Kathleen A. Lawrence
Kathleen A. Lawrence, Communication Studies Department, recently received word that two of her poems were accepted for publication in the upcoming anthology The Daily Abuse. Her poem “Too Many To Count"” is written in long free verse inspired by the #MeToo movement and her own recollections growing up female. Her second poem is a four-column abecedarian titled “A Sexual Assault in the Woods.” This poem was previously published in Crow Hollow Magazine 19.
Tiantian Zheng
Tiantian Zheng, Sociology/Anthropology Department, is the author of “The Politics of Fashion, Class Hierarchy and Transgression: Rural Migrant Women in Karaoke Bars and Japan-Korea Wave,” posted online in October on The Contemporary China Centre.
Karen Downey
Karen Downey, Chemistry Department, presented her research, “Crystallization kinetics and energetics of erbium-containing zinc silicate germanate thin films,” at the American Chemical Society national meeting on March 25 in San Diego, Calif.
Jeremy Jimenez
Jeremy Jimenez, Foundations and Social Advocacy Department, recently participated in a climate change education panel at the Comparative and International Education Society conferencein Miami, Fla., based on previous research co-conducted with Miranda Kistner ’23.
Caroline Kaltefleiter
Caroline Kaltefleiter, Communication and Media Studies Department, presented a paper titled “Water-Tok Girls: The Politics of the Stanley Cup Craze, Capitalism, and Girls’ Consumption Practices in Everyday Day Life” at the Girlhood Studies Collective Conference held April 5 at Rutgers University, Camden, N.J. It was a virtual presentation. Her research paper, “Sista Grrrls Riot: Phantom Power, Liminality, and (Trans)Locution to Resist Racism and Fascism” was presented at the Reimagining Anarchism: Race, Class, Gender and Revolution Symposium held March 23 at Cornell University.
Michael Hough
Michael Hough, Biological Sciences Department, authored a book, Flora of Cortland and Onondaga Counties, New York, that is now available from Amazon.
Jean W. LeLoup
Jean W. LeLoup, professor emerita of Spanish, recently had the third edition of her textbook, ¡Anda! Curso intermedio, published by Pearson Education. It is an intermediate-level Spanish text for the college level.
Jordan Kobritz
Jordan Kobritz, Sport Management Department, and Jeffrey Levine, University of Louisville, had their article “The Show Cause Penalty and the NCAA Scope of Power” published in the Fall 2013 issue of Arizona State University Sports and Entertainment Law Journal.
Kati Ahern
Kati Ahern, English Department, co-authored an article titled “Listening for Genre Multiplicity in Classroom Soundscapes.” It was published in the July issue of the journal enculturation.
Katie Silvestri
Katie Silvestri, Literacy Department, led authorship on a journal article about multimodal positioning as seen in interactions between children and the designs they create in an after-school engineering club recently published in Multimodal Communication. Co-authors are Mary McVee, Christopher Jarmark, Lynn Shanahan and Kenneth English at the University at Buffalo (SUNY). The article features a case study and uses multimodal positioning analysis to determine and describe how a purposefully crafted emergent artifact influenced and manipulated social dynamics, structure, and positionings of one design team comprised of five third graders. In addition to social semiotic theories of multimodality and multimodal interactional analysis, Positioning Theory is used to examine group interactions with their constructed artifact, with observational data collected from audio, video, researcher field notes, analytic memos, photographs, student artifacts (e.g., drawn designs, built designs), and transcriptions of audio and video data. Analysis of interactions of the artifact as it unfolded demonstrates multiple types of role-based positioning with students (e.g., builder, helper, idea-sharer). Foregrounding analysis of the artifact, rather than the student participants, exposed students’ alignment or opposition with their groupmates during the project. This study contributes to multimodal and artifactual scholarship through a close examination of positions emergent across time through multimodal communicative actions and illustrates how perspectives on multimodality may be analytically combined with Positioning Theory.