Parkway, NY, United States

SUNY College at Oneonta
Parkway, NY, United States

The State University of New York College at Oneonta is a four-year liberal arts college in Oneonta, New York, United States, with approximately 5,900 students. The college offers a wide variety of bachelor's degree programs and a number of graduate degrees. Many academic programs at SUNY Oneonta hold additional national accreditations, including those in Business Economics, Education, Music Industry, Human Ecology, Dietetics and Chemistry. SUNY Oneonta was ranked No. 16 on the 2014 U.S. News and World Report list of “” Best Colleges in the North" and named to the Kiplinger’s Personal Finance magazine list of "100 Best Values in Public Colleges” for eight years running; In 2011, the Carnegie Foundation for the Advancement of Teaching conferred upon SUNY Oneonta its Community Engagement Classification “in recognition of the college’s civic partnerships and successful efforts to integrate service activities into its curriculum." Wikipedia.

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Lian J.-W.,National Taichung University of Science and Technology | Yen D.C.,SUNY College at Oneonta
Computers in Human Behavior | Year: 2014

The use of the Internet by older adults is growing at a substantial rate. They are becoming an increasingly important potential market for electronic commerce. However, previous researchers and practitioners have focused mainly on the youth market and paid less attention to issues related to the online behaviors of older consumers. To bridge the gap, the purpose of this study is to increase a better understanding of the drivers and barriers affecting older consumers' intention to shop online. To this end, this study is developed by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) and innovation resistance theory. By comparing younger consumers with their older counterparts, in terms of gender the findings indicate that the major factors driving older adults toward online shopping are performance expectation and social influence which is the same with younger. On the other hand, the major barriers include value, risk, and tradition which is different from younger. Consequently, it is notable that older adults show no gender differences in regards to the drivers and barriers. © 2014 Elsevier Ltd. All rights reserved.

Lian J.-W.,National Taichung University of Science and Technology | Yen D.C.,SUNY College at Oneonta | Wang Y.-T.,National Taichung University of Science and Technology
International Journal of Information Management | Year: 2014

The purpose of this study is to investigate the critical factors that will affect the decision to adopt cloud computing technology in developing countries, specifically in Taiwan's hospital industry. This study mainly integrates the TOE (Technology-Organization-Environment) framework and HOT-fit (Human-Organization-Technology fit) model to understand this issue. Information was collected by employing a questionnaire research design to hospital CIOs in Taiwan. The obtained results indicate that the 5 most critical factors are data security, perceived technical competence, cost, top manager support, and complexity. Further, among the proposed four dimensions the most important one is technology followed by human, organizational, and environmental factors. Finally, the results show that significant differences exist in CIO innovativeness, data security, compatibility, top manager support, adequate resource, and perceived industry pressure across different adopting groups. For practitioners, this study identifies key factors for hospitals to make an adoption decision toward cloud computing technology. As for academia, this study can be provided as a useful reference for future studies in this subject field. © 2013 Elsevier Ltd. All rights reserved.

Ekkekakis P.,Iowa State University | Lind E.,SUNY College at Oneonta | Vazou S.,University of Crete
Obesity | Year: 2010

At least 60 min of daily physical activity (PA) are recommended for weight control, a target achieved by only 3% of obese (OB) women. The purposes of this study were to examine (i) the affective responses of normal-weight (NW), overweight (OW), and OB middle-aged sedentary women to exercise of increasing intensity and (ii) the relationship of affective responses to self-efficacy and social physique anxiety. The women participated in a graded treadmill protocol to volitional exhaustion while providing ratings of pleasure-displeasure and perceived activation each minute. The Activation Deactivation Adjective Check List (AD ACL) was also completed before and after exercise. The affective responses of NW and OW women did not differ. However OB women gave lower pleasure ratings during the incremental protocol and reported lower Energy scores immediately after the protocol. Social physique anxiety, but not self-efficacy, was inversely related to pleasure and energy. The lower levels of pleasure and energy experienced by OB than nonobese women could account in part for their dramatically low levels of PA participation. Modifying the cognitive antecedents of social physique anxiety might be a useful intervention strategy.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 148.41K | Year: 2010

