RESOURCES FOR YOUR PORTFOLIO PROJECT

Thanks to you who have contacted me about this assignment. These are additional links that I "sanction" for your Portfolio Assignment.

Parent Network of Western New York

NICHY – National Dissemination Center for Children with Disabilitieshttp://www.nichcy.org/Pages/Home.aspx

IRIS Center - http://iris.peabody.vanderbilt.edu/resources.html

ATIA Triumph Stories http://www.atia.org/i4a/pages/index.cfm?pageid=3403

** Great place to start - WNY resource to get AT in your own class - http://atto.buffalo.edu/

Journal of Special Education Technology http://www.tamcec.org/jset/

Center for Implementing Technology in Education http://www.cited.org/index.aspx

CAST – Center for Applied Special Technology http://www.cast.org/

CEC - Council for Exceptional Children http://www.cec.sped.org//AM/Template.cfm?Section=Home

Technology and Media Division http://www.tamcec.org/

DAISY - http://www.daisy.org/

American Association of the Blind http://www.afb.org/

National Institute for the Deaf http://www.ntid.rit.edu/

tool: Sign language browser http://commtechlab.msu.edu/sites/aslweb/

Autism Spectrum http://www.autism-society.org/site/PageServer

Specific Learning Disability http://www.ldonline.org/

Speech and Language Impairment http://www.naset.org/speechandlanguage2.0.html

Occupational Therapyhttp://www.aota.org/Consumers/WhatisOT/CY/Articles/School_consumer.aspx

Handwriting without Tears http://www.hwtears.com/parents/parentextras

Edutopia http://www.edutopia.org/tech-integration

Iris Center http://iris.peabody.vanderbilt.edu/resources.html

APA Formatting Help - Citations

In-Text Citations: The Basics

Reference citations in text are covered on pages 207-214 of the Publication Manual. What follows are some general guidelines for referring to the works of others in your essay.

Note: APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research. E.g., Jones (1998) found or Jones (1998) has found...

APA Citation Basics

When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, E.g., (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper.

If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference.

In-Text Citation Capitalization, Quotes, and Italics/Underlining

• Always capitalize proper nouns, including author names and initials: D. Jones.
• If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs:Writing New Media, There Is Nothing Left to Lose.
  (Note: in your References list, only the first word of a title will be capitalized: Writing new media.)
  
• When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs.
• Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo."
• Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documentaries, or albums: The Closing of the American Mind; The Wizard of Oz;Friends.
• Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cry."

Short Quotations

If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by "p."). Introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.

According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?

If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number in parentheses after the quotation.

She stated, "Students often had difficulty using APA style," but she did not offer an explanation as to why (Jones, 1998, p. 199).

Long Quotations

Place direct quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double-spacing throughout. The parenthetical citation should come after the closing punctuation mark.

Jones's (1998) study found the following:
Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)

Summary or Paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is not required.)

According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

APA Formatting Help - References

Basic Format for Books

Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

Note: For "Location," you should always list the city and the state using the two letter postal abbreviation without periods (New York, NY).

Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

Edited Book, No Author

Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997).Consequences of growing up poor. New York, NY: Russell Sage Foundation.

Edited Book with an Author or Authors

Plath, S. (2000). The unabridged journals (K.V. Kukil, Ed.). New York, NY: Anchor.

Edition Other Than the First

Helfer, M. E., Keme, R. S., & Drugman, R. D. (1997). The battered child (5th ed.). Chicago, IL: University of Chicago Press.

Article or Chapter in an Edited Book

Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. Editor & B. Editor (Eds.),Title of book (pages of chapter). Location: Publisher.

Note: When you list the pages of the chapter or essay in parentheses after the book title, use "pp." before the numbers: (pp. 1-21). This abbreviation, however, does not appear before the page numbers in periodical references, except for newspapers.

O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: Metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York, NY: Springer.

She Stoops to Conquer!

EDU 239 - Try to see if you can find your work in the games and content on this website.  It's almost finished and highschool students will have access to support their learning about the NU Theatre and the 18th Century.


The videos we made in class will be posted here on our Blogger and (with your permission) added to the SSTC website.  NICE JOB - you adapted a difficult play into meaningful chunks of information. This is what it means to provide multiple points of access to students with and without disabilities.

TO PREPARE YOU FOR YOUR 12/10 POSTING, Week 15

This will be your final posting. You should include:
1. An upload of what YOU did for your collaboration on the Portfolio Assignment
2. An upload of what your GROUP did for the Portfolio Assignment
My intention is to see how you can collaborate with technology, synthesize your learning of content from reading and working in the field via L&S, and upload a Google Doc or some other formatted presentation tool.
In class today we will: say heartfelt GOODBYE to our nemesis BB. We will watch our SSTC videos, view a few slideshows that I have put together, talk about your Portfolio projects/learning, and complete a course evaluation meant to help me improve my practice based on what worked or didn't work for you in this class.

