Research and Sponsored Programs Office

SUNY Cortland
P.O. Box 2000
Miller Building, Room 402
Cortland, NY, 13045

Phone: 607-753-2511
Fax:  607-753-5590

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Awards List

The following list, in alphabetical order by the last name of the principal investigator, includes all current awards at SUNY Cortland. Each section shows the investigator name(s), project title, project performance period, sponsor name, allocated funding approved for the project, and estimated project amount over the life of the award. 

 


 

"Adirondack Accessibility Assessment and Awareness Project"

  • Adirondack North Country Association/New York Department of Transportation
  • Anderson, Lynn - Distinguished Service Professor, Recreation, Parks and Leisure Studies Dept.
  • 7/1/13 - 9/1/14
  • Award: $165,436

This project will conduct inclusivity assessments of up to 200 recreation resource sites and interpretive facilities in the Adirondacks, in cooperation with the Adirondack North Country Association. Results of the assessments will be shared with potential visitors to the Adirondacks on the Inclusive Recreation Center's online recreation database, and on the Adirondack North Country Association's website. Using the tools and processes created by the Inclusive Recreation Resource Center, the project will also create recommendations to raise awareness and accommodate the needs of visitors of all abilities. Site reports and a digital Public Awareness Guide/print marketing materials will be used to improve conditions for travelers touring historic, cultural, other resource sites, and visitor centers along the Adirondack Trail, Central Adirondack Trail, and Olympic Scenic Byways. The work will take place with funding from the Adirondack North Country Scenic Byways: Accessibility Assessment and Public Awareness Guide grant project award.


"Macrofungal Collection Consortium Digitalization Project

  • New York Botanical Garden
  • Baroni, Timothy, Distinguished Professor - Biological Sciences Department
  • 7/1/13 - 12/31/15
  • Award: $31,923

The SUNY Cortland Herbarium (CORT), run by Head Curator and Director Timothy J. Baroni, is one of 35 US Herbaria to have been awarded $2.1 million in funding from the National Science Foundation for a joint proposal, spear headed by the New York Botanical Garden. The proposal is to digitize all existing information of major collections of North American macrofungi in herbaria across the United States. The NSF program that supplies funding for these major collaborative projects is titled: Advancing Digitization of Biological Collections and is designed to create a national resource of digital data, documenting existing biological collections. This information will advance scientific knowledge by improving access to digitized information (including images) residing in vouchered scientific collections in herbaria across the United States. The information is a rich resource for providing the baseline from which to further biodiversity research and provide critical information about existing gaps in our knowledge of life on earth. The Cortland Herbarium was established in 1908 but mainly housed plant collections until 1980. Baroni and his students started adding documented fungal collections into the herbarium from eastern, southeastern and western US, and more recently the American tropics. CORT currently has about 10,000 collections of fungi.



"Migrant Education Tutorial and Support Services Program 2013-2014" (METS)

  • New York State Education Department
  • Bliss, Elizabeth - Director
  • 9/1/13 - 8/31/14
  • Award: $1,058,138

The Cortland Migrant Education Tutorial and Support Services (METS) program was established in 1979 after an intensive needs assessment of the migrant population was completed in the Central New York area . For over 34 years, SUNY Cortland's METS program has provided educational and health services to thousands of migrant children and their families. The project is coordinated by Ms. Elizabeth Bliss and currently is the fourth largest METS program in the state, providing direct services to approximately 700 migrant students annually. Each year, the Cortland METS has received evaluations during the summer and school year program by the State Education Department and Office of Migrant Education monitoring teams, and each time the program evaluations are extremely positive. The Cortland METS currently has a staff of 21, over two thirds of whom have between 6 and 25 years of experience working in Migrant Education. The METS staff provides direct tutoring, ESL, advocacy, family literacy, secondary credit exchange, interstate cooperation, Portable Assisted Study Sequence (PASS), agency coordination and/or referral, preschool education and career exploration. Secondary students have attended programs such as WOW (Women, Opportunities and Work), GAIN (Getting Ahead in the New Millennium), Migrant Academy, and Adolescent Outreach Program activities. The METS staff also provides a variety of parent involvement programs and adolescent events each year.



