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Board of Education meetings are typically held at William J. Brosnan School. Photo credit GoogleMaps

By Dylan Friedman

The Northport-East Northport Union Free School District Board of Education met Feb. 13 to discuss the district’s proposed budget for the upcoming school year. The meeting covered various topics, including the district’s five-year technology plan, facilities upgrades and security initiatives.

Technology investments

A significant focus of the meeting was the district’s five-year technology plan, presented by Director of Technology David Leis. 

“Every technology investment we make is aligned with instructional purpose and keeping student-centric decision-making in mind,” Leis explained. 

The plan outlines a strategic approach to upgrading the district’s technology infrastructure, including modernizing the fiber backbone, enhancing cybersecurity measures and expanding wireless capabilities to support digital learning and assessments. 

“As we move more into a digital world, making sure our wireless network is robust and can keep up with the demands of all the mobile devices and online experiences is necessary to support our students,” Leis said.

The technology budget also includes funding for the district’s one-to-one device program, which provides students with laptops or tablets.

 “We’ve developed a strategic plan to cycle in new devices for grades one, five and nine each year, aligning with key transition points in a student’s educational journey,” Leis noted.

Facilities upgrades

The district’s facilities and operations team outlined several capital projects and upgrades planned for the upcoming year. These include installing split-unit air-conditioning systems and heat pumps in large shared spaces such as cafeterias and auditoriums. 

“We’re focused on creating equitable access to air-conditioned spaces across the district, so students have a comfortable environment for learning, especially during high-stakes testing,” John Lackner, buildings and grounds director, said.

Other facility improvements include restroom renovations, swipe card access for classrooms and upgrades to the district’s intercom and fire alarm systems. 

Superintendent David Moyer explained, “We’re really trying to create learning environments that are conducive to our instructional priorities. “

Security initiatives

The district’s security team, led by John McEnroe, presented several security-focused initiatives in the proposed budget. This includes extending the district’s blue strobe lockdown system to interior spaces such as gymnasiums and auditoriums and adding a new server to expand video storage capacity for the security camera network.

“The most important layer of security is training and developing our staff,” McEnroe stated. “We provide ongoing training in areas like de-escalation, threat assessment and emergency response planning.”

Transportation enhancements

The transportation department, supervised by Patricia McGrane, is also slated for improvements. The budget includes funding for two additional full-time bus drivers, allowing the district to use more of its own fleet of buses rather than relying on contracted services.

“When we can use our own large buses, we save tens of thousands of dollars compared to contracting out,” McGrane explained. 

The department is also implementing a new “way-finder” system to provide bus drivers with voice-activated turn-by-turn directions.

Recap

The proposed budget reflects the district’s commitment to investing in technology, facilities, security and transportation to support student learning and well-being. 

As Moyer emphasized, “These investments are not just about numbers, but about how we can best support the educational experience for our students.”

The board will continue to review and refine the budget proposal in the coming months before presenting it to the community for a vote.

For more information visit www.northport.k12.ny.us.

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Andrea Goldsmith will be Stony Brook University's 7th President. Photo courtesy of SBU

By Daniel Dunaief

Stony Brook University has named Andrea Goldsmith as the downstate flagship public university’s seventh president.

Goldsmith, who will start her tenure at Stony Brook on August 1st, has been the dean of engineering and applied sciences at Princeton University since 2020. She has been a dean, researcher in engineering, technology company founder and faculty member at Princeton and at Stanford University and Caltech.

Goldsmith will take over for Richard McCormick, who had been interim dean of the university after former president Maurie McInnis resigned last year to become president of Yale University.

”I would like to congratulate Goldsmith on her appointment as the next president of this prestigious university as I believe she will undoubtedly serve Stony Brook admirably,” Kathy Hochul (D), governor of New York, said in a statement.

Goldsmith’s research interests are in communications. control and signal processing and their application to wireless communications, interconnected systems and biomedical devices. She founded and served as Chief Technology Officer of Plume WiFi and of Quantenna Inc. and is on the board of Directors for Intel, Medtronic, Crown Castle and the Marconi Society. She has also served on the Presidential Council of Advisors on Science and Technology from 2021 to 2025.

At Princeton, Goldsmith helped establish the Omenn-Darling Bioengineering Institute. She also developed interdisciplinary research in robotics, blockchain, wireless technologies and artificial intelligence.

