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Stony Brook University

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Rhythm India heads to the Staller Center on March 21.

Stony Brook University’s Staller Center for the Arts, 100 Nicolls Road, Stony Brook will present three exhilarating dance performances this season, showcasing diverse styles and cultural expressions. From the powerful sisterhood of Syncopated Ladies to the vibrant celebration of South Asian dance in Rhythm India: Bollywood and Beyond to the innovative artistry of the Paul Taylor Dance Company, this season offers an exceptional opportunity to experience some of the world’s most innovative dance performances yet.

On March 14, the groundbreaking Syncopated Ladies take the Main Stage. Led by Emmy Award-nominated choreographer Chloé Arnold, Syncopated Ladies is the most viewed female tap group in history, having amassed over 100 million views online. With a background of notable collaborations—including Beyoncé, who shared their work with her fans and invited them to perform internationally—the Syncopated Ladies have quickly become a global sensation. In this upcoming performance, Syncopated Ladies combine bold choreography with personal stories, empowering audience members of all ages to pursue their dreams with courage. From their viral success to their acclaimed performances on Good Morning America, The Ellen DeGeneres Show, The Kelly Clarkson Show, and more, this dynamic group continues to inspire the next generation of artists.

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Chloe Arnold’s Syncopated Ladies: Live!

On March 21, get ready for “A feast for the eyes, ears, and heart!” (Cultural Explorer) with Rhythm India: Bollywood & Beyond. Under the direction of Joya Kazi, a World Choreography Award nominee and Telly Award-winning choreographer, this performance celebrates the spirited traditions of South Asian dance, from classical forms to Bollywood hits. Dazzling costumes, dynamic music, and energetic rhythms resonate from the palaces of ancient India to the bustling streets of its modern cities. Rhythm India invites audiences to step into the rich cultural tapestry of India with the talented dancers from Joya Kazi Unlimited.

DINNER & A SHOW: Enhance your experience by bundling your ticket with an authentic three-course Indian dinner at the Curry Club at SaGhar. For just $95 (adult package), or $68.50 for kids 12 and under, you’ll enjoy a flavorful meal, soft drinks, and coffee, along with tax and gratuity included. This package combines the best of South Asian cuisine with an evening of exceptional dance.

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Dancers from Joya Kazi Unlimited in Rhythm India: Bollywood & Beyond

Closing out the Spring Season is an international leader in modern dance: Paul Taylor Dance Company returns to Staller on May 3rd. Since its founding in 1954, the Paul Taylor Dance Company has been at the forefront of contemporary dance, offering audiences new perspectives on the human experience through the joy, pain, humor, and tragedy that bind us all together. Under the artistic direction of Michael Novak, a longtime company member appointed by founder Paul Taylor himself, the company has evolved while maintaining the core values and that Taylor instilled. With a repertoire that spans over six decades, the company’s performances have touched audiences in over 600 cities across 66 countries, showcasing the transformative power of dance. This is a rare opportunity to experience some of the world’s finest dancers performing in one of the most prestigious dance companies. “One of the most exciting, innovative, and delightful dance companies in the entire world.” (The New York Times). 

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Paul Taylor Dance Company performs Esplanade.

For tickets, information, and to see all of the upcoming programs at Staller Center, visit stallercenter.com. 

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Stony Brook University: Entrance sign

High school students can have their first immersive college experience at Stony Brook University’s Pre-College Summer Program, the residential program for rising high school juniors and seniors.

The Pre-College Summer Program offers one- to two-week courses that provide attendees with the opportunity to have a college campus experience, take courses, participate in workshops, and access resources across campus, including bridging connections with Stony Brook faculty and industry experts.

Throughout the program, attendees will connect with like-minded program participants, while learning to transition to college life and explore areas they might want to pursue a degree in. Prospective attendees must apply to be accepted into the Pre-College Summer Program.

There are a number of discounts available. High school students who apply before March 7 will receive a discount of $100 on the program fee, while those who are currently enrolled in Accelerated College Education at Stony Brook University will receive a $150 discount, and those who qualify for free and reduced lunch will receive a $250 discount on the program fee.

Scholarship opportunities are also being offered for future Seawolves. Students who attend the Stony Brook Pre-College Summer Program this year and subsequently apply, get accepted and enroll at Stony Brook will be eligible for two possible scholarships: New York State residents will receive a $1,000 scholarship over four years ($250 per year) and out-of-state residents will receive a $2,000 scholarship over four years ($500 per year).