"Math Achievement Through Technology, Teacher Education, and Research-based Strategies (Math MATTERS)"

  • New York State Education Department
  • Bliss, Elizabeth - Coordinator
  • 10/1/13 - 9/30/14
  • Award: $30,000

The New York State Education Department joins Texas, Arkansas, Colorado, Illinois, Missouri, Montana, and Wisconsin, in the Migrant Education Consortium Incentive Grant, Math MATTERS. This multi-state consortium offers a high quality curriculum, instruction, professional development and innovative use of technology through intrastate and interstate collaboration. The Cortland METS is the lead METS for New York State, working with the other states in the development of the summer mathematics program. The Cortland METS coordinates the implementation of the summer program across the nine METS in New York State. The Migrant Specialists from the Cortland METS provides targeted math instruction during In Home tutoring sessions to increase migrant student achievement in mathematics. This is the fith consecutive 2-year math Consortium Incentive Grant that the Cortland METS has received.



"Corporate Giving Program: Inclusion and Diversity"

  • National Grid Foundation
  • Burns Thomas, Anne - Foundations and Social Advocacy
  • 6/1/11 - 5/31/14
  • Award: $50,000

Cortland's Urban Recruitment of Educators (C.U.R.E.) offers ethnically and culturally diverse college students scholarships in exchange for a post-graduation commitment to teach in an urban school district for two years. This highly successful program will be extended through support from The National Grid Foundation, which will fund four future teachers enrolled in C.U.R.E. This funding will include three-year scholarships for four students as well as funding to support the scholars development as teacher leaders through networking opportunities.



"Functional Analysis of VTC3, A Novel Regulator of Ascorbate Biosynthesis in Plants"

  • National Science Foundation
  • Conklin, Patricia - Biological Sciences
  • 3/1/10 - 2/28/14
  • Award: $342,691

Ascorbic acid is a small molecule that most people know as the antioxidant Vitamin C. In plants, the synthesis of ascorbic acid is a regulated process. How such regulation is controlled is not well understood. This project aims to define how VTC3 is involved in this regulation via an integrated molecular, genetic, biochemical, and proteomics-based approach.  This approach will lead to an understanding of the biochemical activity of the VTC3 protein domains and how these domains (directly or indirectly via protein binding partners) impact the expression and/or activity of plant ascorbic acid biosynthetic enzymes, and ultimately ascorbic acid levels under differing environmental conditions.  This project is certain to advance the understanding of signal transduction pathways in plants, in particular with regards to the regulation of ascorbic acid biosynthesis in plants.




"Identification, Synthesis and Use of a Larval Trail-Following Pheromone of the Argentine Cactus Moth, Cactoblastis cactorum"

  • United States Department of Agriculture, APHIS
  • Terrence Fitzgerald - Biological Sciences
  • Frank Rossi - Chemistry
  • 8/1/13 - 7/31/14
  • Award: $13,200

The Argentine cactus moth, Cactoblastis cactorum, is an invasive insect from South America that poses a serious threat to Opuntia cactuses in the southwestern USA and Mexico. C. cactorum was first seen in Florida in 1989 and has now spread along the Gulf and Atlantic Coasts as far west as Louisiana. The USDA has been successful at slowing the spread of the insect and eradicating outbreak populations in some areas but the insect continues to spread and new, eco-rational control technologies are needed to minimize the long term impact of the insect on native desert ecosystems. The primary approach under development in the present project is the disruption of the caterpillar's chemical communication system. Successful colonization of the host cactus requires that the newly hatched caterpillars mount a concerted effort to penetrate the tough cuticle of the plant. This is a time-consuming process and it requires that the caterpillars remain together in a tight aggregate about the attempted entry site. We have determined that the maintenance of the aggregate is dependent on a pheromone which we have now identified. The main thrust of the current phase of the project is to synthesize the pheromone and conduct studies to determine if blanket application of the chemical at the time of egg hatch will act to disrupt the caterpillar's chemical communication system leading to disbandment of the neonates and the failure of the colony to establish on the plant.



