Seth N. Asumah
Seth N. Asumah, Africana Studies and Political Science departments, received a merit-based high ranking and appointment from the New York State Public High Schools Athletics Association (NYSPHSAA) and served as a referee for the 2017 New York State Boys Soccer Championships held Nov. 10 to 12 at Middletown, N.Y. Also, Asumah officiated the 2017 Boys Regional Soccer Championships held Nov. 4 in Oneonta, N.Y. As a member of the United States Soccer Federation (USSF), the National Intercollegiate Soccer Officials Association (NISOA), and the MidState Board of Approved Officials (MidBAO), Asumah has officiated many international, national and National Collegiate Athletic Association (NCAA) Final Four Soccer Championships.
Alexis Blavos
Alexis Blavos, Health Department, had an article titled “Advocacy Skill Development in Public Health Education Curriculum: A Pilot Study” published in Health Promotion Practice. Also, she and colleagues presented a plenary titled “Utilizing the Power of AI to Advocate for Equity Where You Live, Work, and Play” at the 2024 Health Education Advocacy Summit, held Oct. 19 to 21 in Washington, D.C.
Steven Gabriel
Steven Gabriel, Health Department, and colleagues had their article titled “Women’s Motivators to Engage in Opioid Use Disorder Treatment While Enrolled in an Opioid Intervention Court,” published in April in the journal Substance Use & Misuse.
Thomas Hischak
Thomas Hischak, professor emeritus of theatre, had his non-fiction book, Musicals in Film: A Guide to the Genre, published by ABC-CLIO, Santa Barbara, Calif.
Tadayuki Suzuki
Tadayuki Suzuki, Literacy Department, co-authored an article with Darryn Diuguid and Barbara Ward, titled “Taking a closer look at the American Library Association’s 2022 Rainbow Book List” recently published in the journal Multicultural Education.
Cynthia Guy
Cynthia Guy, Community Innovation Coordinator with the Institute for Civic Engagement, has secured a grant for $1,000 from the ADP/TDC Economic Inequality Initiative Advisory Council on behalf of the Economic Inequality Initiative: Pathways to Opportunity in Cortland County, to conduct a Community State of Poverty Simulation.
Li Jin
Li Jin, Geology Department, co-authored an article recently published in the journal Sustainability. The paper examines the impacts of climate change and population growth on the water quality of Awash River in Ethiopia where water resources are limited and comprehensive monitoring datasets are lacking. The outcomes of the work help evaluate the efficiency of mitigation measures to curb river water pollution. The paper is titled “Impacts of Climate Change and Population Growth on River Nutrient Loads in a Data Scarce Region: The Upper Awash River (Ethiopia).”
Timothy J. Baroni
Timothy J. Baroni, Biological Sciences Department, with co-authors Keri Kluting, University of Uppsala, and Sarah Bergemann, Middle State Tennessee University, published a peer-reviewed paper titled “Toward a Stable Classification of Genera within the Entolomataceae: a Phylogenetic Re-evaluation of the Rhodocybe-Clitopilus Clade” in the journal Mycologia. Molecular evidence was used to sort out relationships among five genera and nearly 300 species. The publication was the result of Kluting’s master’s thesis at Middle State Tennessee University. Baroni served as a mentor for the project and was on Kluting’s guidance committee for the master’s degree.
Lindsey Darvin
Lindsey Darvin, Sport Management Department, had her article, “At colleges nationwide, esports teams dominated by men,” published in The Conversation.
Dianne Wellington
Dianne Wellington recently published a co-authored article titled "Critical Dialogue as a Decolonial Feminist Approach to Healing and Restoration in Antiracist Literacy Education" in the journal Intersections: Critical Issues in Education. The article explores critical dialogue as a healing practice in antiracist literacy education. Using duoethnography and decolonial feminist perspectives, Dr. Wellington and her co-author examine how meaningful conversation supports sustained antiracist work. The study frames healing as an intergenerational movement and positions literacy education as a catalyst for transformation. Dr. Wellington advocates for restorative literacies that challenge systemic oppression through relational, justice-driven teaching practices that honor students' lived experiences, histories, and ways of knowing — fostering resilience, transformation, and coalition-building in educational spaces.