Courses include:

  • Aerial Robotics, where participants will learn how to build a robot of their own – a micro quadcopter drone – and program it to fly itself across an arena.
  • Introduction to Biotechnology, where participants will be introduced to some of the basic techniques used in the field of biotechnology.
  • Cancer Biology, where participants will conduct hands-on experiments to create extracts containing phytochemicals and learn what happens when these extracts are used to treat cancer cells.
  • Communicating Science, where participants will develop tools to effectively communicate in a way that excites, engages, and encourages audiences to want to learn more about science.
  • Computational Linguistics, which introduces participants to the wonders of natural languages and the analytical methods underlying natural language technologies, including AI, used worldwide.
  • Computer-Aided Design (CAD) and Additive Manufacturing, where participants will learn the principles of CAD software for 3D modeling and assembly, the basics of additive manufacturing and its applications in engineering, and the design process, including requirements analysis and prototyping.
  • Creative Writing, where participants will read and discuss contemporary works of nonfiction, fiction, and poetry as well as practice writing around these genres through exercises.
  • Dental Sciences, where participants can obtain hands-on experience in an advanced preclinical laboratory as well as discover what it’s like to be a dental student.
  • Electrical Engineering, where participants will explore the fundamentals and practice of engineering.
  • Engineering Problem Solving with AI, where participants will discover how to find engineering solutions using generative AI.
  • Environmental Science in the Worm Lab, where participants will design and conduct experiments in ecotoxicology including using experimental design, data collection and data analysis.
  • Finding Your Passion in Health Professions, where participants will learn about advancing career options and discover what it takes to become a successful member of today’s interprofessional healthcare team.
  • Introduction to Engineering Design, where participants will experience the fundamentals of engineering through hands-on activities and projects. They will work with hand tools, learn the basics of 3D printing, and engage in practical problem-solving to design, build, and test their own creations.
  • Machine Learning and Self-Driving, where participants will be introduced to machine learning and self-driving through both lectures and hands-on interactive exercises with self-developed remote-control vehicles.
  • Micro Filmmaking, where  participants will learn visual storytelling by developing a micro screenplay and ultimately create a final micro film.
  • Pre-Law, where participants will learn civil law concepts, including intentional torts, negligence, product liability and contracts.
  • Robotics Engineering, where participants will be taught the fundamentals of robotics, including practical electronics, mechanical design, and microcontroller programming. They’ll develop problem-solving skills, advance critical thinking, and broaden creative and innovative reasoning.
  • Sustainability in Action, where participants will learn about local, regional, national, and international efforts at sustainability through brief lectures in the morning, guided research into examples of sustainability, and afternoon field trips to locations on and off campus to see sustainability in action.
  • TV Studio & Video Production, where participants will have hands-on experience in video production and explore camera operation, composition, video editing, and production techniques in a state-of-the-art broadcast studio and computer classroom.
  • Understanding Public Health, where participants will participate in this experiential program offered by Stony Brook University’s School of Health Professions, where they will learn about advancing career options and discovering what it takes to become a successful member of today’s interprofessional healthcare team.

“The Pre-College Summer program is designed to inspire and engage. Our renowned faculty and dedicated staff work exceptionally hard to create an environment for rising high school juniors and seniors characterized by active learning, discovery, and community,” said Peter Diplock, PhD, vice provost of Continuing, Professional, and Online Education, School of Professional Development. “Our overarching goal is to provide our participants with a realistic preview of university life in a fun and supportive environment.”

Participating students can take courses, led by Stony Brook faculty, all while living on the Stony Brook campus. Students also have the opportunity to participate in recreational activities held on campus. In addition, the program is supplemented by participation in college readiness workshops.

“Pre-College Summer is designed to give participants a preview of college life and give them the confidence necessary to successfully navigate the transition from high school to university. Because our courses are non credit bearing, there is no added pressure of tests and assignments to complete, only an immersive, hands-on learning experience for our participants,” said Tayyiba Qureshi, interim director of the Pre-College Summer Program. “This also allows our instructors the creative license to paint on a clean canvas in ways that make learning transformative, fun and inspiring. It’s an opportunity for them to preview a field of study and perhaps decide if they want to pursue it as an undergraduate – or they may walk away from the program thinking ‘this is not what I want to do for the rest of my life!’ That’s the beauty of this program, it’s the realistic introduction to college and all of its intricacies without the lasting commitment.”