"Seven Valleys National Writing Project - SEED Teacher, Leadership Development Grant"

  • National Writing Project
  • Franke, David - English
  • 7/1/12 - 6/30/14
  • Award: $20,000

  The Seven Valleys Writing Project of SUNY Cortland is responsible for providing leadership for regional teachers K-16 in the form of workshops, writing-to-learn seminars, conferences on writing pedagogy, and the annual Summer Institute held in the Main Street SUNY Cortland. The Seven Valleys Writing Project has developed Professional Development programs at many regional schools and districts, and over 3,500 regional students K-12 are annually taught by a Seven Valleys Writing project teacher.   

The Seven Valleys Writing project has developed Professional Development programs at many regional schools and districts, and over 3,500 students K-12 are annually taught by a Seven Valleys Writing Project teacher. 

"The Augmented Palimpsest: Engaging Students through AR Encounters with the Past"

  • National Endowment for the Humanities
  • Harbin, Andrea - English Department
  • 6/1/14 - 11/30/15
  • Award: $15,883

The Augmented Palimpsest is a digital humanities tool that explores how the medium of Augmented Reality (AR) can be used in teaching medieval literature. Using Chaucer's General Prologue, the tool will deliver digital enhancements that emerge from the printed page via a smart device. They will provide the reader with linguistic, historical, and cultural contexts, thus giving students greater access to medieval material, culture and history. The digital content will include 3D models of medieval artifacts and architecture, large and complex enough to be walked around and viewed from multiple angles. Because the enhancements emerge from the printed page, the tool will maintain a pedagogical emphasis on close reading while encouraging students to develop their skills in textual analysis, critical thinking, interdisciplinary study, and new media literacy. It will improve the reader's comprehension of the text by preserving the physical and kinesthetic connection to the text.



"Center for School Health Systems Change"

  • NYSED / U.S. Center for Disease Control
  • Hodges, Bonni - Health
  • 11/1/09 - 10/31/14
  • Award: $986,375

   The CDC and the NYSED are currently engaged in determining and delivering programs aimed at improving the health of young people through building the capacity of schools to coordinate school health programs, policies, and practices, and to deliver evidence-based health and physical education instruction.  One of the avenues to achieving this goal is through the creation and mobilization of partnerships among P-12 districts/schools, and teacher/administrator education programs housed within higher education.  SUNY Cortland’s Health Department is directing a project that provided:  1)  a school health systems change demonstration projects; and 2) a series of professional development institutes to address four school health activities objectives outlines by the NYSED.  Over the 5 years, the demonstration project and institutes provide the platform for collaboration among present and potential partners to facilitate school health systems change to foster and support the achievement of improved health and academic outcomes of your across New York, with a particular focus on districts that exhibit high health and academic needs.  In particular, these activities provide a foundation of technical support and expertise for building the capacity of school districts to develop sustainable school health infrastructure and systematic processes for improving health and academic outcomes through a focus on activities of engagement, assessment, application, and evaluation.    



"Creating Healthy Places in Cortland County Evaluation"

  • New York State Health Department
  • Hodges, Bonni - Health
  • 12/1/10 - 3/31/14
  • Award - $11,250

   Dr. Hodges will serve as the evaluator for the Seven Valleys Health Coalition's (SVHC) "Creating Healthy Places in Cortland County" New York State Department of Health funded project. In partnership with the Cortland county Health Department, the project focuses on environmental and policy changes and improvements to support physical activity and healthy eating behaviors for primary and secondary prevention of chronic disease.   
   


"Real-time Monitor to Detect Waterborne E.coli in a Continuous Flow"

  • Quansor Corporation
  • Jin, Li  - Geology Department
  • 1/1/15 - 6/15/15
  • Awarded: $25,000

SUNY Cortland in partnership with Quansor Corporation and Binghamton University will demonstrate a benchtop detector of E.coli bacteria in continuous flow systems. This Real-time monitor uses Quanfor's quartz crystal microbalance platform and an innovative modified mannose receptor to bind E.coli. A working monitor will be tested in Cortland County including ground waters, surface waters as well as untreated and treated waste waters from Cortland wastewater treatment plant. The results will be displayed on the Quansor Corporation website showing the E.coli concentrations. The real-time E.coli monitor can also be used in food industry, military and places with pools and public beaches.


