Faculty Research & Creative Scholarship 2019: E-F

Journal Title: Women's Studies

Introductory Paragraph: In January 1917, three months before the United States entered World War I, the aeronautical engineer Lawrence Sperry floated an unusual suggestion before the Aviation Board of Engineers of the War Department. Why, he asked, should women aviators not be enlisted in the Army Aviation Reserve Corps? In case of war, he pointed out, the women could be used “for such service, back of the fighting line, as watching for enemy aircraft and submarine mines, [or] in the guarding of cities and harbors.” The proposal carried the endorsement of several notables, including an official of the national Bureau of Standards and polar explorer Rear Admiral Robert E. Peary (“For Women Army Fliers” 8).
Author: Fred Erisman, Emeritus Professor of English

Journal Title: Journal of Diversity in Higher Education

Abstract: Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerged. However, though the research base has great breadth, it lacks significant depth, has poor sample and setting descriptions, and lacks methodological rigor. The result is that there is insufficient evidence spelling out what practices work with which students and in which settings. Guidelines intended to steer future research could have significant impact upon scholars conducting research and, subsequently, higher education. The present article describes the current state of the research base and proposes future directions to guide research.
Author: Michael N. Faggella-Luby, Associate Professor, Special Education; ANSERS Institute Director

Journal Title: Assessment for Effective Intervention

Abstract: To evaluate students’ responsiveness to an intervention, both student outcome and implementer treatment integrity data are needed. Teachers are often asked to self-report treatment integrity data. However, when self-report responses are compared with those from a direct observer, it is apparent that teachers commonly overestimate the extent to which an intervention was implemented as planned. As such, more research related to teacher self-report to assess treatment integrity is needed. The objective of this preliminary single-case multiple-baseline design study was to improve interrater agreement between observers’ and teachers’ self-report ratings of treatment integrity by providing teachers with comprehensive, direct training (including an intervention description, modeling, practice, and feedback). Results indicate that after this training, agreement between observers’ and teachers’ ratings of treatment integrity improved.
Author: Michael N. Faggella-Luby, Associate Professor, Special Education; ANSERS Institute Director

Journal Title: Journal of Singularities

Abstract: We generalize the PL intersection product for chains on PL manifolds and for intersection chains on PL stratified pseudomanifolds to products of locally finite chains on non-compact spaces that are natural with respect to restriction to open sets. This is necessary to sheafify the intersection product, an essential step in proving duality between the Goresky-MacPherson intersection homology product and the intersection cohomology cup product pairing recently defined by the author and McClure. We also provide a correction to the Goresky-MacPherson proof of a version of Poincaré duality on pseudomanifolds that is used in the construction of the intersection product.
Author: Greg Friedman, Professor, Mathematics