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  • Alumni Yankee Game

  • HawkTank 2024 (Center for Entrepreneurship)

    Six student entrepreneur teams compete for first prize. Three judges, plus you (the crowd) will be the fourth!

  • School of Science Student Research Conference

    The 22nd Annual School of Science Student Research Conference will showcase 31 research projects by teams of students and their faculty mentors. The keynote address will be delivered by Kevin Dillon ’15, Ph.D., a faculty member who did student research at Monmouth University and presented at the Student Research Conference in 2014. Sample project titles include: Microbial Community Composition Analysis In Coastal Lakes Of New Jersey As An Indicator Of Harmful Algal Bloom Formations, Unlocking Student Engagement: Exploring Autonomy, Competence, And Relatedness In The Stem Flipped Classrooms, A Machine Learning Approach To Mitigate Injuries In Collegiate Tennis Players, Analyzing The Effectiveness Of Monmouth University’s Math Placement Exam.

  • Why Americans Doubt Climate Science

    A presentation by Peter Jacques, Ph.D.

    In 2023, fifteen percent of surveyed Americans did not think climate change was happening, and 28 percent responded that warming was not caused by human activities. 22 percent were doubtful or dismissive of climate change. Why is this when over, according to a 2021 survey of climate experts found that 98.7 percent of them said the climate is warming and humans are driving this global environmental change? Between confirmed climate experts who published 20 or more peer reviewed papers on climate change between 2015 and 2019, there was 100 percent agreement that the Earth is warming mostly because of human activity.

    At least part of this disconnect is because there has been a US-centered counter-movement organized to cast doubt on climate change science and climate scientists. This effort is organized by policy elites in conservative think tanks who have guided some of our narratives and these narratives have turned an elite-led counter-movement to one that is populist. This discussion will attend to the social science surrounding this climate change counter-movement (CCCM).

  • Artificial Intelligence (AI) and Research: How to Navigate with Generative AI

    The School of Education Instructional Technology Committee is happy to invite you to a webinar about using artificial intelligence tools for research and academic writing. All are welcome to attend. Presented by Ai Kamei, KC Lubniewski, and Serbay Zambak.

    • Identify ways to use AI effectively for academic research and academic writing
    • Explore tools to save time research planning, designing, and writing
    • Discuss pitfalls of using AI for academic research

    Join the Zoom Meeting (March 28, 5:30 p.m.)

    For any questions, contact Serbay Zambal at vzambak@monmouth.edu

  • “Lunch and Learn” with Kerstin Japak ’14

  • Childhood and Youth in Modern China (Credit Hours for History Teachers)

    Presented by Melissa Brzycki, Ph.D.

    This two-hour session will look at norms and expectations for children and youth in 20th-century China, including changes to the educational system. We will look at how childhood and youth changed during colonization, war, and the advent of socialism. We will cover youth-led movements like the Cultural Revolution (1966-1976) and Tiananmen Square protests. This session will also introduce participants to online, freely available, translated primary sources for learning more about these topics. This session will also introduce participants to online, freely available, translated primary sources for learning more about these topics, and participants will leave with a list of resources.

    Relevant NJDOE Social Studies Standards: 6.2.12.EconET.5.b Articulate a point of view which assesses the reasons for and consequences of the growth of communism and shift toward a market economy in China.

  • Archaeology and Enslavement in New Jersey (Credit Hours for History Teachers)

    Presented by Adam Heinrich, Ph.D.

    This two-hour session will look at the archaeological evidence for the lives of enslaved people in New Jersey of both African and Native American descent. The roles and lives of enslaved people have frequently been overlooked in New Jersey histories and at historical sites. Over the last several years, archaeological investigations have been able to identify the presence of enslaved people through the evidence of their lives and culture. This has included how they coped with their lives held in bondage and maintained traditional lifeways. Artifacts discussed will include grave markers, food remains, and spiritual items. Images used during the session will be available to the attendees for use in their classrooms.

    Relevant NJDOE Social Studies Standards: 6.1.12.HistoryCA.2.a Research multiple perspectives to explain the struggle to create an American identity; and 6.1.12.HistoryUP.2.a Using primary sources, describe the perspectives of African Americans, Native Americans, and women during the American Revolution and assess the contributions of each group on the outcome of the war.

  • LGBTQ and Disability History and Comics (Credit Hours for History Teachers)

    Presented by Maryanne Rhett, Ph.D.

    This two-hour session will look at how graphic novels (comics, sequential art, etc.) can be utilized in middle and high school settings to aid in the instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people. The history of comics is actually rich in terms of these fields, and more recent graphic histories have elucidated the depth of these histories, both in the US and worldwide. A digital “swag bag” will be available to participants after the session, including useful links, bibliography, and session outline.

    Relevant NJDOE Social Studies Standards: 6.1.12.HistorySE.14.a Explore the various ways women, racial and ethnic minorities, the LGBTQ community, and individuals with disabilities have contributed to the American economy, politics, and society.

  • Military Strategy of the American Civil War (Credit Hours for History Teachers)

    Presented by Christopher DeRosa, Ph.D.

    This two-hour session traces how Union and Confederate plans for victory evolved over the course of the war. We will look at how American geography, contemporary military thinking, the available technology, and the contestants’ capacity for mobilization influenced their strategic choices. In particular, we will consider the profound struggle between slavery and emancipation as a fundamental determinant of war strategy. Along the way, we will touch on why the reputations of particular leaders like Ulysses S. Grant and Robert E. Lee have fluctuated over the years. Detailed outline, PowerPoint slides, and links will be shared for 6th-12th grade teachers’ use.

    Relevant NJDOE Social Studies Standards: 6.1.12.GeoSV.4.a Use maps and primary sources to describe the impact geography had on the military, political, and economic decisions during the Civil War.