"Inclusion Matters: Partnering for Authentic Change in Teaching (IM:PACT)

  • United States Department of Education
  • Lachance, Andrea - Dean, School of Education
  • Rombach, Kimberly - Childhood/Early Childhood
  • Smukler, David -  Foundations and Social Advocacy
  • 10/1/10 - 12/31/15
  • Award: $1,329,056

 The IM:PACT Project is a major redesign effort that will transform the existing teaching preparation program at the State University of New York College at Cortland. The IM:PACT Project will deepen collaboration with public school partners, build on creative models at our institution and result in an increase in the number of our graduates who meet the highly qualified teacher (HQT) requirements in the Individuals with Disabilities Education Improvement Act (IDEA 2004), so that they will effectively serve students with high-incidence disabilities who are increasingly placed in inclusive classrooms.



"Liberty Partnerships Program 2012-2017"

  • New York State Education Department
  • Lachance, Andrea - Dean of Education
  • 9/1/12 - 8/31/17
  • Award: $1,593,697

Liberty Partnerships Program is part of New York State's initiative to develop comprehensive programs for high risk youths to complete their education and seek further education or meaningful employment upon graduation. The Liberty Partnership Program based at SUNY Cortland is comprised of thirteen school districts, three colleges, a university, and numerous community based organizations and business organizations who work collaboratively to identify and engage existing resources for identified students. Specifically, programs are geared for middle and high school students which provide variations of the following components: mentoring, tutoring, academic/career/personal counseling, case management, parenting, enrichment classes, special events/field trips, and staff development.



"Access to College Education 2013-2014"

  • ACE Consortium
  • Lachance, Andrea - Dean of Education
  • Clarke, Carol - Program Coordinator
  • 7/1/13 - 6/30/14
  • Award: $46,848

ACE (Access to College Education) is a consortium of four area institutions: SUNY Cortland, Tompkins Cortland Community College, Cornell University and Ithaca College, working in partnership with 15 local school districts. The program is designed to help academically capable high school students overcome barriers to college education. Throughout the four years, students and their parents are offered a wide variety of opportunities to experience various aspects of college life. ACE is funded by the four colleges in cooperation with participating schools.


 
"SUNY Cortland Teacher/Leader Quality Partnership Program 2013-2014"

  • New York State Education Department
  • Lachance, Andrea - Dean of Education
  • Klein, Elizabeth - Childhood/Early Childhood Education
  • Abramo, Alexis - Project Manager
  • 9/1/13 - 8/31/14
  • Award: $158,421

The Teacher/Leader Quality Partnership (TLQP) Program is administered through New York State's Education Department using federal funds authorized through the No Child Left Behind Act (2001) to improve teaching and learning in core subject areas. Previous awards developed the Teacher Professional Development Network of Central New York, which was created to link professional development resources throughout our region. Housed in SUNY Cortland's School of Education, the Network includes representation from SUNY Cortland's School of Arts and Sciences and Professional Studies, seven area school districts, four area teacher centers, two BOCES districts, and a variety of other nonprofit educational organizations in our region.

We are leveraging the Network structure and strengths of various partners to address the professional development needs identified by our district partners, especially content area high school teachers in high-needs rural districts and to develop collaborative regional educator professional development opportunities, in order to maximize professional development resources and opportunities for all teachers.    
  

 


  

"Center for the Preparation of 21st Century Teachers @ SUNY Cortland"

  • United States Department of Education
  • Lachance, Andrea, Dean - School of Education
  • Abramo, Alexis - Coordinator
  • Fantacone, Dominick - Master Teacher Coordinator
  • Klein, Beth, Professor - Childhood/Early Childhood Education Department
  • Pagano, Angela, Associate Professor - Biological Sciences Department
  • Gfeller, Mary, Associate Professor - Mathematics Department
  • 11/14/14 - 6/30/15
  • Award: $149,863

The Center for the Preparation of 21st Century Teachers will support college faculty, P-12 teachers, and teacher candidates to learn and implement 21st Century instructional thinking and practices learn cutting edge pedagogical techniques. The Center will focus on five initiative areas: Use of Structured Protocols to Examine Student Data, Project Based Learning (PBL) and the Common Core, Integrating High Leverage Teaching and High Leverage Content in Teacher Preparation, Using Communication Strategies to Teach About Science, Designing and Sustaining Clinically Rich Teacher Education. The Center will partner with Onondaga-Cortland-Madison (OCM) Board of Cooperative Educational Services (BOCES) Tompkins-Seneca-Tioga (TST) BOCES, Teaching Works at University of Michigan, and the Alan Alda Center for Communicating Science at Stony Brook University to support the development and implementation of workshops and study groups around the first four initiative areas, ultimately establishing packages of workshops that would comprise an "informal certificate" in a given initiative area. These certificates would allow participants to enhance their preparation and skill set in that area, increasing the effectiveness of teachers and teacher candidates, and providing an asset in their APPR portfolios and/or on their professional resumes.