Courses will be held across four sessions throughout the month of July

  • Session One: July 6-11
  • Session Two: July 13-18
  • Session Three: July 20-25
  • Session Four: July 27-August 1.

The program cost is $2,250 ($2,000 is the discounted rate for free or reduced lunch recipients). Applications close on May 30, 2025. The application process involves submitting the applicant’s high school transcript, a reference, a short essay, and a $45 application fee.

Learn more about the Pre-College Summer Program at stonybrook.edu/precollege-summer.

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#5 Hunter Colagrande made his first career start on Sunday. Photo courtesy of Stony Brook Athletics

The Stony Brook baseball team jumped out to an early five-run advantage in the first career start for right-hander Hunter Colagrande, but the Florida Gulf Coast Eagles (FGCU) rallied to secure a 10-6 victory on Feb. 23 in Fort Myers, Fla.

Stony Brook started strong, scoring three runs in the first inning on four hits. Erik Paulsen led off with a double to left-center, followed by a single from Evan Goforth. Johnny Pilla then drove in Paulsen with a single to right field. Later in the inning, Cam Santerre brought home Goforth and Pilla, giving the Seawolves an early 3-0 lead.

Making his first career start, Colagrande retired the first three batters he faced in the opening inning, striking out two.

After a scoreless second inning, the Seawolves added two more runs in the third to take a 5-0 lead. Goforth reached on a hit-by-pitch, and Nico Azpilcueta walked before Santerre doubled to left-center, driving both runners home.

FGCU responded with two runs in the bottom of the third, cutting the deficit to 5-2. The Eagles added another run in the fourth to make it 5-3, but Stony Brook answered in the fifth when Pilla led off with a base hit and later scored on a ground-ball error off the bat of Santerre, extending the lead to 6-3.

Matthew Canizares entered the game in the fifth, but FGCU pushed across two runs in the frame, narrowing the gap to 6-5.

The Eagles’ offense continued to gain momentum, scoring two runs in both the sixth and seventh innings, followed by another run in the eighth, to take a 10-6 lead and secure the victory.

The team returns to action on March 7 as they travel to Chapel Hill for the first time since 2023 to take on No. 6 North Carolina in a three-game series. First pitch on Friday is set for 4 p.m.

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Eddie S. Glaude Jr.

Best-selling author, influential political commentator and esteemed professor Eddie S. Glaude, Jr. will headline Stony Brook University’s upcoming Presidential Lecture called “A Conversation with Eddie S. Glaude, PhD” at the Charles B. Wang Center Theater, 100 Nicolls Road Stony Brook on Thursday, Feb. 27 at 5 p.m.

Glaude will join Provost Carl Lejuez for this inspiring conversation highlighting the importance of fostering environments that encourage thoughtful and systematic engagement about the pressing issues of our time.

Professor Glaude Jr.’s research and expertise explore the intricate dynamics of the American racial experience. His writings examine Black communities, the complexities of race in the United States and the pressing challenges facing American democracy. From 2009 to 2023, Professor Glaude served as chair of the Department of African American Studies at Princeton University. His latest book is We Are the Leaders We Have Been Looking For.

In addition to the lecture, the event will include a Q&A, book signing, and reception to follow.

This event is free and open to the public, but seating is limited.For more information, call 631-632-6310.

(directions)

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A pod of Humpback whales swim together on their annual migration to northern waters. Photo by Corey Ford

Do whales “speak” in a similar way that human beings do? Stony Brook University Postdoctoral Fellow Mason Youngblood from the university’s Institute for Advanced Computational Science has published a new study in Science Advances that reveals that whale communication is not just complex—it’s remarkably efficient, following the same linguistic principles that shape human speech.

By analyzing vocal sequences from 16 whale species and comparing them with 51 human languages, Dr. Youngblood found that many whales “compress” their calls to maximize efficiency, similarly to how humans do when speaking. Eleven species exhibit Menzerath’s law, meaning longer vocal sequences are made up of shorter elements, and some—like humpback and blue whales—also follow Zipf’s law of abbreviation, where frequently used sounds are shorter. This suggests that much like humans, whales have evolved ways to streamline their communication, potentially saving energy and avoiding predators.

But not all whales play by the same rules, according to Dr. Youngblood. Some dolphin species, like those in the Cephalorhynchus genus, show no evidence of these efficiency patterns—possibly because they rely on stealthy, ultrasonic sounds to evade predators rather than optimize timing. Even within species, efficiency varies: killer whales compress their call sequences but not the smaller elements inside them. These findings suggest that the push for efficient communication is not universal, but shaped by a mix of biology, behavior, and environment. More broadly, they highlight just how much there still is to learn about the complex communication systems of whales.