New Drilling Prospects to Feed the Geoscience Workforce Pipeline is a focused expansion of the Earth Science Outreach Program (ESOP) at the State University of New York College at Oneonta (SUNY Oneonta). ESOP provides college credit for advanced geoscience courses taught in high schools, in direct response to the absence of Advanced Placement (AP) opportunities in the geosciences. Preliminary data shows that this increased exposure to the geosciences in high school increases student interest in majoring in a geoscience and could potentially improve the flow in the geoscience workforce pipeline. Professional development workshops assist teachers in developing ESOP proposals, and ongoing mentoring of ESOP teachers and dissemination of information (regarding the shortage of geoscience professionals, salary information, etc.) to school administrators and guidance counselors build constituency for ESOP and dual-credit geoscience programs at other institutions. Focused recruitment of schools in urban areas increases opportunities for groups that are historically underrepresented in the geosciences. Drilling Prospects will also evaluate the efficacy of dual credit programs in increasing numbers of geoscience majors and feeding the workforce pipeline. Drilling Prospects, and the expansion of ESOP at SUNY Oneonta, can serve as a model for other colleges interested in launching similar programs.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 612.51K | Year: 2013

The Scholars Program at SUNY Oneonta is supporting two 12-scholar cohorts, each for 4 years, with scholarships of up to $5,400 per year. Scholars are in the fields of Biology, Chemistry & Biochemistry, Earth & Atmospheric Sciences, Mathematics, Computer Science & Statistics, Physics & Astronomy, or Environmental Science. The project, based on a careful review of the literature, is meeting its specific objectives of (i) reducing the student-loan debt load at the time of graduation, (ii) improving educational outcomes for academically qualified STEM majors by leveraging existing support programs; (iii) providing new team-building activities, information science education opportunities, multidisciplinary educational experiences, and close student-faculty mentoring; (iv) encouraging undergraduate research and/or professional travel through financial incentives; and (v) enhancing opportunities for scholars to secure STEM-focused internships, careers, or opportunities for STEM graduate studies. The project is continuing to evaluate scholar progress, satisfaction, and achievement, through 24 months post-graduation and is working both on institutionalizing program facets as well as disseminating findings. Scholars, including those recruited via the Educational Opportunity Program (EOP) or the College Assistance Migrant Program (CAMP) are experiencing a student-focused environment, (supported by a multidisciplinary team of STEM educators) including S-STEM-specific freshman and senior courses as well as traditional academic and support services, all designed to foster scholar success. Scholars are being challenged to think critically and to synthesize knowledge from across the STEM disciplines in answering questions about science and its impacts on society. The project is enabling students, who would otherwise have significant barriers to overcome, to graduate and to then enter STEM careers or continue in advanced degree programs.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 103.63K | Year: 2011