TO PREPARE YOU FOR YOUR 12/3 POSTING, Week 14

Here you will upload a screen capture of the video cases you watched from Chapter 12 (which was assigned reading in November). You will also include the Video Case questions and your response to EACH of these questions.  * Please note that the questions are visible/accessible once you start the video

CLASS IS ON VACATION THIS WEEK, Week 13

Now that Turkey's are behind us (and H1N1) it's time to review what should be posted on Blogger and Blackboard.  Remember my intention is to teach you how to communicate your thinking and expertise to different audiences in multiple formats.  On Blogger, you have been taught to integrate multimodal formatting (digital images, hyperlinks, etc.) to extend your thinking.  On Blackboard, you have been participating in a CMS (Course Management System) and required to post information (such as your Blogger http address, your Blogger Critique, etc) to extend your participation in an online learning experience. CMS's are typically more formal and controlled environments.

Some of you are less than thrilled with all the searching, re-reading, and technology required to succeed with the different types of tasks I've assigned. But let us pause to consider how far you have come.....


OK... that was a nice pause.

So, Welcome back to campus!  Go to BB, connect with classmates, catch up on reading and revise those Blogs to earn a final grade that reflects your ability.

ONLINE CLASS/Blog Critique Assignment, Week 12

You are to meet online this week and post your critique of your partner's blog.  Here's an example of what a Blog Critique will look like. A HYPERLINK TO BLACKBOARD. I want each of you to create your own chart for your partner. Assume the role of teacher (knowing that you want to inspire your peer to continue revising/editing their final product)

TO START OFF WITH A COMPLIMENT and a DECEMBER FORECAST:
Nice job last week (I'll be posting videos/digital stories soon on the SSTC website that EDU 700 is developing).  Looking ahead, the next time we will convene is Dec. 10th. This is a long, long time for you to get the portfolio assignment completed with your group. All group projects must be DIGITAL Google Doc (or you can be creative if you'd like and use another Web 2.0 application or the SmartBoard Notebook software).

TODAY WE WILL: 

1. Work in groups to plan the Portfolio Assignment. Everything you need to complete this assignment is in your textbook.  You will be graded individually and by your group members. If you do not return emails, do not do your share of the work, or forget to post an individual reflection on Blackboard (click on the Discussion Board) you risk earning a very low grade. Please pay attention to details (and I will try as well). This entire project should take at least 10 hours of your waking hours over the next three weeks.
2. Discuss Grades. Plan to check Blackboard quite a bit, and my Blogger, and your group's Facebook pages. My intention is to send each of you an update in relation to your grades for blogs (class blogs and L&S blogs).

Opportunities Unlimited, Week 11

For this entry you were supposed to reflect on your experience with our guests. Reflect on what worked/didn't work.
And, as always, embed a digital image (see our Flickr), hyperlink to show critical thinking, and a reference to our text.

SSTC - Digital Video Day, Week 10

FOR THIS WEEK YOU NEED TO BLOG ABOUT CLASS. YOU CAN LABEL THIS "QUIZ 8" OR CLASS TODAY, OCTOBER 29TH. YOU NEED TO RESPOND TO ALL THE PROMPTS, QUESTIONS, AND TASKS. PAY CLOSE ATTENTION. 

NEXT WEEK WE WILL HAVE VISITORS, BE PREPARED BY CONSIDERING THE HYPERLINK - OPPORTUNITIES UNLIMITED

PLEASE KEEP UP WITH YOUR LEARN AND SERVE  BLOG REFLECTIONS AND ADD IMAGES (REAL IMAGES YOU TAKE AT YOUR PLACMENT, LIKE I DID TODAY) IN YOUR BLOG POSTING, HYPERLINKS AND  - SHOW ME THAT YOU ARE KEEPING UP WITH YOUR READING. 

 

Today in class we....

I noticed....
I wondered....
Next class I'm looking forward to....