“I find it fascinating that communication evolves in similar ways across species, even when the purpose is wildly different“, said Dr. Youngblood. “Humpback and bowhead whales are thought to sing to attract mates, dolphins and killer whales use calls to coordinate with one another, and sperm whales produce clicks to communicate clan identity. Yet, despite these differences, many of their vocal sequences show the same efficiency patterns found in human language—suggesting that the drive to communicate with less effort is widespread in animals.”

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Visitors are cautioned not to enter Harbor Road in Stony Brook Village. Photo by Sabrina Artusa

By Sabrina Artusa

Six months after the Aug. 19 storm that damaged infrastructure, washed away the dams at Stony Brook Mill Pond and Blydenburgh County Park’s Stump Pond and upturned Harbor Road in Stony Brook, community pillars such as the Smithtown Library and Stony Brook University are on the mend. 

The storm, which unleashed 9.4 inches of rain in only 24 hours, flooded the lower level of the Smithtown Library, bursting one of the windows and completely filling the area with water. Since the library sits at a lower grade, the water from higher grades flowed to the building and down the staircases on either side, overwhelming the sump pump and clogging it with leaves; therefore, it was not only 9 inches of water that flooded the library, but 8 feet. 

However, walking through the Smithtown Library today, it would be difficult to discern evidence of the storm on the first floor or the mezzanine. The bookshelves and tables look relatively untouched; it seems that at any moment a library page might round the corner with a cart of books or a high school student will settle down at one of the tables. In a few months — April, possibly, according to Library Director Robert Lusak — the library could open again. 

“In order to bring people back into the building, first we need power obviously, we need HVAC, we need heat and air-conditioning functioning, we need to have the elevator working, we need to have fire sprinklers operational … so there are a lot of factors that need to come into play before we can open the building,” Lusak said. The library’s architect, in collaboration with the Federal Emergency Management Agency and the Division of Homeland Security and Emergency Services, has put together “a two- to three-inch book” detailing the steps to reopening. 

Temporary power has been restored. “Everything is moving along pretty well,” Lusak said.

Lusak and the rest of the library staff have been working with FEMA to account for damages to potentially get up to 75% of eligible costs reimbursed. The staff listed every item that was destroyed. One of the main obstacles, however, is the time-consuming process of ordering the necessary materials and the months it takes to ship. 

“It is really the equipment that we need to reinstall that is keeping us from moving forward,” Lusak said. “When we have to wait for materials we have to wait 6 to 8 weeks in some cases. That is what we need in order to open the building up.”

Next month, Lusak and other staff members are flying to Michigan to evaluate the archive renovation progress done by Prism Specialties. The Richard H. Handley Collection, which features centuries-old documents and maps, was situated on the lower level. On the day of the storm, however, the water detection system failed and water infiltrated the room. 

Lusak will have to determine which archives should be restored, such as precious original copies, and which would not be worth the expense, perhaps second copies. The cost of archival restoration already amounts to over $700,000. The archives will be considered by FEMA for reimbursement. 

Lusak said that the designers will begin to redesign the lower floor this week. Since the first floor and mezzanine are nearly ready to be opened to the public — after the elevator, heating, ventilation and air-conditioning system and electricity are restored — Lusak plans to open the upper levels and have construction on the lower floor occur simultaneously. 

In addition, the storm has exposed issues in the grading and stairwells. “We are looking at ways of safeguarding the building to make sure a situation like that never happens again … we are going to change the grading there [and] we are going to address the stairwells.” 

At Stony Brook University, the rainfall affected 61 buildings, according to university officials; the Ammann and Gray residence halls were hit the hardest, and students residing there had to be reassigned to other buildings. 

Vice President for Facilities and Services Bill Hermann wrote in an email, “In response to the flooding of our residence halls, we advocated for and will be relocating core facilities infrastructure (boilers, electrical equipment, IT and fire alarms) to upper floors.”

The university paid for a comprehensive storm infrastructure study which, according to Hermann, “revealed that our campus growth over the years had not been matched by adequate increases in storm infrastructure capacity.”

The university already addressed some of the weak spots dictated by the study, such as collapsed sections, but still has stormwater maintenance plans in the horizon, one being a plan to implement a stormwater detention and retention system under the athletic stadium surface lot to manage runoff. 