"Observational and Theoretical Investigations of the Formation of Igneous Rims around Chondrules"

  • NASA
  • Morris, Melissa - Physics Department
  • 7/1/15 - 6/30/18
  • Award: $319,000

This highly interdisciplinary study into the formation of igneous rims around chondrules (millimeter-sized igneous silicate spheres found in abundance in chondritic meteorites), will be conducted jointly by researchers at the State University of New York at Cortland (SUNY), Arizona State University (ASU) and the California Institute of Technology (Caltech), and will be led by Dr. Melissa Morris. Knowledge of the processes occurring in the early history of the Solar System is critical to understanding the formation and evolution of planetesimals and planetary bodies. This study will incorporate observed properties of some of the Solar System’s oldest solids into theoretical models of processes occurring in the early Solar System. Chondrules were melted as free-floating droplets at the very birth of the Solar System, before they were incorporated into small planetary bodies. Shocks in the solar nebula – the disk of gas and dust around the young Sun - are the most generally accepted chondrule-forming mechanism. Some chondrules went on to develop dust rims, while continuing to float through the dusty nebula. A subset then experienced a second heating event (such as a shock) that melted this dusty rim, resulting in igneous textures. While melting, they would have evaporated, shrinking in size. We will use our state-of-the-art shock code for chondrule formation to predict evaporation and the resulting thickness of igneous rims, and will conduct high-precision secondary ion mass spectrometry (SIMS) measurements of Mg and Si isotopes in order to independently determine the extent of evaporation of igneous rims. The results of our study will provide new constraints on conditions in the early solar nebula and planet formation, in general.


"Chondrule Formation in Impact Plumes"

  • NASA
  • Morris, Melissa - Physics Department
  • 7/14/14 - 7/13/17
  • Award: #330,000

The objective of this research is to gain a better understanding of the processes occurring in the early history of the Solar System resulting in the formation and evolution of planetesimals and planetary bodies. To attain this objective, we will focus our investigations on the formation of chondrules—millimeter-sized igneous silicate spheres found in abundance in chondrites— from Bencubbinite and “Bencubbin-like” meteorites, thought to have formed as a result of planetesimal impacts late in the solar nebula at 5-6 Myr after the first solids. Our goal is to quantify the formation conditions (temperature, density, chondrule cooling rates/times) in impact plumes. We will generate hydrodynamic simulations of the evolution and fate of material in an ejecta plume following an impact between planetesimals, including radiative diffusion, and the interaction with surrounding nebular gas and impact-generated vapor. We will develop post-processing modules to predict melting or condensation of components in the plume and their thermal histories. Through rigorous numerical modeling of the formation of components in the Bencubbinites, we will place constraints on the density of the solar nebula and the structure of the protoplanetary disk at 5-6 Myr of age.


"Undergraduate Clinically Rich Teacher Preparation Pilot Program"

  • NYSED
  • Pangano, Angela - Biological Sciences
  • Gfeller, Mary - Mathematics
  • 11/1/2012 - 8/31/2014
  • Award: $429,179

SUNY Cortland proposes an undergraduate teacher residency program that intends to shift the center of teacher education by increasing the role of school partners in the preparation of effective science and mathematics teachers. The program will be offered in collaboration with Binghamton High School (BHS), a high need school which has been involved in major reform efforts to improve student achievement. The program will involve one full academic year (2013-2014) of clinically rich study and application of teaching practice at BHS, preceded by a semester of weekly observation visits to BHS (Spring 2013) and additional professional development on site in the Binghamton School District during the summer of 2013. It will lead to the conferral of a Bachelor's degree in Adolescence Education (Biology, Chemistry, Physics, Earth Science, or Mathematics) from SUNY Cortland and initial New York State certification to teach science or mathematics in grades 7-12. The pilot program will enroll approximately 12 students from across these majors and selected by application on the basis of their potential to teach in the content area (as evidenced by GPA overall and in their major) and their commitment to teach in high need settings (as determined through written statements and an interview process). Full tuition and fee scholarships and stipends will be provided to selected candidates, along with travel allowances to support their residencies in Binghamton.

