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Exhibition Experiences at Heckscher Museum in 2024
No full textFebruary 26, 2025 at Molloy University
Presentation Title: “Exhibition Experiences at Heckscher Museum in 2024”
My Power Point presentation focuses on my exhibition experiences as part of an art exhibition entitled “The Body Politic: Long Island Biennial 2024” at The Heckscher Museum, Huntington, New York from September 14, 2024 - January 19, 2025.
This exhibition was a juried show about contemporary social, cultural, and political issues. One of my artworks entitled “Belonging” was selected by the jurors. The exhibition was curated by Meredith A. Brown, consulting curator of Contemporary Art at The Heckscher Museum of Art in Huntington NY.
I plan to explain the background and meaning of my printmaking artwork entitled “Belonging” using the Linocut Method on paper. This work was inspired by the American political system and immigration issues during the 2024 national election campaigns. I will share my experiences during the 3 months of exhibition activities at the Heckscher Museum. The exhibition activities included: professional publication such as a description booklet, Newsday newspaper interview, photos and article, YouTube video on the Heckscher Museum Playlist, digital media hosted by Bloomberg Connects, community based indoor and outdoor art activities in the adjacent Heckscher Museum Park; community engagement through the Artist’s Talk in Gallery.
Participating in the highly organized exhibition at Heckscher Museum gave me extensive exposure to the Long Island, regional, national and international arena. I expanded my professional experiences and brought potential global recognition to Molloy University and our Art Department. As a professional artist and professor of Art, my experiences at the Museum were beyond my expectations.
Presentation Method: Individual Presentation of Power Point Slides (15 minutes)
Date of Presentation: Wednesday, February 26, 202
Transient Vessels: Exploring Human Connection and Impermanence Through Art
No full textFor this research project, I have studied the human form and essence through unfired clay and ceramic sculptures, as well as multimedia drawings and paintings. These pieces invite the viewer to face the impermanence of life and the fragility of connection. I sought to capture the delicate and fleeting nature of cherished moments. The grounding nature of clay, a living material harvested from our earth, is a metaphor for the human condition. We are molded from the moment we are born, taking aspects from the world around us to become a unique vessel. Ideas are recycled, feelings are passed on, and things change and come to an end. Some clay sculptures are unfired, and some are frozen in time. Art is the ultimate form of human expression, something that has called to us throughout our entire history of existence. I created this experience with this calling and outlook. These vessels will live in a dwelling that I hope invokes a thought-provoking experience for the Molloy community as they explore their impermanence
The Influence of New Media vs Traditional Media on Consumer behavior
No full textThe study aims to assess the influence of daily screen time and ad type on consumer engagement and potential product consumption. Participants will receive a consent script and then answer questions about their age, gender, and daily screen time. They will be shown either a traditional video advertisement or a TikTok social media ad about Apple Intelligence’s new feature, Genmoji. Following the media presentation, participants will respond to questions about their engagement, desire, and interest in further researching the advertised product. The study hypothesizes that individuals with higher daily screen time will be more influenced and that the TikTok ad will generally gain more engagement. The IRB application is being submitted this week for approval, with data collection anticipated in late March and results expected in early April. The Molloy IRB (Protocol 2299462-1) approved this as a Classroom Research Assignment
Music Therapy for Schizophrenia: Can RNs Support Neurologically-Informed, Nonpharmacologic Interventions?
No full textSignificance and Background: During a clinical rotation at Pilgrim Psychiatric Center, our student group attended multiple inpatient music therapy sessions led by a licensed therapist on a locked unit for individuals with schizophrenia or schizoaffective disorder. These sessions appeared to offer meaningful emotional and behavioral benefits for patients. To explore whether there is evidence to support integrating music therapy more broadly into clinical psychiatric care, we reviewed four peer-reviewed studies examining music therapy\u27s effect on schizophrenia symptom severity, engagement, neurobiological outcomes, and quality of life. Music therapy was found to activate brain regions involved in memory, language, and emotion, and may serve as a complementary therapy alongside pharmacologic treatment.
Purpose: To synthesize current literature on music therapy in adult inpatients with schizophrenia and examine how RNs can support its implementation and patient engagement through therapeutic alliance, education, and interdisciplinary collaboration.
Intervention: This e-poster project analyzes four studies: a randomized controlled trial on therapeutic alliance and attendance, a neuroimaging study on brain connectivity changes, an EEG-based investigation of theta and gamma oscillations, and a systematic review summarizing outcomes across 13 RCTs. Each study revealed unique, measurable benefits of music therapy in reducing schizophrenia symptoms.