The State University of New York (SUNY) College at Oneonta is awarded a grant to support infrastructure improvements at its Biological Field Station (BFS) for a range of coordinated interdisciplinary research projects and research training/education conducted by faculty and staff from SUNY Oneonta, the SUNY College of Agriculture and Technology at Cobleskill (SUNY Cobleskill), and the NYS College of Agriculture and Life Sciences at Cornell University. The construction and acquisition of the instrumentation will enable initiation and refinement of research undertaken in coordination with implementation of the Otsego Lake Watershed Management Plan. Construction entails a series of weirs in tributaries to Otsego Lake, the headwaters of the Susquehanna watershed in the Chesapeake Bay drainage basin, to facilitate long-term stream hydrologic, sediment and nutrient mass balance monitoring and analysis; the purchase of four boats to replace those acquired with NSF funding in 1970; acquisition of instrumentation to refine acoustic evaluation off Otsego Lake fish populations, to collect fish characterizing tributary water quality, and for analysis of the aquatic biota in both the lake and its tributaries. These improvements will directly enhance BFS faculty, staff and student research involving impacts of land use practices and introduced species on water quality; nutrient availability and cycling; the evaluation inputs by onsite wastewater treatment systems and the mitigation thereof; population dynamics of zoo- and phytoplankton, macrobenthic invertebrates and fish parasites; fisheries biology and management; and biocontrol of exotic forage fish and nuisance aquatic plants.
The SUNY Oneonta BFS has a strong tradition of training students (college-bound high school, undergraduate, and graduate) in ecological and environmental studies. The improvements will help expand summer internship and academic year undergraduate research programs, enabling more students to master the skills needed to pursue graduate study or professional training, or to obtain related entry-level positions. It will also enhance resources available to a newly-proposed graduate program, a Master of Science in Lake Management, now close to final SUNY Administration approval. Additionally, the proposed construction and instrumentation will improve our ability to attract quality researchers and form new collaborations. As a model involving academia with local, State and Federal partners, and applying ecological theory directly to water quality management, the impact of BFS research extends beyond the local to regional and national levels.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 194.13K | Year: 2013

The goal of this project is to change physiology teaching methods not only at SUNY College at Oneonta but also at institutions to which these methods will be disseminated. A new instructional strategy emphasizing an active-learning approach and requiring students to engage in the practice of science is being utilized. This strategy promotes learning through hypothesis testing and involves the use of new technology combined with methods of instruction shown to enhance understanding of fundamental physiological principles. This project involves student use of physiological instrumentation in experiments that test hypotheses derived from highly focused case studies, each of which emphasizes a fundamental physiological concept.

This projects intellectual merit lies in encouraging the adoption of active-learning pedagogies as well as skirting limitations of large class sizes and limited instructional resources. An expected major outcome is a new conceptual framework for teaching physiology with a set of specific instructional modules that are aligned with the case-study approach. This conceptual framework includes presentation of case studies, deep questioning and instructor intervention, hypothesis testing, and critical analysis/instructor intervention.

The broader impacts of this project are being realized in several ways. First, a website is being constructed to disseminate resources and to create a learning community dedicated to using and promoting this new paradigm in physiology instruction. The case studies, videos of the experiments, and data resulting from the experiments are also being made available to other institutions through this website. Instructors having appropriate resources can utilize this case study approach and replicate the experiments and compare their results; instructors that lack the necessary instructional resources can also utilize this approach using the website to access virtual exercises and data. Additional broader impacts are being realized via preparing scientifically-literate students who are admitted to post-graduate training or direct entry into critical STEM-related careers.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 799.94K | Year: 2014

This Track I, Phase II Noyce Scholarship project will prepare twenty New York State (NYS)-certified middle and high school science teachers for the rigors of teaching in both urban and rural high-need schools. Based on longitudinal research findings from a study of the first Noyce cohort, psychometric attributes of preservice teachers that are more likely to thrive in a rural or in an urban high needs school have been identified. Identification of these attributes will be used to place the Noyce II scholars in either an urban or rural setting, a process called data-decided placement. The project team will research the career trajectory effects the data-decided clinical teaching placements have on Noyce Scholars careers and student learning. Extending the successes of the Noyce I award, the project team will also collaborate with the SUNY-Urban Teacher Education Center in providing internship experiences in high-need New York City schools. Moreover, graduates of the Noyce I program currently teaching in either high-need urban or rural areas have been called to serve as mentor-role models for the Noyce II Scholars. Additional science teaching curriculum supports are being provided by SUNY-Oneontas Math for America Master STEM Teachers, the Catskill Area School Study Council, and the regional STEM Leadership Council. Longitudinal qualitative/quantitative research designed to understand how participation in the varied Noyce II program opportunities shape the career trajectories of the Noyce Scholars will be conducted. In particular, the project team is systematically analyzing reflective journal entries and semi-structured interviews of Noyce II program scholars before and immediately upon completion of early field experiences in the New York City Schools as a means for tailoring their later field work and student teaching experiences towards their individual career trajectory goals. Results of this qualitative/quantitative research will be disseminated in appropriate venues such as peer reviewed journals and conferences.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 94.31K | Year: 2012