Andrew Singer, the Dean of the College of Engineering and Applied Sciences at Stony Brook, has known Goldsmith for over 25 years.

“She’s a fantastic choice,” Singer said in an interview. “She’s a community builder” and an innovator and has been a “highly visible and strong proponent for the intellectual communities she’s been a part of.”

The newly named SBU president was the founding chair of the IEEE Board of Directors Committee on Diversity and Inclusion and served as President of the IEEE Information Theory Society, as founding Chair of the Student Committee and as founding Editor-in-Chief of the IEEE Journal on Selected Areas in Information Theory.

Goldsmith will be joining Stony Brook at a time when the school has developed significant momentum in a number of areas. The university has risen in the rankings of US News and World Reports, climbing to 58th among national universities and 26th among public universities.

The university also secured a $500 million commitment from Marilyn and the late Jim Simons through the Simons Foundation, which was the largest unrestricted gift ever made to a U.S. education institution.

The university is also in the process of leading the development  of a $700 million climate center on Governors Island.

During McCormick’s tenure at Stony Brook, which started last August, he outlined ways to improve and build on the university’s success, while also recognizing the need for investment.

McCormick highlighted how Stony Brook had an estimated $2 billion in deferred maintenance.

In an oral history interview with Mary Ann Hellrigel of the IEEE History Cente conducted on February 2, 2022, Goldsmith shared that she grew up in California, where she lived with her mother Adrienne Goldsmith after her parents got divorced. Her mother was an animator for cartoon shows, including “The Rocky and Bullwinkle Show.”

She is married to Arturo Salz and the couple has two children.

Goldsmith spent part of what would have been her senior year in high school as a singer in Greek night clubs before starting college.

Goldsmith has a Bachelor’s in Engineering from the University of California, Berkeley and an MS and PhD in electricity engineering from UC Berkeley.

 

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Zoe Abelson's serenading scene singing 'Take A Chance on Me'. Photo courtesy of CSHSD

Straight from the island of Kalokairi, this year’s Cold Spring Harbor High School musical delivered four unforgettable evenings of fast-paced performances and brilliant storytelling. From Feb. 7 to Feb. 9, audiences of all ages were treated to a fun-filled production of Mamma Mia! While bright costumes, talented vocals, and exciting dance scenes set the stage, it was the cast’s incredible chemistry that made this a spectacular performance. Based on songs recorded by Swedish group ABBA, the musical was clearly a cast favorite, featuring stand-out performances by seniors Zoe Abelson, Samantha Fiore, and Amelia Saladino.

From left, Zoe Abelson, Amelia Saladino and Samantha Fiore singing the encore of ‘Dancing Queen’. Photo courtesy of CSHSD

“I’ve been obsessed with Mamma Mia! and ABBA songs for years, so I was thrilled to find out it was my final musical at Cold Spring Harbor. The cast, stage and music came together better than I could have imagined,” said Zoe Abelson. “This year we had such a talented cast, including junior Sarah Thatcher who starred as Ellie, sophomore Charlotte Wells who played Tanya, and freshmen Max Yulico, Nick Apergis, and Andrew Bobelian who delivered amazing performances playing Sophie’s dads. I didn’t expect the last show to be so bittersweet. There was a lot of laughter but also a lot of tears. To my friends Samantha and Amelia, my cast and directors, I have loved every moment I spent with you. They were defining and something I will always treasure.”

Memorable performances include senior Zoe Abelson’s uplifting Chiquitita and hilarious rendition of Take a Chance on Me, senior Samantha Fiore’s charismatic Lay All Your Love on Me and energetic dance numbers like Gimme-Gimme-Gimme, and senior Amelia Saladino’s melancholy Slipping Through My Fingers and The Winner Takes It All.

Poster Perfect: Sophomore Charlotte Wells and seniors Zoe Abelson and Amelia Saladino. Photo courtesy of CSHSD

“I am exceptionally proud of our Cold Spring Harbor students in their performance of Mamma Mia! As the vocal director, I worked with the cast to learn an exceptionally high number of songs for one musical. Most songs had ensemble chorus as well, and the students took it in stride,” said Mr. Daniel Santangelo, chorus and theatre director. “They were able to achieve a great musical performance in addition to their acting and dancing. During the show, I wore a different hat as bassist in the pit and I was so glad to be able to contribute to the show and see it from that perspective. Bravi to the entire cast and crew!”