Evaluation: Across the reviewed literature, music therapy was associated with reduced positive and negative symptoms, enhanced therapeutic alliance, and measurable neurobiological improvements. RNs can help facilitate participation by educating patients, supporting attendance, and advocating for program funding and staff collaboration.
Future Implications: With proper advocacy, education, and support, music therapy could be expanded within inpatient psychiatric facilities as a cost-effective, evidence-based, non-invasive intervention that enhances outcomes and aligns with holistic nursing values. Future nursing-led studies might explore its effect post-discharge or in outpatient settings.
Discussion: Schizophrenia treatment must evolve to include multidisciplinary and nonpharmacologic approaches. RNs can play a vital role in facilitating music therapy by promoting patient engagement, building therapeutic trust, and encouraging sustained participation. These actions align with nursing’s broader mission of recovery-oriented, person-centered care and provide a framework for improving long-term psychiatric outcomes.
This work does not involve human participants so no IRB approval was solicited
An Efficient Deep Learning Model for Stock Market Prediction
No full textStock market prediction is a complex problem due to the nonlinear and volatile nature of financial data. It is inherently a time series forecasting problem, where historical price patterns, trends, and market indicators are analyzed to predict future movements. Traditional models tend to struggle to take into account long-term dependencies. For that, deep learning techniques, particularly Recurrent Neural Networks (RNNs) and Long Short-Term Memory (LSTM) networks, are valuable for improving forecast accuracy. This study applies a Deep Learning model and fine-tunes its parameters to predict stock prices. The performance of this model is also evaluated using real-world datasets and other model evaluation parameters
Social Emotional Learning
No full textMy presentation is the importance of Social Emotional Learning in the academic environment. Through this presentation, we will focus on the importance of creating a classroom environment that empowers students to take chances and stay engaged in classroom instruction
Rewriting the Map: How First-Generation Students Navigate Capital and Construct Place Identity in Higher Education
Full text linkFirst-generation (FG) college students navigate higher education as both participants and disruptors in an institutional system that privileges dominant forms of cultural capital. This study explores how FG students develop place identity at a private university in the northeastern United States, examining how they interpret and negotiate the campus environment and the capital exchanges inherent to the space. Using Bourdieu’s theory of cultural capital and Yosso’s Community Cultural Wealth model, this research critically interrogates how students leverage, preserve, and redefine capital within an academic landscape shaped by neoliberal values. Through participant-generated photo elicitation and semi-structured interviews with five FG students, this study identifies themes that juxtapose the ways that students dually engage with and resist the commodified market of higher education. Ultimately, students show how they reshape institutional value systems to include their experiences. By reframing the university as both a marketplace of capital and a site of resistance, this study challenges neoliberal assumptions that student success is an individual pursuit of accumulation. Instead, it highlights the collective strategies, structural inequities, and acts of disruption that shape FG students’ development of place identity. This research contributes to broader conversations about equity, spatial belonging, and the institutional commodification of student experiences, offering insight into how FG students assert agency in spaces designed to exclude them
I Didn\u27t Have to Change Who I Was to Listen : A Phenomenological Action Research Study Exploring College Students\u27 Transformative Learning Through Dialogue and Bridgebuilding Initiatives as High-Impact Practices in Higher Education
Full text linkBridgebuilding programs in higher education create rare spaces where students sit with tension, listen deeply, and engage meaningfully across lines of difference. This study examines how those experiences shape student transformation. Guided by Jack Mezirow’s Transformative Learning Theory, I conducted a qualitative phenomenological study to understand how participation in structured, skills-based bridgebuilding programs shapes students’ beliefs, assumptions, and sense of identity through their lived experiences. I interviewed fourteen students who participated in leadership programming centered on Dialogue Across Differences, and their narratives consistently reflect key phases of transformative learning. Students move through discomfort, reflect on prior assumptions, and apply new perspectives in real-world contexts. They describe becoming more comfortable with difficult conversations, not because they always agree, but because they learn to stay present and engaged. Several recount moments when someone’s story challenged expectations and prompted deeper reflection. Others speak to building trust with people they never expected to connect with or to find words for beliefs they once struggled to express. Many apply what they learn through leadership, friendships, or everyday interactions. These findings suggest that dialogue supports personal growth and strengthens relational connections when rooted in structure and skill. The experience cultivates empathy, clarity, and confidence that students carry beyond the program. When designed with care and purpose, bridgebuilding is a high-impact practice that advances student development, civic formation, and pluralism. Such efforts are especially critical in a post-DEI climate as institutions seek new ways to foster belonging, mutual understanding, and community