You must answer this question:
Have you ever spent time with an adult with a cognitive or developmental disability? if yes, describe and explain

You must add these three hyperlinks to your Blog (see my example in the RIGHT column under "Quick Links" PLEASE MAKE SURE TO EMBED THE http:// address in the HYPERLINK TEXT (again, see mine) 
Opportunities Unlimited, Niagara County  http://opportunitiesunlimited.org/graphichome.htm
CAST - Universal Design for Learning http://www.cast.org/research/udl/index.html
IRIS MODULES http://iris.peabody.vanderbilt.edu/

PLEASE NOTE the revised schedule for class meetings. Reading assignments will stay the same.
NOVEMBER  5th - visit with adults from Opportunities Unlimited
NOVEMBER 12th - Portfolio work - computers, cameras, and reading completed
NOVEMBER 19th - No class - you must catch up on all of your Blogs (see how I grade and take notice if you are missing digital images, hyperlinks, connections to our text, etc.)
NOVEMBER 26th - Gobble Gobble (that's turkey talk for "no class")
DECEMBER 3rd - Online class - Check for email from me explaining this. You will select an Iris Module and complete it and then post on your Blogger. This will take you at least 90 minutes to complete the module of your choice and attach screen captures of your work. Due by midnight on this day, Thursday Dec. 3rd.
DECEMBER 10th - WE WILL HAVE CLASS THIS DAY - this is considered your final exam. Participation is a must (and I promise it won't be painful)

Parent Communication, Week 9

Your blog this week should include a reflection on the Chapter 3 video case from our textbook.
Here is a hyperlink to a site about how to apply APA formatting to multimedia
To reference multimedia (such as videos and clips)
Kirk, S., Gallagher, J, Coleman, M., & Anastasiow, N. (2009). Educating Exceptional Children (12th ed.). Kentucky: Cengage Learning. Retrieved October 22, 2009, from  http://college.cengage.com/education /kirk/educating/12e/resources/video_cases.html

HANNAH TOOK THESE PICTURES TODAY. SHE WANTED ME TO LET YOU ALL KNOW THAT SHE THOUGHT MY TEACHING WAS "KINDA FUN, BUT KINDA BORING"

SHE WAS ALSO VERY CONCERNED THAT WE DO NOT HAVE SNACK TIME.  SO, NEXT WEEK I WILL BE BRINGING SNACKS. I FIGURE WE'LL HAVE TO TEST SAMPLE HALLOWEEN CANDY TO MAKE SURE IT'S TRICK-O-TREATER QUALITY. 

Your homework for next week includes "annotating" the script of She Stoops to Conquer. Please take time to consider working in groups. Annotating is a fancy term for summarizing/taking notes while you read. Take time to read your script and then use a highlighter (or multiple colors) to mark up the script book. In class I expect that you will be able to talk about each scene, what is going on, and who is interacting with who. If you are new to "annotating" consider how you could summarize each chapter/scene with: action, emotion, conflict, character development.  You should have at least 10 annotations for each chapter/scene. When you arrive to class I will be looking through your script to see what caught your attention.  Again, please consider meeting up with classmates. It's easiest to do this in a small group.

SSTC WORKBOARD, Weeks 7 & 8

Welcome to the WORKBOARD. CLICK HERE to see the Powerpoint and Guiding Questions.
Here are the questions you should be able to answer after this experience.

In addition to posting your work in this entry, you will also need to respond to the following reflection questions:

SHE STOOPS TO CONQUER
What kind of activity is this?
How does it challenge you?
Who is our “audience” and what do they like? What kind of music, images, sounds?

PODCAST PERFECTION
What kind of activity is this?
How does it challenge you?
What background knowledge are you using to complete this activity?

METAPHOR MADNESS
What kind of activity is this?
How does it challenge you?
What background knowledge are you using to complete this activity?
How much do you love this Blackboard compared to the other Blackboard?

A Visit from Doug Z, Week 6

If you missed class, watch this clip. It has a few hints/ideas to generate your readiness for the Online Quiz. You do not need to Blog about class this week, just take the online quiz

Hiking, talking and eating Juice & Muffins at Prof. McLaughlin's House, Week 5

This week you should have a reflection about our hike.
As always, include a digital image, a hyperlink, and reflection.
Think outside the box here folks.

How can we engage students who don't enjoy learning, don't like school, and/or exhibit challenging behaviors as a result?

Getting you ready to podcast - halfway between weeks 4 & 5

Hi there. This is just for show - to give you an idea of what a podcast is all about. When teachers teach online and in-class we call it "Hybrid Teaching".

When teachers offer this type of assignment to students they are engaging students to learn through multiple modalities. For example, consider the student who has a specific learning disability or physical disability the prevents him/her from completing traditional writing tasks. How might a podcast enable that student to express his/her ideas? This is an example of what Universal Design for Learning UDL promotes.

Podcasting enables teachers and students to communicate thinking or prompt reflection outside of traditional classroom settings. Last spring, I used podcasts to present students with short previews about class and topics for their video confessionals (an assignment that I use instead of reflective journal writing).