“This mitigation is needed to upgrade and modernize the campus storm infrastructure to meet the current demands,” Hermann wrote. 

At this time, Gloria Rocchio, president of the Ward Melville Heritage Organization, was unable to comment on the damage to Harbor Road, the ownership of which is debated as it crosses into Head of the Harbor. 

Head of the Harbor Mayor Michael Utevsky said that discussions are progressing.

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Allison Wong with her project. Photo by Kelly Gwydir

By Daniel Dunaief

Over 150 students around Long Island recently caught the science bug.

Allison Wong with Marivia Fernández-Serra. Photo courtesy of Kelly Gwydir

Students from kindergarten through 12th grade made one-minute videos to celebrate historic women in science as a part of the Institute for Advanced Computational Science’s (IACS) second annual competition.

Contestants in the Stony Brook University challenge described their connection with women who sometimes operated in the scientific shadows, while they also described an experiment they did that highlighted an important concept or achievement from the work of historical role models.

“We want to recognize the importance of women in the history of science and engineering,” said Mónica Buggalo, a co-chair of the event and professor in the Department of Electrical and Computer Engineering  and at the IACS. Despite the young age of some of the participants, Buggalo was “blown away by how confident they are. It’s unbelievable.”

On Feb. 13, in honor of International Day of Women and Girls in Science, the finalists provided a two-minute summary of their work and then the IACS named the winners, who will receive cash prizes.

Baylee Stanton from Saxton Middle School and Allison Wong from Lynbrook South Middle School were tied for first place. Each of them will receive $875.

“I’m really proud of myself because this is a pretty advanced topic,” said Wong.

The students presented their one minute videos on any of 10 women.

Wong selected Katherine Johnson, whom she had studied in fourth grade during Black History Month.

“She inspired me to keep learning,” said Wong.

Allison Wong describing her project. Photo by Kelly Gwydir

After describing Johnson, who was one of the scientists featured in the movie “Hidden Figures” and for whom two NASA facilities are named, as an “African American mathematician who fundamentally transformed the field of aerospace engineering,” Wong went on to describe her project.

She set up an experiment using a catapult and four projectiles, in which she recorded the flight time and distance for a ping pong ball, cotton ball, bottle cap and marble. She recorded these measurements five times each at three different angles.

In an interview, Wong suggested that Johnson’s legacy is important as she calculated trajectories for the first US manned space flight and for Apollo 11.

Wong, who wants to be a doctor when she grows up, explained that the experience of competing made her feel “really inspired.”

She plans to put the money into a bank account and hopes to use it later in life.

Allison’s father David Wong was thrilled with the program and hopes it grows exponentially over the years, as the experience about researching women role models is inspirational.

David Wong said he himself knew about three of the scientists the contestants profiled, including Rosalind Franklin, who helped determine the double helical structure of the genetic material DNA and Marie Curie, who conducted ground breaking research on radiation and was the first woman to earn a degree from the University of Paris.

The opportunity to learn about the other scientists on the list was “eye opening,” David Wong said.

Designing a paper bag

Lucy Jane Sammarco. Photo courtesy of Samarco family

While many grocery shoppers might take the paper bag for granted, that is not the case for Hampton Street second grader Lucy Samarco.

Samarco learned about Margaret E. Knight, who had 27 patents and 100 inventions and was called “Lady Edison.” Knight developed the machine that created the flat bottomed paper bag, which is still in use today.

Samarco, who won an honorable mention for her entry and will collect $300 from the IACS, said the morning announcements in school included her result in the competition.

Her classmates clapped for her, which made her smile.

Samarco, who made a volcano that included baking soda, white crystals and water the weekend after the competition, wants to be a scientist when she grows up. Her favorite animal is the pink parrot.

Lucy’s mother Tricia Samarco was overwhelmed with emotion.

Lucy Jane Sammarco. Photo courtesy of Samarco family

All the competitors, who were mostly but not exclusively girls, were “absolutely amazing,” said Tricia Samarco. She said she was impressed with their confidence and their ability to speak in public.

Mike Samarco, Lucy’s father, was concerned that the project might be too challenging for Lucy and that he and his wife might not be able to offer much help.

“She kept coming back and saying, ‘This project looks exciting,” Mike Samarco said. Eventually, Lucy’s enthusiasm won the day.

Ultimately, Lucy has no shortage of ambition or ideas, suggesting she wanted to discover things, change the world and, perhaps, become president.