The encore of Dancing Queen inspired audiences to dance and sing along, and the performance of Super Trouper stole the show.

“I had a great experience conducting the pit this year. We brought back many previous musicians who have played for us, making it something of an all-star band,” said Mr. Andrew Hochler, band and wind ensemble teacher at Cold Spring Harbor High School. “It doesn’t hurt that I personally love the music of ABBA. The musical is one of my favorite things to do all year, and Mamma Mia! was no different!”

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METRO photo

By Daniel Dunaief

Smartphones are an attractive nuisance not just during family time, when parents might otherwise struggle to see anything other than the top of the heads of their children, but also during school.

Lauren Hale. Photo courtesy of Stony Brook Medicine

In a recent research letter published in JAMA Pediatrics, scientists led by Lauren Hale, Professor in the Department of Family, Population and Preventive Medicine at Stony Brook University, found in a study of 117 students from the ages of 13 to 18 that smartphone use during school hours typically consumed an average of about 1.5 hours. That’s about 23 percent of a typical school day.

“School time should be a time for being present,” said Hale. It should involve interacting with peers and learning from teachers. “When a quarter of your day is spent with your finger on the phone” students are missing opportunities for academic and social growth.

The study, which was funded by the Della Pietra Family Foundation, comes as Governor Kathy Hochul (D) has unveiled a plan to restrict cell phone use during the day for students from kindergarten through 12th grade. 

The governor’s plan allocates $13.5 million for pouches, cubbies and other storage devices and comes as other states and countries seek to limit the kinds of distractions that diminish learning and that prevent face-to-face social interactions.

The JAMA study “really does underscore the need to help children reduce their screen time, both at school and at home,” said Kris Perry, Executive Director of Children and Screens: Institute of Digital Media and Child Development.

At this moment, “we are seeing a crisis in childhood that is highly correlated with the introduction of the smartphone and social media platforms,” Perry added.

In the JAMA Pediatrics study, the researchers found that a quarter of the participants spent more than two hours on their phone during school.

The top five most used apps or categories, other than internet browsing, were messaging, Instagram, video streaming, audio and email.

The study may underestimate the amount of time typical students spend on their phones, in part because the participants in the research knew that their phone use was being tracked.

Study design

The students in the study, who were divided almost equally between boys and girls and who came from a representative sampling of different backgrounds, completed a 15-minute smartphone-based survey and installed RealityMeter to measure their smartphone use.

The researchers examined data from these students, whose phones sent signals throughout the day about the time they are using the phone.

The average number of hours these students were on their phones during the day was 5.59, which excludes other electronic devices such as video games, desktop computers or laptops.

To be sure, the survey didn’t analyze the times during the day that these students were on their phones. Some of these participants, for example, could have used their smartphones during their lunch or free periods rather than during calculus classes or lectures about American History, French or any other subject.

“We didn’t have the granularity of each student’s schedule to know” when the phone usage was the highest, Hale said.

Still, using the phone instead of interacting directly with students in the room, at a lunch table, or in a hallway is a “missed opportunity for eye-to-eye contact in real life,” said Hale.

In the study, about 22 percent of the participants indicated that their parents restricted their phone use when they are at home.

The data for this group during school tracks, however, closely with the students who said they didn’t have any such similar phone restrictions at home. The study also compared phone usage for students whose parents attended college with those who didn’t attend or finish college.

The children of college graduates used the phone about 30 minutes less per school day.

Combination of factors

Several factors may have contributed to any potential increase in the use of smartphones in school.

During the Covid-19 pandemic, the lockdown and remote learning, students relied on technology to log in to their classrooms. Adolescents who couldn’t interact with each other in person also spent considerable time texting and interacting with each other on social media.

Additionally, various apps have enhanced their platforms to encourage users to stay on them for longer periods of time.

“The algorithms know that I like Shih Tzus, so I keep getting reels for tiny white dogs doing tricks,” said Hale. “If they put up cats, I wouldn’t watch.”

The same is true for adolescents, who see sports clips or other content regularly that compels them to stay online and that may interfere with their ability to learn in class or to socialize with people around them. 

These apps and the devices adolescents use could provide information about usage patterns.