For all of you who love the Buffalo hat, I'm happy to share. Again, what you will learn from me is that there is a tremendous amount of learning that can take place when the teacher is humble. Humility - yep, it's all here. Just me in my office with my buffalo hat talking to... a computer. LOL (I really have no clue what LOL means, but everyone puts it on their texts... so, I'm trying).

SCRIBD Blog (This is your first graded Blog entry), Week 4

Is it for real? Is class cancelled. OMG!!


Hi there. Class is canceled this Thursday. We will reconvene for hiking on October 1st.  Did you catch that? Class is canceled and you can sleep in.


MY JOB IS TO SOLVE ALL BLACKBOARD ISSUES
I can do this when I receive student passkey information from the publisher/NU Blackboard administrator. I appreciate your patience and apologize for the rocky start this semester with technology in general.
I will comment on everyone's blogs, upload grades so you have a sense of how you are doing, and respond to any emails.

YOUR JOB IS TO READ THIS ENTIRE MESSAGE AND COMPLETE BLOG #4
This week there are 4 quick response questions and 1 moral dilemma you need to answer.
Well, that sounds easy.
Err... ummm... not just yet!
The trick to this is that you must either podcast or make a short powerpoint of your response AND embed it in your blog!
Guidelines:

• Podcasts must be less than 4 minutes.
• Powerpoints must include a maximum of 4 slides and must include visuals (digital images that help support your point/response).

Helpful hints:
1. Use YouTube and/or Google to watch a video about embedding powerpoints and/or podcasts
2. Send me an email asking for help only after you've contacted three classmates (this isn't meant to be cruel, just challenging). If you send me an email, I will require you to submit screen captures of the emails from the classmates that you contacted.

Here are the questions:
1. How do we identify children with learning disabilities?


2. Describe how the Information Processing Model is used to show the impact a learning disability can have on learning. (Try using a metaphor in your response.)


3. Is there one known primary cause of learning disabilities?


4. Define sensory memory, short-term memory, and long-term memory. How does each affects a student with learning disabilities?


MORAL DILEMMA
Students with leaning disabilities often need modifications in their assignments in order to minimize the impact of their disabilities and to facilitate their success. Kevin's IEP, for example, includes extended time on exams, no penalty for spelling errors on essays written in class, and ability to use the computer for extensive written work. You are Kevin's high school English teacher, and one of your students has protested that giving these accommodations to Kevin is not fair. The protest is growing, and now several students have voiced their resentment of Kevin's special treatment. Blog about:


A. How will you handle this?


B. What are your personal beliefs about this issue, and how will your beliefs affect your professional decisions?


C. What does “fair” mean in the educational context for individuals with special learning needs?


THE FORECAST FOR OCTOBER
In October, you will take quizzes online OR blog about your experience in class. If there is not a quiz online that is assigned, then you will blog in relation to classwork (which will include digital images/hyperlinks and your reflection about what we did). You will also blog about  your L&S. If you do not have a L&S you can reflect on your reading of text that was assigned that week and use the video as an observation.

BIG PROJECT: We will also be adapting a theatre guide (putting our knowledge of learning disabilities to use) for the play, She Stoops to Conquer.

Huh? you say out loud.


The purpose of this project is to have you connect your learning of content (information about teaching students with exceptionalities) into a REAL activity that will be used by REAL students. You will break down vocabulary, digital images and music that will provide access for students with disabilities to participate within an inclusive setting. 

Here's what you need to do.
Visit the NU Theater website, find the play and get familiar with the story plot by searching the web
TO EARN 10 BONUS POINTS:
1. Post an additional blog entry about She Stoops to Conquer - the setting, characters and plot
2. Include a Hyperlink to the NU Theatre on your blog entry
3. Write a short paragraph about how we could create a Student Guide geared toward HS students who will come on campus to watch the play). To do this (and earn full credit) you'll need to consider the following:

When students with learning disabilities read, they may have difficulty engaging with a story if:
* they lack the background knowledge to understand the plot, setting, and characters
* they have not had much practice "putting themselves in the story"
* they only get one or two opportunities to read a text before the class moves on to something new.

So... what would you do?

I look forward to hearing your ideas. I also look forward to Blackboard working. Wouldn't that be something special!!

Please note:
To earn these 10 extra credit points you must respond to questions 1-3 and you must post to your blog no later than Wednesday, September 30th at midnight. Just 8 hours before our hike into the Gorge!

As always, you can reach me by email if you have concerns.

I encourage you to work together. REPEAT - I encourage you to work together. Everyone will receive full points for this bonus assignment as long as you submit a candid shot of your "team" (whether it be 2 people, six people, or 20 people).

