Results | SCSU Bibliography

Huxley, R., Knell, M. J., & Weinbaum, J. C. (2019). Use of microvertebrate fossils in determining depositional environment of the Sonsela Member, Chinle Formation, Arizona. 51. https://doi.org/10.1130/abs/2019NE-328079

Hutchinson, Z., LaFrance Bartley, M., English, P., King, J., Grace, S., Kresning, B., Baxter, C., Ampela, K., Deakos, M., & Khan, A. (2020). Benthic and Epifaunal Monitoring During Wind Turbine Installation and Operation at the Block Island Wind Farm, Rhode Island – Project Report. Bureau of U.S. Department of the Interior, Bureau of Ocean Energy Management, Office of Renewable Energy ProgramsManagement. https://espis.boem.gov/final%20reports/BOEM_2020-044.pdf

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Connolly, K., Koslouski, J. B., Chafouleas, S. M., Schwartz, M. B., Edmondson, B., & Briesch, A. M. (2023). Evaluating the Usability of the Wellness School Assessment Tool Whole School, Whole Community, Whole Child (WellSAT WSCC): A School Wellness Policy Assessment Tool. Journal of School Health. Scopus. https://doi.org/10.1111/josh.13410

BACKGROUND: Adoption of the Whole School, Whole Community, Whole Child (WSCC) model has been slowed by a lack of available tools to support implementation. The Wellness School Assessment Tool (WellSAT) WSCC is an online assessment tool that allows schools to evaluate the alignment of their policies with the WSCC model. This study assesses the usability of the WellSAT WSCC. METHODS: Using a convergent mixed methods design, we collected qualitative and quantitative data from 5 school-based participants with roles in development and evaluation of policy. Participants explored the platform while engaging in a think-aloud procedure and scored a sample policy using the platform. They also completed the System Usability Scale and responded to open-ended questions about the usability of the platform. RESULTS: Participants rated the WellSAT WSCC as an above-average user experience, but data suggested several areas for improvement, including improved instructions, enhanced visual design of the platform, and guidance for subsequent policy changes. CONCLUSION: The WellSAT WSCC provides an above-average user experience but can be improved to increase user experience. These improvements increase the potential for greater use to facilitate integration of the WSCC model into school policy. © 2023, American School Health Association.

Serchuk, C. (2023). Review of La Mappa mundi d’Albi: Culture géographique et représentation du monde au haut Moyen Âge. Imago Mundi, 75(1), 133–134. https://doi.org/10.1080/03085694.2023.2221560

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Serchuk, C. (2019). Gregory T. Clark, Art in a Time of War: The Master of Morgan 453 and Manuscript Illumination in Paris during the English Occupation (1419–1435). Speculum, 94(3), 821–823. https://doi.org/10.1086/703733

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Serchuk, C. (2019). Review of Images, pouvoirs et normes [Review of the book Images, pouvoirs et normes: Exégèse visuelle de la fin du Moyen Âge]. H-France Review, 19(134).

Serchuk, C. (2020). Medieval Art in Motion: The Inventory and Gift Giving of Queen Clémence de Hongrie by Mariah Proctor-Tiffany (review). French Studies: A Quarterly Review, 74(2), 285–286. https://doi.org/10.1093/fs/knaa027

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Serchuk, C. (2022). Review of Christian Maps of the Holy Land. The Medieval Review. https://scholarworks.iu.edu/journals/index.php/tmr/article/view/33977

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Serchuk, C. (2023). Review of the book Visual Translation. Illuminated Manuscripts and the First French Humanists. H-France Review, 23. https://h-france.net/vol23reviews/vol23_no15_Serchuk.pdf

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Serchuk, C. (2022). Art, Accuracy and Agency in Georges Lallemant’s Map of Suresnes of 1619. For a History of the Local Map at the End of the Middle Ages and the Renaissance.

Serchuk, C. (2023). Viewing the Vilaine: illustration, illumination, and innovation in France, circa 1543. Territoires, Régions, Royaumes. Le Développement d’une Cartographie Locale et Régionale Dans l’Occident Latin et Le Monde Arabe (Xe-XVe Siècle).

Farley, W., Mcbride, M., Chesler, K., Godfrey, J., & Pascale, D. (2020). An Archaeological Perspective on Neocolonialism, Heritage-Making, and Historical Preservation at the Henry Whitfield House in Guilford, Connecticut. Bulletin of the Archaeological Society of Connecticut, 82, 128–152.

Southern Connecticut State University conducted its first year of excavations at the Henry Whitfield State Museum in Guilford, Connecticut in July, 2018. This research was a continuation of nearly fifty years of intermittent archaeological research at the Whitfield Museum property. The 2018 field season was spent exploring a previously uninvestigated locus. While we did find some evidence of 17th, 18th, and 19th century activities at this locus, the most exciting finds were related to the neocolonial revival of the museum property in the first half of the 20th century. In addition to a general report on findings from the 2018 excavations, we explore the historical context of the Whitfield House in the late 19th and early 20th centuries, especially its perceived emblematic association with colonial English descendant communities in light of the period’s social anxieties about immigration, shifting racial dynamics, and economic and religious change.