“I would love to see social media platforms share more information,” said Hale.

Perry added that parents act as important role models for their children when it comes to screen time. “What you’re modeling is going to be replicated,” she said. “Things that adults do without thinking, their children are copying.”

Next steps

Hale indicated that the research team has just finished collecting a second wave of data on the same participants. The scientists will be following up to see screen use patterns as well as any observed changes in mental health and physical well being.

The recent work published in JAMA Pediatrics is a “descriptive baseline” of smartphone usage in school, said Hale. She suggested that researchers need to conduct further research to understand the impact of phone usage patterns on education. “We need replication in science” to uncover more details over a larger population for smartphone use.

Like Gov. Hochul and others who have focused on this issue, Hale believes these personal electronics may hinder the learning process.

“I’m concerned about kids losing precious school hours to distracting devices,” Hale said. When students go to school, they should “be ready for learning and social time. That’s what’s going to make a difference in their education.”

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Ward Melville High School. File photo

By William Stieglitz

Ever since the October incident when a loaded gun found its way into Ward Melville High School — a student’s father having left it in a backpack identical to the student’s, which the student accidentally brought to school — parents have been vocal about a need for increased security. In response, at the Oct. 23 board of education meeting, Security Coordinator Jack Blaum said that the district would be considering AI security technology, and at the Jan. 22 meeting, the plan to use ZeroEyes was expounded upon.

ZeroEyes software works by connecting to a school’s pre-existing security cameras. The AI analyzes thousands of images per second, and if it detects what it thinks is a firearm, the image is sent to a ZeroEyes technician to review. If the technician verifies that the image is accurate, he or she notifies the school administrators and local law enforcement, all in a process expected to take 3-5 seconds. Three Village will be the first Long Island school district to implement this system, where it will operate in all school buildings as well as the North Country Administration Building, and will cost the district $112,000.

At the October meeting, Blaum touted the AI system as a more efficient solution than metal detectors, which he said by contrast would take more time to install, need to be located at every door as well as at outside and require armed staff day and night. At the January meeting, Superintendent Kevin Scanlon said the ZeroEyes system will provide “24/7/365 coverage” and won’t require the district to purchase more cameras than normal, as additional cameras are already added each year.

 “If even part of a weapon is spotted with this system,” Scanlon said, “the notification goes in. And we’re talking a matter of seconds, from when it’s viewed and when we’re notified.” He also said the ZeroEyes system fits with all present software and hardware in the district — a concern which was relevant in Philadelphia last year, when Southeastern Pennsylvania Transportation Authority learned the cameras used for their ZeroEyes pilot program weren’t fully compatible. According to Scanlon, it is expected that other Suffolk districts will follow suit and use ZeroEyes, with BOCES being involved.

The ZeroEyes system does have limits, as it can only detect guns that are within a camera’s view. ZeroEyes Chairman and CEO Mike Lahiff said, “Good security comes in layers. Do I think we can really help in certain situations? Absolutely. But are we the end all be all? No.” 

Three Village’s other layers currently include security guards, sign-in procedures, license readers, background checks on all employees and additional measures that are kept confidential to avoid counteraction. The school district is also considering arming their security guards, though it is hotly debated among parents and community members whether this would help or hinder school safety, with hundreds having taken up each side of the argument via online petitions.

Board member David McKinnon, sharing a study from the American Medical Association sent to the BOE by a parent, said the study found the rate of death was 2.83 times greater in schools with an armed guard than without. The study attributes this to school shooters actively being suicidal, resulting in armed guards acting as a potential incentive rather than a deterrent.

 “The evidence,” McKinnon said, “is it’s not clear that having armed guards is going to help very much. But I’m not completely convinced it would hurt either.” He suggested polling school employees, parents and students on their views. “However this plays out, it would be better if everyone felt they had some say in this decision.” 

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Cayuga Elementary School in Lake Grove was the recipient of a TangerKids grant. Photo courtesy of Tanger Riverhead

As part of a continued commitment to support education and invest in the local community, Tanger Outlets in Riverhead recently announced its 2024 TangerKids Grants recipients. Local winners include Cayuga Elementary School in Lake Grove, to create a sensory room; Hampton Bays Middle School in Hampton Bays, benefitting their Life Skills Academy; and Mattituck-Cutchogue Elementary School in Cutchogue, benefitting their school decodable book library.

