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.
New York State has a wealth of recreation opportunities available through the NYS Office of Parks, Recreation and Historic Preservation (OPRHP) and the NYS Department of Environmental Preservation (DEC). In an effort to maximize the use of New York's recreation opportunities for people of all abilities, the IRRC will assess 400 DEC and OPRHP outdoor recreation, state park, state historic areas, and state recreation area sites. Post-assessment reports will be provided to OPRHP and DEC to improve usability and make capital improvements for usability and inclusion of all visitors. In addition, the IRRC will develop a web-based Inclusivity Assessment Tool and all the specialty recreation checklists, develop a Trail Assessment Checklist, upgrade the IRRC's online recreation database and website, develop an app for the online recreation database for mobile devices, and create and administer an online version of the Inclusion U training.
This project includes the development of an online educational resource (OER) that uses mastery-based learning to engage physical education pre-service teachers in observation, analysis, and assessment of gross motor skills in preparation to become competent movement educators and confidently encourage children to become physically literate. The pilot project includes three gross motor skills: dynamic balance, horizontal jumping and underhand rolling. Teacher candidates go through the three modules watching instructional videos and answering questions. The aim of the project is to help teacher candidates become competent and confident in analyzing motor skills. This OER will be developed and shared through the blackboard platform within SUNY Cortland as well as through CourseSites to reach a broader audience. After completion of all 16 modules in 2016 - 2017, the OER will be offered within the OPEN SUNY Learning Commons.
This project develops teaching and research on EU topics through the following activities: 1) an interdisciplinary, team-taught, introductory course to the EU (one course each academic year); 2) a Model EU Class (one course each academic year); 3) a EU Film Series, integrated within the two courses; and 4) yearly EU Day events showcasing student and faculty research projects on EU topics. The objectives of EUinCNY are: to engage young scholars in teaching and researching on European subjects and to promote innovation in teaching and research on EU topics. EUinCNY will engage scholars and students from the Schools of Arts and Sciences, Education, and Professional Studies, from inter-disciplinary centers (Clark Center for International Education; Project on Eastern and Central Europe), and from departments: International Studies, History, Political Science, Modern Languages, Art and Art History, Foundations and Social Advocacy, and Sport Management. EUinCNY will promote innovation in teaching through an interdisciplinary EU course, EU policy debates, an online teaching module with an EU-based university (Babes-Bolyai University in Cluj-Napoca, Romania), an EU Film Series, and an applied-learning course (Model European Union). EUinCNY also promotes innovation in research through undergraduate research opportunities with faculty mentors on EU topics.
Based on a framework of community-based learning, the goal of this program is to support and promote the undergraduate study of philanthropy in order to prepare, empower, and inspire young adults to become effective, knowledgeable and skilled philanthropists and leaders in their communities. This goal is achieved by providing funds for students to distribute to nonprofit organizations serving Cortland County, both as an investment in solutions to community problems and as a learning experience. Through participation in the course and grant-making activities, students develop their own values as philanthropists, understand community needs, and analyze the role of the nonprofit sector and philanthropy in American society. Students must also evaluate the strength of local nonprofit organizations and their impact on the community, as well as develop leadership skills as they review and prioritize proposals as part of an overall philanthropic strategy.
Working through an Intergovernmental Personnel Agreement (IPA) with the Centers for Disease Control and Prevention Diane is consulting with the Early Care and Education (ECE) Team within the Obesity Branch of the Division of Nutrition, Physical Activity, and Obesity (DNPAO). During this temporary appointment, she serves as the Subject Matter Expert on Early Childhood Physical Activity. Much of her work involves offering technical assistance to states' departments of health. Through 1305 funding, states are now charged with encouraging policies and implementing programs that promote physical activity among young children in child care. She offers technical assistance to state through conference calls, webinars, and on-site visits to states facilitating ECE stakeholder meetings and conduct train-the-trainer workshops on early childhood physical activity.