Farley, W. (2021). Troops and Tribes: Masculinity, Playing Indian, and the Social Politics of Ernest Thompson Seton’s Expulsion from the Boy Scouts of America. Connecticut History Review, 60(2), 54–66. https://doi.org/10.5406/26395991.60.2.04

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Townsend, R. M., & Milburn, T. (2019). Translating Tasks for International Classrooms. In Internationalizing the Communication Curriculum in an Age of Globalization. Routledge. https://www.routledge.com/Internationalizing-the-Communication-Curriculum-in-an-Age-of-Globalization/Turner-Bardhan-Holden-Mutua/p/book/9780367217945

This chapter presents a case study from an American university’s partnership with a Polish university. The case involves an assignment to international students studying for their master’s degrees: translating “key concepts in intercultural dialogue” for publication on the Center for Intercultural Dialogue’s website. There were several problems of translation of the task assignment. One problem is the translation of expectations. Learning outcomes occur for professors, too, and the chapter offers reflection on what lessons were realized for future teaching in the international classroom.

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Milburn, T. (2022). Social Media Faux Pas: Promoting individual or organizational expertise. In Casing Organizational Communication. Kendal Hunt Publishing Company. https://he.kendallhunt.com/product/casing-organizational-communication

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Ellison, K. S., Jarzabek, E., Jackson, S. L. J., Naples, A., & McPartland, J. C. (2022). Brief Report: Exploratory Evaluation of Clinical Features Associated with Suicidal Ideation in Youth with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05575-2

There has been a heightened awareness of an increased risk of suicidality among individuals with autism spectrum disorder (ASD) due to high rates of suicidal ideation (SI) in this population (11–66%). The current study investigated the rate of parent-endorsed SI and associated clinical features in 48 youths with ASD (Age; M: 12.97 years, SD: 2.33). SI was endorsed in 18.75% of participants. Youth with SI exhibited significantly higher levels of affective problems, externalizing problems, feelings of humiliation and rejection, and symptoms related to perfectionism. Results indicate that co-occurring mental health problems are associated with suicidal ideation and provide relevant targets for psychotherapeutic intervention. This preliminary study in a modest sample suggests the value of further research in larger samples to replicate and generalize these findings.

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Jackson, S. L. J., & Volkmar, F. R. (2019). Diagnosis and definition of autism and other pervasive developmental disorders. In Autism and Pervasive Developmental Disorders, (Third Edition). Cambridge University Press.

Volkmar, R. F., & Jackson, L. J. S. (2020). Core dimensions of autism spectrum disorders. In New Oxford Textbook of Psychiatry (pp. 239–245). Oxford University Press, USA. https://books.google.com/books?hl=en&lr=&id=XO3eDwAAQBAJ&oi=fnd&pg=PA239&dq=Core+dimensions+of+autism+spectrum+disorders&ots=iSCuHXrE01&sig=yVV-S-H4BrYyAk65YvoaH5BjBSo

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Volkmar, F. R., Jackson, S., & Pete, B. (2021). An Introduction to Autism and the Autism Spectrum. In F. R. Volkmar, R. Loftin, A. Westphal, & M. Woodbury-Smith (Eds.), Handbook of Autism Spectrum Disorder and the Law (pp. 1–25). Springer International Publishing. https://doi.org/10.1007/978-3-030-70913-6_1

The syndrome of infantile autism was identified in 1943 (although cases clearly were present earlier). Very quickly there began to be a debate about the nature of autism and the boundaries of the autism phenotype. In the 1970s multiple lines of evidence emerged to suggest that autism should be recognized as a disorder in its own right and this happened in 1980. Since that time there has been an explosion of research and the debate about the boundaries of the diagnostic concept has continued. It does appear that individuals on the autism spectrum present special issues and challenges in terms of their interactions with the legal system at all levels. In this chapter we summarize the state of scientific knowledge and highlight some important areas relevant to those who deal with individuals with autism in legal settings.

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Phillips, J. (2021). Improving Student Performance in Introductory Accounting - Raising Minimum Grade Standards is Not the Answer. The Accounting Educators’ Journal, 31(1). https://aejournal.com/ojs/index.php/aej/article/view/627

An ongoing debate continues at universities surrounding whether or not to raise minimum grade standards. Because of an inherent risk that enrollments may decline as a result, it is important to examine whether minimum grade policies are associated with improved student performance. To address this issue, the current study examines the relationship between higher minimum grade requirements in introductory accounting and student grades. The new minimum grade requirement of â€œCâ€ was established beginning with the fall 2015 semester for introductory accounting to strengthen the quality of the program for an AACSB application. The research design included modeling introductory accounting grades over a ten-year period to examine any effect of the increase in the minimum grade on studentsâ€™ grades in the course. The multivariate regression equation considered variables previously found associated with introductory accounting grades (i.e., status as accounting major, grade point average, mathematics preparedness and previous experience taking the course). An additional dichotomous variable was introduced to capture the impact of students on the new program. All students were taught by the same professor, using the same textbook, teaching philosophy and examination format to enhance the comparison. Results suggest average grades in introductory accounting did not improve as expected.

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