José Ortiz
José Ortiz, Foundations and Social Advocacy Department, will present a paper, “Grit, Resilience, and Settler Colonial Logics: A Critical Systematic Review of SEL,” at the annual American Educational Research Association Conference. He will present with Chelsea Stinson, formerly of the Foundations and Social Advocacy Department.
José Ortiz
José Ortiz, Foundations and Social Advocacy Department, will promote the State University of New York Journal of the Scholarship of Engagement (JoSE) this April at the annual American Educational Research Association conference in Los Angeles.
David A. Kilpatrick
David A. Kilpatrick, Psychology Department, was invited to present an all-day workshop for an organization called Lectores Para El Futuro (Readers for the Future) in San Juan, Puerto Rico, on March 18. His topic was on understanding and addressing word-level reading difficulties. He also was one of seven presenters the next day at a larger Lectores conference. While in San Juan, David, a 1982 Cortland grad, and his wife Andrea, a 1983 graduate, welcomed the opportunity to use the Spanish they learned as Cortland students. However, his presentations were in English.
Kent Johnson
Kent Johnson, Sociology/Anthropology Department, co-organized a Coalition for Archaeological Synthesis (CfAS) design workshop titled “From Close Kinship to Population Interactions in the Deep Past: Integrating Biological and Cultural Indicators of Social Identities in a Multiscalar Framework” at Sankelmark Akademie near Flensburg, Germany, from March 23 to 27.
Brian Barrett
Brian Barrett, Foundations and Social Advocacy Department, recently had his book, Knowledge Production, Policy and Practice in Education: Social Realist Explorations of Curriculum, Teaching and Research, published by Routledge. He edited the book with Grace Healy (University College London and University of Oxford, UK) and Di Swift, OBE (The Open University, UK). He contributed to the book’s introductory and concluding chapters with Healy and Swift and to a chapter titled “Against the closing of educational thought: Open concepts and educational research,” with Jim Hordern (University of Bath, UK).
Wylie Schwartz
Wylie Schwartz, Art and Art History Department, will be chairing a panel session titled, “Prototypes: Artist Information Strategies,” at the Association for Art History Conference in Cambridge, England, from April 8 to 10.
Kati Ahern
Kati Ahern, English Department, had an audio project and chapter, “Presenting Nonverbal Vocal Sound,” in a collection, Can I Ask A Question? A Dialog About Sonic Rhetoric, Professional Writing, and Creative-Critical Scholarship, published by Intermezzo.
Kevin Dames
Kevin Dames, Kinesiology Department, was lead author on an article published in Gait & Posture. The study, “Time to Boundary Reliability Differentiates Modified Clinical Test of Sensory Interaction in Balance (CTSIB-M) Trials in Adolescents,” was conducted in collaboration with Jessica Pegg M ’24 and former faculty member Samantha Moss. While time-to-boundary is commonly utilized to quantify postural control in adults, their study established test-retest reliability of the measure in the adolescent population across two visual (eyes open or closed) and two surface (rigid or compliant) conditions. Reliable approaches to monitor postural control can be especially valuable during adolescence as sensory and motor systems are rapidly evolving.
Jeremiah Donovan
Jeremiah Donovan, professor emeritus, Art and Art History Department, had his ceramic sculpture, Metamorphic Black, accepted into an international juried art competition, Life Forms 2026, dedicated to the exploration of life and the botanical world. His artwork will be featured on Artsy, a global art collectors’ platform, and published in the exhibition’s catalog.
Dianne Wellington
Dianne Wellington, Literacy Department, published four articles in research journals:
- Wellington, D., & Walker, A. (2026). “Emancipation literacies: Healing, resistance, and the power of becoming in and out of the classroom.” Theory Into Practice, 1–14.
- Smith, P., Wellington, D., Patterson, D., Ogundapo, T., & Richards, J. C. (2026). “Expanding Ways of Learning Together for All.” Innovative Strategies to Support All Qualitative Methods Students’ Empowerment and Success: A Social Constructivist/Transformative Teaching Approach, 17.
- Smith, P., Patterson, D., & Wellington, D. (2026). “Toward a Dual-Level Intersectionality Theory for Critical Multilingual Teacher Education: Excavating Identity through Cross-Circle Englishes.” In The Routledge Handbook of Language Teacher Identity (pp. 242-263). Routledge.
- Smith, P., Wellington, D., Alabede, Y. S., Hunte, A., & Ogundapo, T. (2026). “Entanglements, Englishes, and transraciolinguistic becoming.” Countering Colonialingualism in Language Education: Research Practices and Pedagogies from the Global South.