Tanger donated over $190K across the country to fund classroom investments through the TangerKids 2024 Grants program. Title 1 schools represent more than 60% of the recipients selected by Tanger centers. ​ ​

“Tanger Riverhead is proud to support families in our community by investing in student success,” said Tanger Riverhead Marketing Director Lesley Anthony. “Each year, we listen closely to the specific needs of our local educators and provide funding for projects that make a real difference. Over the years, we’ve seen firsthand how these grants help create more inclusive and productive learning environments, equipping students with the tools they need to thrive both inside and outside the classroom.”

Throughout the program’s history spanning nearly 30 years, Tanger has contributed more than $3.7 million to school-focused initiatives in the communities it serves. The annual program is eligible for public and private schools from pre-K to grade 12. Applications were open from Aug. 12 – Oct. 18, 2024, and winners were chosen from numerous applicants within the Long Island area. Cayuga Elementary School received an extra $1,000 in funding as the winner of TangerClub’s member’s choice voting. ​ ​

Tanger Riverhead celebrated TangerKids Day on Jan. 31 with check presentations at each school. ​

To learn more about TangerKids Grants, please visit grants.tanger.com.

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METRO photo

Doherty Enterprises-owned Applebee’s Neighborhood Grill & Bar restaurants on Long Island announced the official launch of their 9th annual Above and “BEE”yond Teacher Essay Contest. The annual essay contest celebrates outstanding teachers, nominated by their students, by awarding each a $500 sponsorship check and hosting a special end-of-year class party.

The essay contest is open at participating Applebee’s restaurants on Long Island that are owned and operated by local franchisee, Doherty Enterprises (see complete list of participating restaurants below).

This spring, four exceptional educators – two from Nassau County and two from Suffolk County – will each receive a $500 sponsorship check to enhance their classrooms for the 2025-2026 school year. Additionally, the winning teachers will enjoy a celebratory end-of-year party with their current class!*

To participate in the contest, students are invited to submit an essay in person at their local Applebee’s, detailing why their teacher should be named Applebee’s “Teacher of the Year.” Elementary school students are asked to write a ½ page essay, while middle and high school students must submit a 500-word essay explaining why their teacher stands out.

As an added bonus, all students who submit an essay will be rewarded with a free ice cream certificate for future use.

Each student may submit only one essay, and entries will be accepted at participating Applebee’s locations through Sunday, March 16,  with a strict deadline of 10 pm ET. Winners will be announced on Friday, April 18, and the class parties will take place in June. If class parties are not feasible, they will be substituted with two Dinner for Four certificates for the student who wrote the winning essay.

“We’re excited to kick off the ninth annual Above and ‘BEE’yond Teacher Essay Contest at our Long Island Applebee’s locations,” said Brian McDonnell, director of operations for Doherty Enterprises’ Applebee’s Long Island. “It’s an honor to celebrate the incredible teachers who dedicate themselves to shaping young minds. This contest gives students the opportunity to highlight the lasting impact their teachers have made while shining a spotlight on the educators who go above and beyond every day.”

Applebee’s Above and “BEE”yond Teacher Essay Contest entries will be accepted at the following Applebee’s locations owned and operated by Doherty Enterprises on Long Island:

Nassau County: Baldwin, Bellmore, Bethpage, Elmont, New Hyde Park, Rosedale, Valley Stream, and Westbury.

Suffolk County: Bohemia, Brentwood, Commack, Deer Park, East Farmingdale, East Islip, Farmingville, Lake Grove, Lindenhurst, Miller Place, Patchogue, Riverhead, and Shirley.

Two winners will be selected from both Nassau and Suffolk counties. Prizes are subject to change. If end-of-year parties are not viable, class parties will be replaced with two Dinner for Four certificates.

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Students from Great Neck South Middle School, left, and Ward Melville High School during their final Science Bowl matches that secured their first-place wins. Photos by David Rahner and Kevin Coughlin/BNL
Both teams will compete for the National Science Bowl title in April

Bright minds from Great Neck South Middle School and Ward Melville High School won first place at regional middle and high school Science Bowls — fast-paced question-and-answer academic competitions — hosted by the U.S. Department of Energy’s (DOE) Brookhaven National Laboratory in Upton on Jan. 30 and Jan. 31.