The State University of New York College at Oneonta (SUNY Oneonta) has been awarded a grant for its Biological Field Station (BFS) to acquire an maging flow cytometer for coordinated long-term limnological (fisheries, zooplankton and phytoplankton) monitoring and research, and research training/education conducted by faculty and staff of SUNY Oneonta and the SUNY College of Agriculture and Technology at Cobleskill, and including continued collaboration with Cornell University?s acoustic-based fisheries research program. The instrumentation will provide for rapid zooplankton and phytoplankton detection and image capture for their enumeration and identification in Otsego Lake and nearby lentic water bodies, greatly increasing the numbers of collections of zooplankton and phytoplankton (including cyanobacteria) that can be analyzed in the laboratory. This will enhance the capability to better understand the spatial and temporal dynamics of primary consumers and producers in inland waters. The instrumentation will be used to (1) describe planktonic communities influenced by trophic cascades stimulated by introduced exotics and their management; and (2) enhance plankton analysis, contributing to a number of long-term monitoring and research projects conducted by the BFS and collaborating institutions.

Results of work contributing to the restoration and sustainability of Otsego Lake can be compared and articulated with data from other inland and Great lakes, and applied to lakes with similar problems nationwide. Characterizing lakes where there is a reasonable chance of success for top-down management strategies to positively impact symptoms associated with increased primary productivity (eutrophication), or at least increase the filtering efficiencies of large-bodied zooplankton where introduced forage fish have reduced those zooplankton populations, is of great benefit to the lake management community nationwide. These studies have direct application to the local restoration and sustainability of lakes and wetlands in our region and broad relevance to applied natural resource management internationally through the application of technologies and the training of professional managers. The SUNY Oneonta BFS has a strong tradition of training students (college-bound high school, undergraduate, and graduate) in ecological and environmental studies. Access to state-of-the-art instrumentation enhances summer internships and academic-year undergraduate research programs, enabling students to master skills needed to pursue graduate study or professional training, or to obtain related entry-level positions. It also enhances the resources available to a new graduate program, the Master of Science in Lake Management, offered by SUNY Oneontas Biology Department. For more information about the Biological Field Station please see the website at

Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 1 Project | Award Amount: 199.78K | Year: 2013

CLICK: Color and Light to Improve Chemical Knowledge

A significant obstacle to engaging undergraduate students enrolled in chemistry courses is transcending the artificial boundaries separating lecture and laboratory activities and students everyday experiences. This project, known as CLICK (Color and Light to Improve Chemical Knowledge), will provide students with multiple opportunities to explore connections between everyday life experiences and subject matter learned formally in chemistry courses throughout the undergraduate curriculum. Students will advance their experiential learning by engaging in various integrated sequential activities that progress through levels of complexity, from (1) using smartphone cameras and hand-held UV lamps to explore fluorescent and phosphorescent properties of common household materials; to (2) employing portable multifunctional chemical analysis systems to design their own experiments for investigating their daily surroundings; to (3) performing more refined and sophisticated laboratory-based experimentation with materials students bring in from outside the laboratory.

Outreach and dissemination activities will include: sharing CLICK activities with colleagues during faculty development workshops; involving the SUNY Oneonta Noyce scholars in informal science education activities at the campus Science Discovery Center; presenting at regional and national meetings; and publishing in appropriate journals. A variety of assessment and evaluation methods will be employed to measure the impact of the strategies and pedagogy developed by the project. These include the Motivated Strategies for Learning Questionnaire (MSLQ), the Chemistry Expectations Survey (CHEMX), the Views of the Nature of Science (VNOS) questionnaire, and American Chemical Society standardized exams, in addition to locally developed techniques to determine student engagement and learning.

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