Seth N. Asumah
Seth N. Asumah, Africana Studies and Political Science departments, is the author of a book chapter, “African Cultures, Modernization and Development: Re-examining the Effects of Globalization.” It will be included in a new book, Globalization and the African Experience, edited by Emmanuel M. Mbah and Steven J. Salm, to be published in 2012 by Carolina Academic Press.
Dan Harms
Dan Harms, Library, had two books published this summer. The first, The Long-Lost Friend, is a book of Pennsylvania German folk remedies from 1820 published by Llewellyn. The second, Experimentum Potens Magna, is a handwritten and illuminated manuscript of folk belief published by Caduceus Books of Burbage, Leicestershire, Pa.
Emily Quinlan
Emily Quinlan, Advisement and Transition, was awarded for her blog, “Transfer Student Blog” at the New York State Transfer and Articulation Association (NYSTAA) conference in Albany in May. She received the NYSTAA STEP (Successful Transfer Enhancement Programs) Award.
Carol Costell Corbin
Carol Costell Corbin, Advisement and Transition, recently attended the 14th annual National Institute for the Study of Transfer Students (NISTS) conference in Atlanta, Ga. She co-presented with Michael Henningsen, Mohawk Valley Community College, on the New York State Transfer and Articulation Association (NYSTAA). Their session title was “A State-Wide Transfer Professional Organization: The Good, the Bad, and the Future.” Henningsen currently serves as NYSTAA president, and Corbin serves as president-elect. At the conference, Corbin was awarded the Bonita C. Jacobs Transfer Champion Rising Star award.
Nance S. Wilson
Nance S. Wilson, Literacy Department, co-authored a chapter with Michelle Kelley titled “Avid Readers in High School: Are they Reading for Pleasure?” It is included in Teaching Adolescent Literature Today, J. A. Hayn & J. S. Kaplan, editors. The book was selected to be showcased in Cambridge Scholars Publishing’s July ‘Best Sellers’ marketing campaign.
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.
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.