The Science Bowl tests students’ knowledge on a range of science disciplines including chemistry, biology, physics, mathematics, astronomy, earth, and computer science.

The teams’ first place wins secured them an all-expense-paid trip to the National Science Bowl, where they’ll compete with students from around the country. The National Science Bowl is scheduled to take place from April 24 to April 28 near Washington, D.C. 

“The regional Science Bowl competition brings together some of the best and brightest STEM students from our region. We must inspire these students by highlighting career pathways and training opportunities, setting them on the path to become the next generation of STEM professionals,” said competition coordinator Amanda Horn, an educator with Brookhaven’s Workforce Development and Science Education Office. 

The winning teams also received a banner to hang in their schools, the top four teams received trophies, and the top three received medals. The first-place high school team won $500 and the second-place team won $250. All prizes and giveaways are courtesy of the event’s sponsors, Brookhaven Science Associates and Teachers Federal Credit Union.

Middle School Science Bowl Top Four

Great Neck South Middle’s first-place team, from left to right, Diane Caplain (coach), Zale Zhang, Nathan Li, Ryan Tsai, Leeann Lee, and Nathan Wong (coach). Photo by David Rahner/Brookhaven National Laboratory

The regional middle school Science Bowl on Jan. 30 was open to schools from Long Island and New York City.

Team members from Great Neck South Middle School spent hours the day before the middle school competition studying as much as they could, said student Ryan Tsai. Each team member specialized in a different subject.

“I would like to thank the math people for doing math,” said Tsai, who focused on chemistry questions.

Looking ahead to the National Science Bowl, captain Nathan Li added, “We’re looking forward to not getting last place and also just having a good time.”

First Place: Great Neck South MS (Team 1)

Second Place: Hunter College MS

Third Place: Paul J. Gelinas JHS

Fourth Place: R.C. Murphy JHS

High School Science Bowl Top Four

Ward Melville High School’s winning team, from left to right, Philip Medina (coach), Harry Gao, Anna Xing, Sean Skinner, Jason Yin, and Gunes Sunar. Photo by Kevin Coughlin/BNL

Ward Melville Senior High School is sending a team to the National Science Bowl for the third straight year.

To prepare for the regional high school competition on Jan. 31, the team studied even more than they did last year since two previous members graduated since then, said captain Sean Skinner. They also practiced how to buzz in to answer questions as fast as possible, he said.

“Most of us have read a textbook cover to cover in our main fields,” Skinner said, noting that each team member specialized in a subject or two. He added that he was happy with the teamwork Ward Melville showed. “Everyone was really positive and focused; that was awesome to see,” Skinner said. “I think my favorite thing is working together with other people to solve a problem that goes between both of your skills.”

First Place: Ward Melville Senior HS

Second Place: Great Neck South HS

Third Place: Roslyn High School

Fourth Place: General Douglas MacArthur Senior High School

Encouraging STEM participation

Science Bowl competitors learned about research happening at Brookhaven Lab straight from scientists, engineers, and postdoctoral researchers at the STEM Expo. (David Rahner/Brookhaven National Laboratory)

Both competitions kicked off with an introduction to Brookhaven Lab’s role as one of 17 DOE national laboratories and its unique facilities that aid researchers in making groundbreaking discoveries.  

Gary Olson, deputy site manager at the DOE-Brookhaven Site Office, encouraged students and their teachers to explore STEM training opportunities available through DOE programs.

“We need your minds. We need your inputs. We need your collaboration with your peers who are sitting next to you, in front of you and behind you to make those world-class discoveries, those scientific leaps of sorts, those transformational things, whatever they may be,” Olson said.

Students also heard from two early-career scientists at Brookhaven Lab about their areas of research.  

Amie Dobracki of the Environmental and Climate Sciences Department shared with middle schools why researchers study aerosols and their impacts, and how the tiny particles are key ingredients in the formation of clouds.

Success! These middle school students quickly cracked codes to unlock treats during the STEM Challenge. (David Rahner/Brookhaven National Laboratory)

Ejiro Umaka of the Physics Department explained how sPHENIX, one of two detectors that captures particle collisions at the Relativistic Heavy Ion Collider, a DOE Office of Science User facility for nuclear physics research at Brookhaven, helps scientists further understand the nature of matter in our early universe.

