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Strengthening Co-Teacher Partnerships Between ENL and Content-Area Teachers
Get PDFVarious institutional and instructional barriers impact co-teaching partnerships between English as a New Language (ENL) and content-area teachers. Despite the mandate by New York State Commissioner’s Regulation Part 154 for integrated instruction through co-teaching, implementation often defaults to a push-in model that lacks shared planning, parity, and clarity of roles. Drawing on positioning theory and sociocultural theory, this project examines how factors such as role ambiguity, limited co-planning time, divergent teaching philosophies, and lack of professional development hinder effective collaboration and reduce equitable learning opportunities for English language learners (ELLs). A comprehensive literature review highlights the ways in which power dynamics, scheduling conflicts, and administrative decisions affect the success or failure of co-teaching partnerships. In response, this project presents a professional development workshop designed for ENL-content area co-teaching pairs. The session includes activities to identify co-teaching models, distinguish content and language objectives, and utilize a collaborative planning tool that fosters shared decision-making and instructional equity. The workshop concludes with a reflection and goal-setting activity to support ongoing growth. This project offers school districts a replicable framework to strengthen co-teaching relationships and improve outcomes for ELLs through sustainable, collaborative practices.SUNY BrockportDepartment of Education and Human Developmen
The use of Technology in Physical Education
No full textThis synthesis investigates the integration of technology in elementary physical education (PE) and its impact on student motivation, engagement, and physical activity levels. Using eleven empirical, peer-reviewed studies, the project examined how digital tools like wearable fitness trackers, interactive platforms, and performance monitoring devices have encouraged learning and motivated more students to be physically active within physical education. The studies suggested that when technology is used thoughtfully and equitably, it can enhance students' motivation, self-regulation, and time spent in moderate-to-vigorous physical activity. However, the studies also identified a number of challenges that impede the effective implementation of technology in physical education, like uneven access to reliable devices, limited teacher training, and inconsistent alignment with intended curriculum goals. The best practices related to using technology in physical education were identified as personalized professional development, purposefully integrating technology into the curriculum, and using blended learning models to support both technology fluency, and support students being physically active. Ultimately, this synthesis recognizes that technology is not a substitute for high-quality instruction but can be a meaningful accompaniment, if there is systemic support and infrastructure and equity is prioritized. Recommendations for future research included longitudinal studies, larger sample sizes, and qualitative measures looking more closely at how technology can influence cognitive and affective areas of learning in PE.SUNY BrockportDepartment of Kinesiology, Sport Studies, and Physical Educatio
HVAC Level 1(CE-TECH 2048) class syllabus
No full textIntroduction to HVACR concepts and practices. Topics include: HVACR basics: Principles, safety, and career opportunities, Trade Mathematics: Problem-solving in HVAC applications,
Basic Electricity: Understanding circuits and wiring diagrams, Heating and Cooling Systems: Fundamentals and hands-on training., Piping Practices: Installation and testing techniques, Soldering and Brazing: Safe methods for joining materialsFuture of Work Center 2023-2024WDCE DivisionSUNY Westchester Community Colleg
The Spectrum: A Scholars Day Journal, V.9, Issue 1, Fall 2025
No full textScholars Day 2025 was marked by overall themes intersecting resilience and sustainability. Special thanks to the Scholars Day Committee chaired by the Office of Scholarship, Research, and Sponsored Programs (Laura Merkl, Matt Kotula, poster judges, students, and faculty) who helped to make Scholars Day a success.VoRSUNY Brockpor
Furrrreal: Assessing the Impacts of Microhabitat and Trapping Methods on Small Mammal Communities
Get PDFSmall mammals serve as seed dispersers, consumers, and prey, shaping food web dynamics. They also drive seed predation, plant regeneration, soil aeration, and nutrient cycling. Their abundance can be driven by annual masting trends, drought, and type of trapping method. In fall 2025, we surveyed small mammal communities in Morrisonville, NY at a property containing a conifer-dominated forest, mixed forest, meadow, and wetland along Riley Brook. At each microhabitat, ten Sherman live traps were set and baited at dusk, checked the next morning, and were baited. The next morning animals were identified, measured (e.g., length, and weight) and any species with ears was ear tagged before release. Live trapping took place three times and bucket game cameras were set to capture still images. CamTrap package in R was used to rename and graph site-specific abundances and diel activity for each species. Peromyscus sp. was the most abundant species across all sites. Based on bucket camera findings, the small mammal community was most diverse (S=8) in the conifer-dominated forest which contains fungal associates that support northern flying squirrels (Glaucomys sabrinus), while dense understory leaf litter offers seeds and invertebrates which appeal to Peromyscus sp. and Virginia opossum (Didelphis virginiana). Mixed forests are diverse (S=6) and offer varied resources with denser understory supporting seed predators such as gray squirrels (Sciurus carolinensis), Peromyscus sp., and Virginia opossum. Wetlands (S=5) with their hydric soils and plants supported Peromsycus sp. and northern short-tailed shrews (Blarina brevicauda). Meadows (S=4) support an abundance of herbaceous plants and invertebrates, which facilitates domination by granivorous meadow voles (Microtus pennsylvanicus) and insectivorous northern short-tailed shrews. A lone weasel was found in the meadow and rare sightings of raccoons in the conifer forest and wetland. Small mammal communities in the meadow and wetland were the most similar (86%), while the meadow and conifer forest were the least (33%). Bucket cameras consistently detected higher species richness and a broader representation of functional groups than live traps, which primarily captured small rodents. Findings show that microhabitat structure strongly influences small mammal community composition, and that non-invasive bucket cameras captured a more complete representation of the small mammal assemblage than live trapping alone. Bucket camera trapping should be considered when designing experiments targeting small mammals.SUNY PlattsburghCenter for Earth & Environmental Scienc