 



"SUNY Cortland Robert Noyce Teacher Scholarship Program"

 Funding for this project is provided by the American Recovery and Reinvestment Act (ARRA)    

  • National Science Foundation
  • Phelan, Gregory - Chemistry
  • Burns Thomas, Anne- CURE
  • Cirmo, Chris - Geology
  • Klotz, L. Richard - Biology
  • Gfeller, Mary - Mathematics
  • Janke, Rena - Biology
  • Smith, Brice - Physics
  • 6/1/09 - 8/31/14
  • Award: $899,968

Through this scholarship program, SUNY Cortland will create 50 scholarships for secondary school teacher candidates in math, science and technology areas. These teachers will serve in central New York and the five major city areas of New York State. Partners in the project include departments of Biology, Chemistry, Geology and Physics, the School of Education, SUNY Cortland's Urban Recruitment of Educators (CURE), the SUNY Urban Teacher Education Center, and CNY school districts including Cincinnatus, Cortland, Dryden, Homer, Marathon, and South Seneca public schools. The broader impact of this project will increase the numbers of well qualified STEM teachers in NYS through the creation of 50 scholarships. Ideally, having highly trained STEM teachers who truly understand both their content and pedagogy will engage students in such ways as to increase the numbers of both future STEM professionals and the next generation of STEM teachers.     
 


"Landmarks of American History and Culture: Workshops for School Teachers"

  • NEH
  • Sheets, Kevin - History Department
  • Storch, Randi - History Department
  • 10/1/14 - 12/31/15
  • Award: $178,809

Forever Wild: The Adirondacks in the Gilded Age and Progressive Era is a collaborative effort providing an unparalleled opportunity for teachers to investigate the late 19th century and early 20th century period from the unique perspective of the wilderness. Based at Camp Huntington, the first Adirondack Great Camp built in the 1870s, Forever Wild engages participants in a dialogue focused on the workshop’s central question: what did wilderness mean to Americans during the Gilded Age and Progressive Era? The many answers provide teachers with the multidimensional view of the period that will enrich their students’ understanding of this decisive era. The project’s goal is to enable teachers to develop a deeper understanding of the interconnection between the histories of the urban and the wild while furthering teachers’ instructional skills.


"First Person America"

  • US Department of Education / OCM BOCES
  • Sheets, Kevin - History
  • 7/1/10 - 8/31/14
  • Award: $332,317

First Person America is a new collaborative project funded by the U. S. Department of Education. Using biography and the individual experience as a lens to understand American history, the three-year project empowers K-12 teachers of American history to transform their classrooms into exciting workshops of discovery. Associate Professor of History Kevin B. Sheets leads SUNY Cortland's partnership with OCM BOCES and the Onondaga Historical Association in developing enriching professional development opportunities for 72 K-12 teachers in the 24 school districts in Onondaga, Cortland and Madison counties and the City of Syracuse. This collaboration builds district capacity for delivering research-based teaching approaches for the study of history through a coordinated program of workshops, seminars, field experiences and summer institutes. Teachers explore several critical eras in American history, including the American Revolution, the antebellum and Civil War years, and the watershed period from World War I to World War II. A core component is a web-accessible series of chronologically sequenced maps of American history hyper-linked to primary and secondary sources aligned to state standards and district curricula. Created by teachers, these maps will serve as a permanent resource for teachers planning lessons and developing classroom learning activities. First Person America leverages critical resources in the Central New York region and cultivates mutually supportive partnerships to help teachers enhance their knowledge and classroom practices and measurably improve student achievement in history.         



