Faculty Scholarship and Open Access Collection

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About This Collection:

This collection features scholarly articles written by Allegheny College faculty. Many articles are freely available in DSpace under the Allegheny faculty's Open Access Policy. Others are limited to Allegheny faculty, students, and staff.

Articles may appear in one of three version:

  • Published article
  • Preprint, article prior to formal peer review
  • Postprint, article post peer review, without publisher's formatting or copy editing


Faculty, please use this link to submit your publication for DSpace: https://goo.gl/forms/XblxVXdVbYbVmyfC2

To learn about Allegheny College's faculty Open Access Policy, visit http://sites.allegheny.edu/scholarlycommunication/


Recent Submissions

Now showing 1 - 5 of 480
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    A Matter of Solidarity: Racial Redistribution and the Economic Limits of Racial Sympathy
    (Cogitatio Press, 2024-02-29) Williams, Tarah; Bloeser, Andrew J.; Williams, Tarah; Bloeser, Andrew J.; Political Science
    The goal of horizontal redistribution is to provide economic resources to groups that have experienced discrimination and exploitation. In the United States, horizontal redistribution based on race remains controversial, particularly among white Americans. Not surprisingly, many white Americans oppose racial redistribution policies in some cases because of resentments they have toward racial outgroups. But this is not the only way that racial attitudes shape policy support. Chudy (2021) demonstrates that racial sympathy, or white distress over the misfortune of racial outgroups, can increase support for racially redistributive policies. However, supporting horizontal redistribution may be easier for individuals who are more economically secure, even when they are racially sympathetic. In this study, we explore whether the influence of racial sympathy is conditional on economic position. We expect that the influence of racial sympathy will be strongest among individuals who have higher incomes, as they are less concerned with competition over resources. Using the 2013 CCES, we use a newly developed measure of racial sympathy (Chudy, 2021) to study white Americans’ support for policies designed to provide resources to black Americans. Consistent with expectations, we find that whites with higher levels of racial sympathy have higher levels of support for such policies, but that this pattern is stronger among whites who are more affluent. For white Americans of lesser means, the relationship between racial sympathy and support for racial redistribution is weaker, likely because of concerns for their own relative economic status.
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    Connecting Scientists With Students Using Social Media in an Undergraduate Science Course
    (SAGE Publications, 2023-05-10) Shiffman, David S.; Whitenack, Lisa B.; Ferry, Lara A.; Whitenack, Lisa B; Biology; Geology
    Social media tools like Twitter allow scientists and other technical subject area experts to interact with the public in previously-unimaginable ways. Here we present a lesson plan in which undergraduates in a non-majors science course (introduction to marine biology) are asked to follow experts on Twitter from a carefully curated list and then complete a series of follow-up activities and reflections. This assignment is not only popular with students, but also supplemented their formal learning, allowed students to engage more deeply with subjects of personal interest, and has created life-long learning opportunities while improving science literacy. The lesson plan guidelines shared here can be adapted to other branches of science.
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    Teaching the Inevitable: Embracing a Pedagogy of Failure
    (International Society for the Scholarship of Teaching and Learning, 2023-05-12) Eckstein, Lydia E.; Finaret, Amelia B.; Whitenack, Lisa B.; Eckstein, Lydia E.; Finaret, Amelia B.; Whitenack, Lisa B.; Biology; Geology; Global Health Studies; Psychology
    Failure is often taken as a given in higher education, as an inevitable part of learning new things. Yet, it remains a part of learning that students tend to fear, and faculty tend to neglect. As faculty, we do not always strategize with or leverage our students’ struggles and failures for improved learning. Instead, we hope that students learn from their mistakes and study harder or try harder the next time, because moving on with material in class is necessary to meet learning objectives. In this article, we outline several strategies for using failure advantageously for promoting student growth and learning, and to minimize the stigma of struggle in academia. We make concrete suggestions and outline strategies and resources for faculty to incorporate a “pedagogy of failure” into their work with students and we describe structural barriers to using failure strategically in higher education.
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    Consequences of climate-induced range expansions on multiple ecosystem functions
    (Nature Portfolio, 2023-04-10) Balik, Jared A.; Greig, Hamish S.; Taylor, Brad W.; Wissinger, Scott A.; Wissinger, Scott A.; Biology; Environmental Science / Studies
    Climate-driven species range shifts and expansions are changing community composition, yet the functional consequences in natural systems are mostly unknown. By combining a 30- year survey of subalpine pond larval caddisfly assemblages with species-specific functional traits (nitrogen and phosphorus excretion, and detritus processing rates), we tested how three upslope range expansions affected species’ relative contributions to caddisfly-driven nutrient supply and detritus processing. A subdominant resident species (Ag. deflata) consistently made large relative contributions to caddisfly-driven nitrogen supply throughout all range expansions, thus “regulating” the caddisfly-driven nitrogen supply. Whereas, phosphorus supply and detritus processing were regulated by the dominant resident species (L. externus) until the third range expansion (by N. hostilis). Since the third range expansion, N. hostilis’s relative contribution to caddisfly-driven phosphorus supply increased, displacing L. externus’s role in regulating caddisfly-driven phosphorus supply. Meanwhile, detritus processing contributions became similar among the dominant resident, subdominant residents, and range expanding species. Total ecosystem process rates did not change throughout any of the range expansions. Thus, shifts in species’ relative functional roles may occur before shifts in total ecosystem process rates, and changes in species’ functional roles may stabilize processes in ecosystems undergoing change.
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    Partial Tidal Disruptions of Main-sequence Stars by Intermediate-mass Black Holes
    (IOP Publishing Ltd, 2023-05-10) Kiroglu, Fulya; Lombardi, James C. Jr; Kremer, Kyle; Fragione, Giacomo; Fogarty, Shane; Rasio, Frederic A. A.; Lombardi, James C. Jr; Physics
    We study close encounters of a 1 M (circle dot) middle-age main-sequence star (modeled using MESA) with massive black holes through hydrodynamic simulations, and explore in particular the dependence of the outcomes on the black hole mass. We consider here black holes in the intermediate-mass range, M (BH) = 100-10(4) M (circle dot). Possible outcomes vary from a small tidal perturbation for weak encounters all the way to partial or full disruption for stronger encounters. We find that stronger encounters lead to increased mass loss at the first pericenter passage, in many cases ejecting the partially disrupted star on an unbound orbit. For encounters that initially produce a bound system, with only partial stripping of the star, the fraction of mass stripped from the star increases with each subsequent pericenter passage and a stellar remnant of finite mass is ultimately ejected in all cases. The critical penetration depth that separates bound and unbound remnants has a dependence on the black hole mass when M (BH) less than or similar to 10(3) M (circle dot). We also find that the number of successive close passages before ejection decreases as we go from the stellar-mass black hole to the intermediate-mass black hole regime. For instance, after an initial encounter right at the classical tidal disruption limit, a 1 M (circle dot) star undergoes 16 (5) pericenter passages before ejection from a 10 M (circle dot) (100 M (circle dot)) black hole. Observations of periodic flares from these repeated close passages could in principle indicate signatures of a partial tidal disruption event.