Strawberry DNA

Julia and Valerie D’Amico. Photo courtesy of D’Amico family

Mineola sisters Julia and Valerie D’Amico, who took home an honorable mention in last year’s competition, received a third place prize for their description and experiment on Franklin.

“She played a great part in discovering DNAs double helical structure,” said Julia, who is in 7th grade at Mineola Middle School. “We were inspired by her.”

The tandem, who received $500 for coming in third, conducted an experiment to extract DNA from a strawberry.

“It was cool seeing how you could do it,” said Valerie, who is in third grade at Jackson Avenue School. Valerie has longer term ambitions to study archeology.

Julia suggested that some of the women scientists from earlier times might have confronted biases against them if they were interested in science or math.

The combination plans to enter the contest again next year as well.

Enriching and enjoyable

Marivia Fernández-Serra, who also co-chaired the event and is a professor in Physics & Astronomy and at the IACS, appreciated how much fun the participants have.

She enjoys watching them take pictures with their scientists.

Fernández-Serra described the event as a “celebration of students.

The goal was of what she described as an “outreach activity” was to “get students excited about doing science and doing research and aspiring to come and start degrees at universities.”

Fernández-Serra suggested that the IACS may break the competition down into different age groups, with entries from elementary, middle school and high school.

Buggalo is thrilled that student competitors are demonstrating interest that extend beyond the challenge.

“There is a lot of excitement about science,” said Buggalo. “Some of them ask about opportunities that the university offers. We do have summer camps and academic activities in research.”

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Rhona Tarrant

Stony Brook University’s School of Communication and Journalism presents its annual Marie Colvin Distinguished Lecture in the Wang Center Theater, 100 Nicolls Road Stony Brook on Wednesday, Feb. 26 at 6 p.m. with a reception at 5:30 p.m.

Guest speaker Rhona Tarrant, Executive Editor of CBS News Confirmed, will present a lecture titled The New Battlefield: Open Source Investigations Into Conflict and Disinformation.

Social media has transformed conflict reporting, elevating open-source investigations to a core part of modern journalism. These techniques allow journalists to verify events in real time, supporting the indispensable work of on-the-ground reporting.

At the same time, state-backed disinformation campaigns have become increasingly sophisticated, blurring the lines of reality and driving greater demand for rigorous fact-checking and verification.

Tarrant will examine the rising prominence of open-source verification in conflict reporting and outline the critical tools required for the next generation of journalists.

The event is free and open to the public. All are welcome. No reservations necessary, but encouraged by clicking here. For more information, call 631-632-7403.

 

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Photo courtesy of Stony Brook Athletics

The Stony Brook baseball team erased an 8-0 deficit to storm back for an 11-8 victory, capped by a three-run home run from Chanz Doughty in the final inning, securing a series sweep over Bethune-Cookman in Daytona Beach, Fla. on Feb. 16. The game was called after seven innings due to weather conditions.

John Rizzo made his first career start for the Seawolves, tossing 1.2 innings while allowing six runs and striking out two.Matt Sgambati made his Stony Brook debut in the second inning, finishing the second and third frames while allowing two runs on two hits.

Down 8-0 in the third, Johnny Pilla put Stony Brook on the board with a two-out double that plated Matt Miceli, cutting the deficit to 8-1.

Sgambati followed with a 1-2-3 third inning before Nico Azpilcueta led off the fourth with a single. A walk by Luke Szepek and a hit-by-pitch from Cam Santerre loaded the bases with no outs. All three scored on a fielder’s choice and an error, trimming the deficit to 8-4. Kincaid Bergthold later came around to score on another error, making it 8-5.

Hunter Colagrande made his Stony Brook debut in the fourth, allowing two baserunners before striking out three straight hitters to escape the jam.

The Seawolves rallied in the sixth with two outs. Doughty and Miceli singled to bring up Erik Paulsen, who delivered an RBI single to center, making it 8-6. Evan Goforth followed with an RBI single, pulling Stony Brook within one at 8-7.

George Adams made his debut in the bottom of the sixth and struck out two of the three batters he faced in a perfect inning.

In the seventh, Szepek and Santerre drew walks before Bergthold delivered the game-tying RBI single. Doughty then launched a three-run home run to center, giving the Seawolves an 11-8 lead.

Adams shut down Bethune-Cookman in order in the bottom half, sealing the comeback victory before the game was called due to weather.

Next up, the team travels to Fort Myers next week for a three-game series against Florida Gulf Coast. First pitch on Feb. 21 is set for 6:30 p.m., with streaming details to be determined.

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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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