Browse Exhibits (8 total)
This exhibit aims to chronologically outline events of campus unrest on various SUNY campuses from 1967-1971. SUNY schools include: Albany, Binghamton, and Buffalo.
Welcome to the Women’s Studies Oral History Exhibit. This exhibit examines transcripts from the Women’s Studies Oral History Project by using a digital method called text analysis. Text analysis generates digital visuals which highlight central themes about the development of the Women’s Studies Program at the University At Albany. These themes include early curriculum, academic disciplines, key faculty, and the challenges of developing an academic program. This exhibit also encourages educational use. Each tab includes the audio, text, and photographs from the oral histories.
How do I navigate this exhibit?
This site is composed of different tabs that are located on the right of the screen. First read the “Learn More” tab. This tab explains the background of the Women’s Studies Program and the Women’s Studies Oral History Project. This tab also includes the exhibit's argument, methods, and limitations. The following 11 tabs are divided by individual oral histories. Here you will find each interviewee’s photograph, audio interview, and transcript. These tabs also include text analysis of each transcript. The “Large Word Cloud and Conclusion tab” tab features a simultaneous analysis of all the transcripts.
One last thing,
The development of the Women's Studies Program was influenced by social issues that remain relevant. Gender equality and affirmative action are a couple of examples. This exhibit encourages you to read, listen, look, and think about the people and issues involved with women’s studies.
The sport of football has been dominated by the number of professional and college teams who prefer to win games by passing the ball. However, this was not true for the University at Albany's team during the 1970s. After years without a program, football was brought back to the university during this time and saw success within the first couple of years. The Great Danes were able to win games without strong passing performances from their quarterbacks. Even though Albany was more effective running the ball, this project focuses on the passing game. Drawing on archival resources from the University at Albany, this project will attempt to answer why there was a lack of passing plays in the offense. By analyzing passing statistics from 1970 to 1976, a breakdown of quarterback play and its role within Albany's offense can be shown. All information was documented in Microsoft Excel spreadsheets. Charts using this data were made from the data visualization program, Plotly. This helped sort the data and show trends in Albany quarterback play overtime.
In 1844, two hundred and fifteen students made up the first enrollement class of Albany State Normal School. These men and women included representatives from nearly every county in the state of New York. This project uses a combination of QGIS mapping and data-visualization to look at the patterns of enrollment for those counties based on such factors as urban demographics, education rates, and distance from the school at Albany, in order to try and understand the background of the first class of the Normal school.
As we celebrate the centennial of the First World War, it’s become apparent that this world-wide conflict does not hold the same place in the American consciousness as World War Two. While there may be many causes for this, the fact remains that for the military personnel who served their country, the separations from loved ones and the sacrifices were just as real. This exhibit seeks to explore the wartime experience of one enlisted man in the Naval Reserves and how his letters contradict stereotypes of the armed forces during The Great War.
Harvey Beebe went to war in 1918. He kept in contact with his family back on the home front through extensive letter writing. While he traveled during his training period, and when he served in France, he was able to maintain intimate connections with both his mother and the woman he would later marry. His letters reside at the State University at Albany’s M.E. Grenander Special Collections. They were donated by his grandson, who attended the State University at Albany.
The UAlbany Baseball team is a program with rich history. The first documented year of the program dates back to 1958. There are no records of any of the team’s information on file until the year 1961. That year marks the first of a 14-year span of analysis. The Danes, coached by Bob Burlingame, were apart of the SUNYAC “State University of New York Athletic Conference. They drew players from all over New York and mainly competed in games against schools from all over New York. This exhibit will be taking on the first 14 documented years of the program in its entirety. The analysis will first focus history of the team. Ranging from the background of the head coach, to the history of the locations of the original ball fields, a brief, vivid history of the team will be illustrated. Shifting from the history of the team, this exhibit will focus and analyze the statistics of the players over the course of the 14 year span. Breaking down and displaying these stats will show relationships and tendencies between the productivity of players, and how the team faired year to year. After that, this exhibit will map out where each player is from, and display how well they performed on the baseball field at the University. Through the statistical analysis, this exhibit will show why and how the Great Danes baseball team won or lost games. Developing relationships and showing tendencies will paint a vivid picture of what the UAlbany baseball team was like, and how it operated under the control of Bob Burlingame.
The SUNY Albany campus is famous for one thing, that is that it always seems to be under construction. No matter the time of the year, on some part of either the main or downtown campus, there is always construction taking place. It seems like the campus seems to be constantly fixing, updating, or adding. It seemed to be interesting to investigate why there is constant construction. Is there not any type of budget or financial limit set? If so, at what point will construction be too expensive for this budget? In researching, it seems to be that the school never seemed to set a limit on how much money was to be spent on construction. The budgets available only state how much money was to be spent on construction for the upcoming year. Is this how the budget was for each SUNY school? How much money was the SUNY system spending on campuses? Archival budgets had broken down SUNY schools into like groups. It is interesting to see what different budgets like schools received. Why did some schools spend so much more than other like schools? Was it time that was the variable? Social changes coming about effecting enrollment and needs for larger campuses? Was there laws being implemented to create a need for more up-to-date or safer campuses? What factors could play into large cost differences for such alike schools?