Gregg Weatherby, English Department, will appear as Bardolph and the Archbishop of York in Ithaca Shakespeare Company's production of “Henry IV” (Parts 1 and 2). Performances will be held July 9-26 outside at Cornell Plantations, alternating performances with “A Midsummer Night’s Dream.”
Robert Spitzer, Political Science Department, continued to play a leading role in the national debate on gun violence with an Op-Ed article titled “Stand Your Ground Makes No Sense,” published on May 4 in the New York Times.
Jeanine Rose, Academic Support and Achievement Program, presented at the 2015 New York College Learning Skills Association Symposium held April 19-20 in Briarcliff Manor, N.Y. The title of her presentation was “The ‘Formula’ for Success: Putting Algebra to Work.”
Thomas S. Hischak, Performing Arts Department, has signed a contract with Rowman & Littlefield to publish his book, The 100 Greatest American Plays. Rowman recently released Hischak’s The Encyclopedia of Film Composers, the first comprehensive guide to the life and work of 252 international movie soundtrack composers.
Lorraine Berry, NeoVox project director, had her article, “Keurig and Me: A Coffee Lover’s Confession,” published in the April issue of Dame Magazine. It is a humorous essay, but pointed critique, about the invasion of coffee drinking by little plastic cups that cannot be recycled.
Also, Berry had her article, “Show Me a Feminist,” accepted for publication in Chicago Literati as part of its April 22 feminist issue.
Tyler Bradway, English Department, had his article, “Queer Exuberance: The Politics of Affect in Jeanette Winterson’s Visceral Fiction,” published in the March issue of Mosaic: A Journal for the Interdisciplinary Study of Literature. Also, he had an essay titled “Critical Immodesty and Other Grammars for Aesthetic Agency,” published in Stanford University’s digital salon Arcade: Literature, Humanities, and the World. Bradway presented a paper, “Reading in Crisis: Queer Hermeneutics in Samuel Delany’s Para-Academic AIDS Fiction” at the 2015 American Comparative Literature Association Conference held March 26-29 in Seattle, Wash. In January, Bradway presented his paper, “Trigger Warning: Kathy Acker’s Visceral Pedagogy,” at the 2015 Modern Language Association Conference in Vancouver, Canada.
Tiantian Zheng, Sociology/Anthropology Department, was invited by Columbia University to give a campus-wide talk on April 23. Her talk was titled “Gender Politics in Current Regime in China.”
David Franke, English Department and Seven Valleys Writing Project, is helping to organize the “Writing Matters in Every Classroom” conference at Homer Intermediate/Junior High School on Saturday, March 28. Several teacher-educator agencies are collaborating on the conference, which focuses on writing and learning in all disciplines — not just English classes. Robert Yagelski, director of University at Albany’s Program in Writing and Critical Inquiry as well as the Capital District Writing Project, serves as keynote speaker. A virtual presentation by Ruth Culham, author of 6+1 Traits of Writing, also is planned. Local and regional teachers will offer more than a dozen breakout sessions on classroom teaching and the use of writing. Other conference sponsors include the Teacher-Leader Quality Partnership, the New York State Master Teacher Program, the Cortland County Teacher Center and the Southern Tier Teacher Center Network. For more information, visit writingmattersconference.com.
Tiantian Zheng, Sociology/Anthropology Department, spoke at the international conference organized by University of Vienna in Vienna on April 17. Her presentation was titled “Criminal Intimacies: Sexual Geographies and the State.”
Gregory D. Phelan, Chemistry Department, and Kerri Freese, SUNY Cortland Noyce Project, organized and led the 4th Annual National Science Foundation (NSF) Noyce NE Conference held March 26-28 in Cambridge, Mass. More than 250 math and science faculty and teachers/pre-service teachers attended the conference with the theme, “Successful Teaching in High-Need Schools.” This initiative was funded by a two-year, $715,398 NSF grant to three universities: SUNY Cortland, the University of Massachusetts Boston and Drexel University. It aims to advocate for strong content knowledge and teaching practices in mathematics and science and to include researchers, science teacher educators, K-12 educators, school administrators and policy makers who can support teachers and work to positively transform practices and policies to better support science and mathematics learning for students in high-need schools.