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Geneseo, NY, United States

Katz J.,SUNY Geneseo | Moore J.,University of Rochester
Violence and victims | Year: 2013

The present meta-analysis evaluated the effectiveness of bystander education programs for preventing sexual assault in college communities. Undergraduates trained in bystander education for sexual assault were expected to report more favorable attitudes, behavioral proclivities, and actual behaviors relative to untrained controls. Data from 12 studies of college students (N = 2,926) were used to calculate 32 effect sizes. Results suggested moderate effects of bystander education on both bystander efficacy and intentions to help others at risk. Smaller but significant effects were observed regarding self-reported bystander helping behaviors, (lower) rape-supportive attitudes, and (lower) rape proclivity, but not perpetration. These results provide initial support for the effectiveness of in-person bystander education training. Nonetheless, future longitudinal research evaluating behavioral outcomes and sexual assault incidence is needed. Source

McLaughlin P.,SUNY Geneseo
Organization and Environment | Year: 2012

Ecological modernization theory (EMT) has emerged as a major theoretical and policy-making perspective. Despite its growing influence, EMT has significant limitations both as a descriptive and as a prescriptive theory. Taking the Darwinian revolution's rejection of essentialism and developmentalism as the touchstone for ecological thinking, the author argues that EMT is premised on a nonecological foundation. The nonecological underpinnings of EMT preclude its elaboration into a descriptive theory capable of conceptualizing the interactions between social structures, human agency, and biophysical environments. As a prescriptive theory, these same assumptions marginalize people and projects that depart from EMT's restricted vision of modernization. The author concludes by contrasting EMT with an evolutionary perspective on social change, premised on the concept of a socially constructed adaptive landscape, which combines population thinking with moderate constructionist insights into agency and culture. From the latter perspective, EMT's prescriptive claims can be interpreted as a form of strategic essentialism. © The Author(s) 2012. Source

Munroe J.S.,Middlebury College | Laabs B.J.C.,SUNY Geneseo
Journal of Quaternary Science | Year: 2013

Pluvial lakes were abundant in the southwestern United States during Pleistocene glaciations, particularly in the Great Basin. Many of these lakes occupied closed basins; therefore, fluctuations of their water surface elevations are valuable sources of paleoclimate information. Histories of the largest lakes are well constrained, whereas dozens of smaller lakes that were present in this region have received relatively little scientific attention. Given their dimensions, these smaller lakes were climatically sensitive and can offer important information about Quaternary climate variability. Here we present new ages for the highstands of three previously undated small lakes based on radiocarbon dating of gastropod shells recovered from beach ridges. These results are combined with other published and unpublished 14C ages to yield an extensive compilation of highstand shoreline ages for lakes of all sizes throughout the southwestern US. The results indicate that although some lakes reached highstands during the Last Glacial Maximum, the strongest temporal correspondence is between highstands and Heinrich Event H1. These results are consistent with speleothem-based reconstructions of effective moisture in the southwestern US, which show increased precipitation during stadials of the last glacial cycle. © 2012 John Wiley & Sons, Ltd. Source

Baldwin D.,SUNY Geneseo
Computer | Year: 2011

The current view of computing as technology overlooks the discipline's theoretical and scientific foundations in computer science, weakening the entire computing enterprise. © 1970-2012 IEEE. Source

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.20M | Year: 2014

This Robert Noyce Teaching Scholarship Phase I program for STEM teachers of physics will develop, implement, and evaluate strategies to increase the number of highly qualified physics teachers by extending SUNY Geneseos commitment to preparing physics and other STEM teachers and supporting them as they enter the teaching profession. There is a documented national shortage of high school physics teachers who can prepare todays students for opportunities in science, technology, engineering and mathematics and this project will provide a model for ways to address this national need in physics.

This Robert Noyce Teaching Scholarship project includes several components to support and encourage physics and STEM majors interested in teaching physics in underserved high schools after earning their New York State teaching certification. These components include (1) early teaching experiences for physics and STEM undergraduates, such as presenting physics demonstrations in local classrooms; (2) a Physics Teacher Summer Field School and Summer Internships at local science camps to provide first- and second-year undergraduates with valuable teaching experience in STEM fields; (3) mentoring by successful local physics teachers through the NYS Master Teacher Program and Geneseos physics Teacher-in-Residence; (4) Noyce Scholarships to support 35 upper-level undergraduates committed to teaching STEM in high-need school districts, (5) travel to national and regional meetings of professional societies to learn about best practices in science teaching, and (6) induction and mentoring for teachers in the early years of their teaching careers. This Noyce project has four specific objectives, with evaluation metrics tailored to each: increasing the number of physics graduates certified to teach high school physics; improving confidence and physics teaching efficacy of non-physics, STEM majors pursuing secondary certification; increasing the diversity of certified physics teachers drawn from under-represented groups; and providing meaningful early teaching experiences to assist with recruitment and retention of physics teacher candidates and pre-service STEM teachers completing at least ten Build-It, Teach-It, Leave-It demonstrations.

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