This project explores novice teacher identity and preparation by investigating a specific population of novice teachers: active-duty military officers who teach first-year writing at the United States Air Force Academy in Colorado Springs, Colorado. This study brings together the theories, research, and practices of three disciplines – rhetoric and composition, English education, and military science– to understand how best to prepare and support novice teachers, defined as teachers with fewer than five years of classroom teaching experience. Recent research has shown that over 40% of novice teacher leave the classroom within five years, calling into question whether or not the current structures in place to prepare beginning teachers are adequate. This research both pushes back against the civilian/military binary that pervades contemporary American society and the academy in particular and brings together two domains historically marked by gender, as scholars in rhetoric and composition have argued that the teaching of writing is “feminized,” and military culture is traditionally aligned with values to be indicative of “masculinity.” This study of teacher identity and preparation has application beyond the military and helps those who prepare K-12 and college teachers understand and support novice teachers.
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.
OPENPhysEd.org is a public service curriculum project of US Games aimed at establishing equitable access for all teachers to standards- and outcomes-based physical education curriculum tools. The website provides physical education learning tasks, student assessments, and teacher evaluation tools free of charge to every teacher with internet access. In the two weeks following following the project's launch more than 1,000 teachers registered as active users and tallied over 5,600 file downloads. The partnership between US Games and the SUNY Cortland Physical Education Department will establish a national professional development and service center for the OPEN Curriculum Project with a focus on enhancing physical education programs through rigorous, outcomes-based curriculum tools. It will also establish foundational research for improving the delivery of curriculum content and professional development.
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 Economic Inequality Initiative: Pathways to Opportunity in Cortland County will conduct a State of Poverty Simulation for the community. The intention is to solicit and motivate in particular the legislature, government officials, and business owners within the Cortland community to attend and participate. The poverty simulation experience is designed to help participants understand what it might be like to be a part of a typical low income family trying to survive from month-to-month. The object is to sensitize participants to the realities of life faced by low income people.
In the simulation participants assume the roles of individuals facing poverty. Some are newly unemployed, some are recently deserted by the family’s breadwinner, and others are recipients of AFDC (Aid to Families with Dependent Children). Others are disabled or are senior citizens receiving social security. Participants’ main task is to provide basic necessities and shelter during four 15-minute “weeks.”
The Economic Inequality Initiative: Pathways to Opportunity in Cortland County is comprised of SUNY Cortland faculty, staff, students, and community members who together initiate community-based research and facilitate a dialog about the issues of economic inequality while promoting civic learning, action, and empowerment to address these issues.
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.
School-based health education, along with the other components of a Coordinated School Health (CSH) approach, can play a role in impacting behaviors that contribute to childhood obesity. Activities that can be easily infused across CSH components and academic disciplines to provide knowledge, attitude, skills and behaviors that support the adoption of a healthy lifestyle and reinforce Common Core and discipline-specific standards are needed. Healthy Steps, Healthy Lives provides a number of such activities across grades K-6. Evaluation of the impact of these activities on their individual and collective effect to foster nutrition and physical activity knowledge, attitude, skills and behaviors for health will provide information for refinement and appropriate dissemination.
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.
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 fifth consecutive 2-year math Consortium Incentive Grant that the Cortland METS has received.
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 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.
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.
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.
The Common Problem Pedagogy (CP²) project is a collaborative effort involving faculty and staff from four SUNY comprehensive colleges (Cortland, Plattsburgh, Oswego and Oneonta). CP² is a form of applied learning that incorporates elements of problem-based learning and civic engagement, with a strong focus on cross-disciplinary work. Groups of faculty from the humanities, STEM and professional fields will work with community partners to identify a significant problem. Addressing this problem will be a major theme in a course taught by each faculty member, and students from those classes will work together on interdisciplinary teams to develop potential solutions, each contributing the perspectives and tools of inquiry from their particular disciplines. Thirteen SUNY Cortland faculty members are currently collaborating on the development of four CP² projects that will be piloted during fall 2016 with support from the SUNY Investment and Performance Fund.