During a STEM Expo organized by the Lab’s Workforce Development and Science Education Office, students were the ones asking questions. Scientists from across the Lab’s disciplines offered demonstrations that revealed the basic principles of vacuum chambers, electron beams, software that operates instrumentation used to view materials at the nanoscale, and more.

Science Bowl competitors also toured the National Synchrotron Light Source II, a DOE Office of Science User facility at Brookhaven.

Teams that did not move on to the competition’s final double elimination rounds had the chance to further test their know-how at a STEM Challenge. They quickly put their minds together to solve puzzles that revealed codes to unlock boxes filled with treats. The teams with the fastest times won gift bags.

Middle school STEM Challenge results: First Place: New Hyde Park Memorial High School;  Second Place: Great Neck South Middle School (Team 2); Third Place: Plainedge Middle School

High school STEM Challenge results: First Place: Lindenhurst High School; Second Place: Long Beach High School; Third Place: Jericho High Schoo

Brookhaven National Laboratory is supported by the Office of Science of the U.S. Department of Energy. The Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, visit science.energy.gov.

 

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METRO photo

Governor Kathy Hochul recently announced her intention to ban cell phones during the school day. The state-wide initiative became more palpable when Hochul announced the 2025 budget plan, and she set aside $13.5 million in state funding to make it a reality. 

Hochul’s announcement occurs during an international trend of banning cell phones in schools. Countries like Brazil and Italy have passed legislation restricting phone use in schools to varying degrees; now, it is New York’s turn. The ban would prevent phone use throughout the entire school day rather than just in the classroom. 

One of the main arguments against the ban is parents’ fear that their children won’t be able to contact them in an emergency. Hochul’s report, published on her website, does not close off the possibility of allowing students access in extenuating situations. The scope of the ban is undefined, and seems to allow room for school modification. For instance, Hochul’s report does not wholly eliminate the use of devices for educational purposes, stating exceptions for, as an example, English-language learners who need the device to help translate. 

In many schools across the Island, including the Three Village School District where cell phones are banned except for during lunch periods in the middle and high schools, cell phone use is already restricted. 

The COVID-19 pandemic seemed to increase technology’s hold on the attention of students, serving as both their social lifeline and surrogate classroom, and now, back in the classroom, educators are observing the effects through decreased attention. Over 70% of teachers say that cellphones are distracting and problematic, according to Pew Research Center. 

Even the mere knowledge that their device is close by, either in their bag or on their desk, can distract students from absorbing information, diminishing retention and memory. In addition, phones can serve as a social crutch, keeping students from truly connecting with their classmates. 

The advantages of having a cellphone in school are numerous, including seamless communication in emergencies and access to educational services such as Flip grid and Kahoot, but given the many adverse effects on concentration, mental-health, memory and sociability, a ban seems favorable. The ban would begin at the start of the 2025-2026 school year. It brings to light issues that we should take into consideration, adults and students alike. 

Some adults complain of issues retaining information. Could cellphone-use be the culprit, sitting in our peripheral vision  and serving as a distraction as we try to read a book or get some work done? Research has shown it has.

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SBU's David Wrobel with Wolfie. Photo by Anna Maria Gounaris

By Daniel Dunaief

David Wrobel, dean of the College of Arts and Sciences at Stony Brook University since August, can relate to the school’s students.

Like about a third of the students at the downstate flagship SUNY university, Wrobel is the first member of his family to attend college.

David Wrobel. Photo by John Griffin

“I’ve had the advantage of that social mobility that higher education can provide,” said Wrobel, who grew up in England. To have the opportunity to facilitate that for thousands of other students is “hugely important and meaningful.”

Provost Carl Lejuez appreciates Wrobel’s passion for education and for providing opportunities to students from a wide array of backgrounds and experiences.

“For first generation students, there are some challenges that even the most empathetic, well-meaning person may want to help with, but because they don’t have that experience, they don’t know,” said Provost Carl Lejuez. “He brings both the experience of some of the things these students are going through as well as the humanity and personality that is very empathetic.”

Indeed, for Wrobel, who was dean at the University of Oklahoma for six years before joining Stony Brook, his new job appealed to him because of the opportunity to use education to help students expand their horizons and seek new opportunities.

