedagogical behaviors and in turn conceptually and statistically linked to improved civic outcomes for students. The dispositions which most favor improved civic results reflect common ideologies of participation, engagement, and student agency
Proposing a New General Education Course: BUS210, Social Media and Consumers (S, Y)
No full textThis proposal intends to propose a new course, Social Media and Consumers, which will satisfy the Gen. Ed. Requirements in Social Sciences. This course provides students with the theoretical and practical approaches to think critically about the powerful ways social media are shaping consumers\u27 lives
Pep Band Ensemble
No full textPep bands bring another layer of excitement and fun to any event. They also bring students together and serve as another format for expression, friendship, and relationship building