Colleges and universities are tasked with ensuring their students have access to academic support services. Online tutoring, as a complement to existing services, allows tutors and tutees to engage in tutoring sessions regardless of their respective locations by collaborating via the Internet. In addition to students in online courses, students in traditional classrooms often require support during evening and weekend hours when support is typically unavailable. Although there are many online tutoring companies, colleges may not be able to afford these services, may not know how to vet them for quality, or may have limited technology resources making it difficult to integrate tutoring into their academic support services. STAR-NY is a consortium of SUNY colleges and universities that have joined together to share resources and expertise to better meet the student need for academic support through real-time online tutoring. This grant will allow STAR-NY to expand its services to additional SUNY schools over the next five years, increasing academic support across the system.
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.
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.
The New York Power Authority (NYPA) has the authority and administrative duty to manage and execute Governor Como's Executive Order 88. Executive Order 88 (EO88) calls for the lowering of energy use for ALL state run facilities in New York State by 20% by 2020, when compared to the 2010-2011 baseline year. SUNY Cortland was awarded $250,000 to improve the energy efficiency at Park Center through a demand control ventilation system. This provides greater control of the ventilation system tailored specifically to building occupancy. The total project is approximately $700,000 construction cost with a NYSERDA grant of $350,000 being also awarded to this particular project upon completion. By combining the NYPA grant and the NYSERDA grant, the return on investment has simple payback of less than 4 years resulting in a 30% energy reduction for Park Center which is the largest facility on the SUNY Cortland Main Campus. The demand control ventilation work has been identified as a potential project for approximately 6-years, however, there has been limited funding to move the initiative forward when compared to other energy efficiency conservation measures. With the grant funding awarded to this specific project, SUNY Cortland will reinvest the energy utility savings to further invest in other similar energy conservation measures.
The New York Power Authority (NYPA) has the authority and administrative duty to manage and execute Governor Cuomo's Executive Order 88. Executive Order 88 (EO88) calls for the lowering of energy use for ALL state run facilities in New York State by 20% by 2020, when compared to the 2010-2011 baseline year. NYPA is keenly interested in ways to encourage and foster the implementation of effective operation and maintenance programs. SUNY Cortland was awarded $125,000 to fund three specific initiatives, furthering campus retro-commissioning activities, HVAC Technician Training, and additional energy monitoring equipment. Specifically, these initiatives will perform a retro-commissioning study for the Education Building and Corning/Van Hoesen facilities which will identify further energy efficiency improvement projects. The HVAC Technician Training will be for advanced Building Management Control System (BMCS) training to 12 of our HVAC technicians. This training will foster greater understanding of the BMCS capabilities allowing greater improvements to be made in campus wide energy efficiency. Finally, the additional energy monitoring equipment will be utilized at the West Campus Apartment complex where energy monitoring equipment is limited. The particular technology being proposed is an occupant based monitoring system utilizing behavior based energy monitoring to further reduce energy consumption. This particular component will also utilize additional grant funding from NYSERDA to further offset the capital investment.
Alcohol addiction is a serious and growing problem with the National Institute of Alcohol Abuse and Alcoholism estimating that the yearly economic burden of alcohol misuse problems cost the United States 250 billion dollars. Of particular concern is that although medications for alcohol addiction show promise compared to no treatment in reducing alcohol use, it continues to fall short of being highly effective when the goal is long-term abstinence and relapse prevention. Therefore, strategies that prolong alcohol abstinence should be the primary focus of alcohol treatment research. One potential treatment strategy that could help sustain long-term alcohol abstinence is Environmental Enrichment (EE). Environmental enrichment is a process concerning the stimulation of the brain by one's physical and social surrounding. For example, human drug addicts that participate in non-drug pleasurable activities (e.g., exercise, painting, or social interaction) may remain abstinent longer than those who do not engage in such activities. Thus, this research sought to determine if the implementation of environmental enrichment after alcohol self-administration training has occurred reduces or eliminates continued alcohol consumption in rats over different abstinence periods and protects against stress-induced relapse. Further, I'm very pleased through the support of the SUNY STEM Research Fellowship Passport Program that Ms. Maggie Mengucci, and undergraduate student from SUNY Geneseo, was given the opportunity to be a part of this growing research at SUNY Cortland. Our results suggest that EE may be a promising path to pursue as a treatment strategy for long-term alcohol abstinence and emphasizes the importance of enriched life conditions in preventing relapse.