Stony Brook has been successful in the area of social mobility, enabling students “from more disadvantaged backgrounds coming to the university” to complete their degrees at a high rate, said Wrobel. Higher education can perform the role it should as an “engine of democracy.”

Wrobel, who is a tenured professor in the Departent of History, oversees the breadth and depth of offerings at Stony Brook.

Lejuez suggested that Wrobel relates well to students from every background.

“You never see him at an event talking to other administrators,” said Lejuez. “He’s trying to really get in there and talk to people and make them feel welcome.”

Indeed, within his first few weeks of arriving, Wrobel met with several students who shared their concerns about visual arts, particularly as the music and art departments are about to move during an HVAC renovation project.

Wrobel worked with the students and partners around the university, including staff, the fire marshal and others, to see where they can display artwork and perform music.

The Arts Everywhere effort, which is “big in spirit” but “small in funding” provides an opportunities for the “work of students to be better understood by other students on campus,” Wrobel said.

Research opportunities

As a member of the Association of American Universities, an exclusive club that recognizes universities committed to research and education, Stony Brook provides students with opportunities to contribute to the forefront of new information.

“We have undergraduates doing research on genes that are led by some of the most important scientists in the world,” said Wrobel. These students are “not doing research that is tangentially associated with important science. They are contributing to the research teams” that lead to societal and life improvements.

These research contributions across a wide range of fields can and should address the question some people have asked about the return on investment of a college education.

Students are working in fields such as quantum science, artificial intelligence, climate and health.

“We should take great pride in the fact that, as a university, we are answering that question: why does a degree matter,” said Wrobel.

‘Not a spectator sport’

From left to right: Bonita London, associate dean of research development and communications; Danielle Papaspyrou, senior administrator for staff and faculty affairs; AnnaMaria Gounaris, assistant to the dean; Michael d’Ambrosio, senior director of development; Lois Carter, assistant dean for faculty affairs and personnel; Rachel Rodriguez, director of communications; Carol Davies, assistant director for budget and finance, and David Wrobel, dean of the College of Arts and Sciences. Photo courtesy Stony Brook University

The university is incorporating into the degree programs the kind of learning experiences that prepare students for success in areas ranging from private and industry positions to government jobs.

Wrobel is eager to demonstrate how “education is not a spectator sport” with every prospective student and their parents. Students become a “full participant not just in learning existing knowledge, but in the process of creating new knowledge.”

At the same time, the university is committed to enhancing the abilities of its educators.

“You work to reward teaching excellence at every level,” said Wrobel. “You make it clear that teaching does matter.”

Teachers need to refine their approaches and methods based on the way students learn, which includes working with technology and its possibilities more effectively than in the past

Wrobel meets with the Dean’s Student Advisory Committee, which includes students from numerous majors, to learn about student needs. These can include expanding quieter study spaces or finding places for more collaborative work.

Additionally, the committee helps select outstanding teaching faculty.

“Faculty go to conferences to improve their research skills,” said Lejuez. “We want to think about teaching in the same way.”

Lejuez appreciates how Wrobel engages with students to understand what would improve the university’s learning environment.

The Center for Excellence in Learning and Teaching provides opportunities not only for those educators who might be struggling to connect with their students, but also for those who want to improve their craft, Lejuez said.

As a part of student evaluations of their educators, Stony Brook has improved the quality of questions in its educator evaluations for the spring semester, which Lejuez hopes encourages more students to offer valuable feedback.

A dedicated educator

In addition to serving as an administrator, Wrobel hopes to put his experience to work as an educator himself by next spring.

Wrobel could imagine leading or contributing to several possible classes.

He would enjoy teaching a graduate seminar that addresses the history of American thought and culture from the end of Reconstruction after the Civil War in the 1870’s to the end of the New Deal in the 1940s.

At the University of Oklahoma, he also taught an introductory survey class that first year students typically took. The course covered the period from the end of the Civil War to the present.

“I love the idea that I have the opportunity to engage with brand new students when they come to the university,” he said.

Wrobel would like to share a view of America from the Great Depression through the Vietnam War, focusing on John Steinbecks view of the core political and social debates of the time.

Steinbeck was “better than just about any other author at finding what is extraordinary in the lives of ordinary Americans,” said Wrobel.

As for his roles at Stony Brook, Wrobel is “thrilled to have the opportunity to help first generation students and other financially disadvantaged students find their way.”

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