Affirming Multilingual Learners’ Cultural Identities and Emotional Stability Through Classroom Practices, Pedagogies and Inclusive Literature
Get PDFThis thesis capstone project is created in order to support teachers and other school staff in providing successful opportunities for English Language Learners (ELLs) in their transition and development into a new school system and cultural community. The population of ELLs are rapidly growing with the United States public school systems and the lack of culturally responsive teaching in schools are causing ELLs to become unmotivated, emotionally unstable, culturally self-conscious, and unconfident in their identities. Providing translanguaging spaces, diverse multicultural literatures, building community-centered classrooms, and welcoming these students with open minds and open arms can increase these student’s engagement, social and academic success and build their confidence culturally and emotionally. These culturally responsive pedagogies can also spread awareness, empathy, curiosity and open-perspectives to new worlds throughout the entire school population. A professional development training program will provide trainings and materials on how to apply all of these methods to the classroom. Future recommendations consist of welcome nights, assistance for ELLs outside of the school day, and support for the families outside of the school day.SUNY BrockportDepartment of Education and Human Developmen
Feminist Manifesto: The dangers of current societal norms, standards, and politics - When people forget about humanity and voices are silenced
Get PDFThis collection of original poetry reflects on and brings light to the never-ending cycle of censorship, capitalism, and growing dangers of Trump’s choices in fostering a fascist country. The author challenges the mindset of the Christian Right regarding their transphobia, highlight the censorship of social media platforms such as TikTok and its use of coded language to share updates on the U.S. government, criticize the societal normalization of victim-blaming domestic violence survivors, and plea with people to join in activist movements for social justice and equality in the form of peaceful protests.Dissenting Voices Editorial Board Editor in Chief Bek Orr, Ph.D., SUNY Brockport Managing Editor Pat Maxwell, MLS, SUNY BrockportVoRSUNY BrockportDepartment of Women and Gender Studie
Principles of Management (MGT 150010) class syllabus
Get PDFThe principles and practices of management are introduced in this course. Major schools of management theory will be discussed. The role of physical activity and a healthy lifestyle to improve work productivity will be included. The management functions and their role in the organization are presented while discovering numerous management techniques including planning, organizing, staffing, leading, and controlling.Job Linkage 2019-2020SUNY Rocklan
Reclaiming the Gaze: Sex Work and Erotic Resistance
Get PDFConnections between the hypersexualizations of Black and Latina women in the music industry and explotation of sex workers generaly is explored, leading to the argument that playing into 'controlling images' is not only a form of resistance, but also a form of 'exploiting' men for their sexual fantasies and fetishizations of the female body.Dissenting Voices Editorial Board Editor in Chief Bek Orr, Ph.D., SUNY Brockport Managing Editor Pat Maxwell, MLS, SUNY BrockportVoRSUNY BrockportDepartment of Women and Gender Studie
Can Artificial Intelligence be Used to Create a Diagnostic Assessment for English Language Learners Entering School Mid-Year?
Get PDFThe mid-year enrollment of English Language Learners (ELLs) presents a recurring assessment and placement problem for K–12 educators: conventional placement instruments and procedures frequently lack sensitivity to diverse linguistic backgrounds, consume substantial time, and may yield misclassifications that impede instruction. This capstone examines whether artificial intelligence (AI) can be employed to construct a diagnostic assessment specifically for ELLs entering school mid year. Informed by a systematic review of literature on diagnostic assessment, natural language processing, fuzzy logic approaches, AI generated feedback, and implementation challenges, the study outlines the development of an AI driven diagnostic tool comprising adaptive tasks in reading, writing, listening, and speaking, coupled with transparent scoring methods. The study will evaluate validity, reliability, and classification accuracy through empirical comparison with human assessor ratings and existing placement measures, alongside practitioner feedback regarding usability, equity, and instructional utility. The extant literature indicates potential advantages of AI, including improved efficiency, reduced assessment related anxiety, and richer diagnostic profiles, alongside notable cautions regarding bias, overreliance, and the necessity of professional development and policy safeguards. The product pairs an AI assisted, ELL designed diagnostic for reading and writing with focused professional development that trains teachers to generate and verify AI produced translations and to translate results into immediate instructional supports. This combined approach can accelerate timely, equitable placement and instruction for mid‑year ELLs while emphasizing necessary human oversight, ongoing validation, and sustained teacher preparation.SUNY BrockportDepartment of Education and Human Developmen