"Frontier and Empire on the Central Anatolian Plateau: Transitions at Çadir Höyük"

  • National Science Foundation
  • Steadman, Sharon R. - Sociology/Anthropology
  • 6/1/11 - 5/30/14
  • Award: $294,260


A National Science Foundation grant will support archaeological work at the site of Çadir Höyük in central Turkey (Anatolia). Steadman and an international team will conduct three years of fieldwork including excavation and the conservation of both artifacts and architecture. The international team, consisting of scholars from the U.S., Mexico, Canada, Europe, and Turkey, will investigate three important periods during the 6,000 years of nearly unbroken occupation at the Çadir Höyük site (ca. 5200 B.C.E. - 1170 C.E.). Previous research has demonstrated that the settlements at Çadir Höyük experienced three significant transitional periods in which comfortable, stable, and well-stocked communities, located either at the heart, or the frontier, of contemporary empires, became far more unstable and residents coped with considerably more meager circumstances. The first transition occurred in the later prehistory in the Late Chalcolithic/Early Bronze I (ca. 3300-2800 BCE), the second when the Hittite Empire collapsed around 1200 BCE, and the last during the Byzantine empire's fading control of central Anatolia (ca. 600-1100 CE). The Çadir team will examine the experiences of these settlements' residents as their surrounding worlds collapsed. Particular areas of focus include subsistence practices, craft production, trade relations, and domestic and public buildings and spaces; results will reveal how residents experienced and reacted to changes and challenges in their day-to-day living circumstances; we will also assess whether residents fared differently depending on whether they lived in the frontier region of an empire, or near its heart, and identify reasons for any differences. Our investigations at the village level sill be a lens through which we may view both the impact a collapsing empire had on local populations, and what role changes in these local/rural settlements played in the dissolution of these powerful imperial systems.


 "Improving Professional/Academic Competence and Practical Knowledge in Science, Mathematics and Education"

  • Basic Education Commission (BEC)
  • White, Orvil - Childhood/Early Childhood Education Department
  • 9/25/14 - 6/30/15
  • Award: $28,800

The Improving Professional/Academic Competence and Practical Knowledge in Science, Mathematics and Education project was the sixth year of professional development for teachers from Thailand held at SUNY Cortland. The program consisted of two parts. The first, a one month Program to Enhance Thai Science Teachers’ Global Educational Profession in Elementary and Secondary Education. The dates of the workshop were from 27 September to 27 October 2014. The participants included16 Thai teachers, with one administrator from The Office of the Basic Education Commission (OBEC). To meet the goals of this project the Thai teachers observed in a variety of Science, Mathematics and methods courses. During their observations, the Thai teachers made notes of the teaching methods and instructional information. The teachers then used this material to develop a plan to utilize the information in their home classrooms.
The second part was a one-week Program for Thai Earth Science Teachers to Enhance Professional/Academic Competence and Practical Knowledge in Project Based Teaching and Learning in Earth Science. This workshop ran from 4 October to11 October 2014 and included classes at Cortland and at Camp Huntington on Raquette Lake. The number of participants were17 Thai teachers, with another administrator from OBEC. To meet the goals the workshop all classes were centered on active learning and hands-on science methods where the participants learned how to incorporate Earth Science projects into their science classes. The purpose of the earth science workshop for teachers is threefold: to collaborate with Thai teachers and strengthen the link between SUNY- Cortland and Thai schools, to refresh the Thai teachers’ Earth Science content knowledge, and to increase the teachers' pedagogical knowledge. Dr. Meredith McAllister, from Butler University, conducted the classes for this part.


"Enhancing Entrepreneurial Activity in Cortland County"

  • Appalachian Regional Commission (ARC)
  • Zarate-Hoyos, German - Associate Professor, Economics Department
  • Burke, Kathleen - Professor, Economics Department
  • Phillips, Timothy - Associate Professor, Economics Department
  • Polley, Susanne - Associate Professor, Economics Department
  • Megivern, Adam - Downtown Partnership
  • 7/1/12 - 12/31/14
  • Award: $80,966

SUNY Cortland received $80,966 in Appalachian Regional Commissioin funding to develop an entrepreneurship curriculum and internship program at the Cortland Business Innovation Center in collaboration with the Cortland Downtown Partnership. The outputs of the project include 24 college students completing two courses in entrepreneurship, 24 students completing one course in entrepreneurship, and 15 students providing internship services to local businesses. The initiative will assist SUNY Cortland's student entrepreneurship efforts and forge a strong linkage to the community's economic development network and resources.