Funding for this project is provided by the American Recovery and Reinvestment Act (ARRA)
Through this scholarship program, SUNY Cortland will create 38 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 38 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.
Over the course of the last two decades, Latin American philosophy, and its distinctive solutions to classical problems in philosophy, has been gaining broader scholarly recognition in the Anglophone world as featuring some of the most creative and insightful solutions among the canon of non-Western philosophies. Despite this increased attention, many of the most important texts and articles that would put key contemporary figures into dialogue with recognized Western philosophers remain inaccessible. I have been invited to contribute to Latin American and Latino/a Philosophy: A Reader, which will fill this gap. Specifically, I have been invited both to write an original article on and to translate a seminal essay by Enrique Dussel, who is the leading figure of Liberation Philosophy, which is the most broadly recognized distinctive philosophical tradition in Latin American. The Drescher Leave award will allow me to finish both these projects and enable me to discuss with Dussel in Mexico a larger translation project.
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.
With this competitive award, SUNY Cortland's Chemistry and Biological Sciences Departments have acquired a linear ion trap mass spectrometer (MS) with integrated liquid chromatography (LC) separation. The instrument will be housed, managed and maintained in the Chemistry Department, in the newly renovated wing of Bowers Hall. The LC-MS instrument will provide faculty and students with the ability to identify and quantify small molecules and perform shotgun proteomics experiments. The LC-MS will be a key enabling factor for undergraduate research advised by faculty in the Chemistry Department and the Biological Sciences Department. The proposed research goals are: Use proteomics time series analysis to optimize open microbial communities in a bioreactor producing extended carbon chain commodity chemicals (PI Jeffrey Werner, Chemistry); Identify larval trail pheromones that could be exploited to reduce insect-related crop damage (co-PI's Frank Rossi, Chemistry, and Terrence Fitzgerald, Biology); Elucidate the physiological mechanisms of environmental biofilm formation involving Legionella pneumophila (Christa Chatfield, Biology); Determine the role of VTC3 in the regulation of ascorbic acid in plants (Patricia Conklin, Biology). The LC-MS will be integrated into at least four Chemistry and Biology core courses. Undergraduate researchers will travel to high-needs school districts and connect with high school students, to put faces and stories to what it's like to learn to be a scientist and perform authentic, leading-edge research as an undergraduate student.
SUNY Cortland Chemistry Department undergraduate researchers in Jeff Werner's lab will work, in collaboration with researchers in the lab of Lars Angenent at Cornell University, on optimizing a novel bioreactor that is efficiently and sustainable producing hexanoic acid from organic waste. This new biotechnology is particularly exciting because the hexanoic acid product is composed of an extended chain of six carbons, which normally would have to be industrially produced from petroleum. Our alternative, carbon-neutral, green production of hexanoic acid could provide economical and sustainable methods for the chemical industry, and for biodiesel production. Students in the Werner Lab will perform high-throughput sequencing and proteomics analysis (using our new UPLC-MS/MS instrument) to characterize metabolic activity in the bioreactor. This work will provide the molecular data needed to optimize the bioreactor for robust operation on a variety of feed sources, including urban waste. SUNY Cortland students will gain experience doing research on this project full-time over the Summer research season, as well as during the school year.
The initiative brings together SUNY Cortland, Tompkins Cortland Community College (TC3) and SUNY Broome to impact transfer student success, two-year degree completion and four-year graduation rates by integrating academic advising and support services prior to and after transfer. By viewing two- and four-year enrollment as a cohesive experience, students will benefit from individualized degree planning, peer mentoring and specialized transition programs coordinated through SUNY Cortland's Advisement and Transition office. Funding will support a Transfer Mobility Advisor to collaborate with TC3 and SUNY Broome, assisting students on choosing coursework to complete the associate's degree while fulfilling bachelor's degree requirements and developing academic skills, efficacy, and motivation to overcome obstacles. Faculty collaboration among the three campuses will also increase communication around curriculum and understanding of transitional issues.