It's for Real, Logging with your Blogging, Week 3

OK. Now is the time to start blogging for real. Select two questions and share your insight, ask question, or present an opinion. Blog entries will be graded for correct spelling, reference to our text, and an image & hyperlink that you created.

Here's what we have in store for us:

CHAPTER 3 Guiding Questions

1. How has the history of early childhood programs influenced current ideas about early childhood special education?
2. How effective are early intervention programs?
3. What three conditions put children at risk? What are examples of each condition?
4. Why is prenatal care important, and what does it involve?
5. What tests are currently available to screen the fetus? What disabilities can they detect?
6. What does the Apgar test measure? When is it applied?
7. What does the IFSP contain?
8. Who should be on a multidisciplinary team and why?
9. What characteristics must early childhood intervention centers have, and what do they offer to families?
10. Why is there an emphasis on early intervention for infants with disabilities?
11. What conditions place an infant “at risk”?
12. What is the first screening test employed by physicians on newborns? What is it used for?
13. What characteristics do children who are in need of early intervention exhibit?
14. Who are some of the professionals that may be members of a “multidisciplinary team” involved in identifying, screening, and/or diagnosing children to qualify for services?
15. How does early intervention improve the functioning of infants with disabilities?
16. What is the role of the family in early intervention?

ENEMY of the Free World, BB, Week 2

Today in class we wrestled with Blackboard. It was a noteworthy fight. Few were standing at the end, but we will prevail! After considerable thought and deep prayer, I decided to refocus our energy on Blogger. My hope is that BB will rejoin our effort towards scholarly learning and blogging. We'll see.

The good news is that most students are official Bloggers as of now. A few have even mastered the art of Hyperlinking!

What I noticed that surprised me today: that there are a lot of secondary education majors in our class, that everyone returned after class #1, and that I was on time (for those that know me this is a big, big, really big deal). I'm always amazed how students follow me outside to take part in the ceremonial starting activity. Today was sword fighting with a bit of scaffolding. We started with simple drama, then added a bit of suspense, and at the top tier required pairs to sword fight (dramatize something). I also liked yoga. I wish I took more time to do that! BTW - namaste is what you say after finishing yoga. (extra credit for anyone who can tell me more about what the SCRIB site is all about).

What I wonder about: how much we will learn and share by practicing differentiated instruction and how I can best transition our basic understanding of disability history, legislation and schooling into a more focused experience. This week we touched on Chapter 9 about students with talents and gifts. We didn't spend much time on this topic, so I'll revisit it again this coming week. Not sure what I think about the "label" of students with talents and gifts. This label honors person first language, but it doesn't make much sense to me. Here's a really interesting blogsite with lessons for teachers and here's one specifically for secondary educators. I wonder how many students with talents and gifts that teachers miss? What about kids who are extremely intelligent but misbehave?

See you next week!

Namaste

Warm-up to Blogging on Blogger, Week 1

* I added this AFTER our first class, but wanted to post how wonderful it was to meet everyone. I appreciate all the singing, focus, and good will shared despite a remote location on campus and a devastatingly EARLY schedule. As we get started on this journey please remember that it is up to you, not me, your family, or roomates, to do your work/read/eat/sleep. Take care of your body, mind and spirit. And in the meantime, if life gets stressful please get in touch with me. I was a college student, just like you, a long time ago. I'm human, an awful singer, but approachable and happy to support you on your journey through your sophomore year.

UPDATE: I recently started dating BlackBoard, but our relationship is unstable at best. Please hang in there while the tech gliches squash my enthusiasm for organization. Blackboard... such a difficult relationship to negotiate.

By the way. I really like Diet Coke in the a.m. Anyone else?

PLEASE MAKE YOUR OWN BLOGGER ACCOUNT BEFORE YOU COME TO CLASS

WE WILL LINK OUR BLOGS TOGETHER AND CUSTOMIZE (COLORS, TEMPLATES, GADGETS).

FEAR NOT! ANY AND ALL WHO ARE AFRAID OF TECHNOLOGY. YOU ARE IN GOOD HANDS. SEE YOU ON THURSDAY, SEPTEMBER 3rd AT 8:20 a.m. WE WILL START OUT IN DEPAUL 211 AND THEN MOVE INTO A COMPUTER LAB. PLEASE BRING YOUR LAPTOP IF YOU ARE A PC-PERSON AS WE WILL BE MAC-ING IT UP IN DUNLEAVY!

ANY QUESTIONS?

Send me an email at: smclaughlin@niagara.edu (please make sure and type your first and last name so I know who you are)