News Article | April 17, 2017
The Board of Regents of Seton Hall University today voted unanimously to appoint Mary Meehan, Ph.D., a highly respected higher education and healthcare leader, as well as a former Seton Hall administrator and university alumna, as its interim president, effective April 11. Meehan’s appointment allows Seton Hall President A. Gabriel Esteban to focus full time on the transition to his new position as president of DePaul University. The Board also authorized the launch of a nationwide search for the next president of Seton Hall University. In a message to the Seton Hall community, Board of Regents Chairman Patrick M. Murray said, “we are excited to begin the process of identifying the next talented leader for this great institution.” Meehan has spent more than thirty years in key leadership positions at higher education and healthcare institutions, including more than a decade as the president of Alverno College, a leading Catholic women’s college in Milwaukee, WI, ranked among the top regional universities in the Midwest in the “Most Innovative Schools” category by U.S. News & World Report. Meehan earned her B.A., M.A. and Ph.D. at Seton Hall, as well as a M.S. in Health Policy and Management from New York Medical College. She served as Vice President and Assistant to the President from 1996-2001 and Executive Vice President for Administration from 2001-2004. Prior to joining Seton Hall, she spent more than a decade as a healthcare executive with St. Mary’s Hospital in Passaic, NJ, and St. Vincent’s Medical Center in Harrison, NY. Nationally, she has served on the NCAA’s Chancellors/Presidents Council, the Board of Directors of the National Association of Independent Colleges and Universities and the Board of Directors of the Association of Catholic Colleges and Universities, among other positions. “Dr. Meehan is an experienced and talented leader with a true passion for Seton Hall and a shared commitment to our Catholic mission,” added Chairman Murray. “I am thrilled and energized to return to Seton Hall University at this exciting moment in its history,” said Meehan. “The faculty, staff, students and alumni make this a special place, and I am confident that, working together, we will continue to advance this great University and its Catholic mission.” His Eminence Cardinal Joseph W. Tobin, the Archbishop of Newark, in his role as Chair of the Board of Trustees and President of the Board of Regents said, “I am delighted to welcome Dr. Meehan back to Seton Hall and thank her for agreeing to serve in this important role to help ensure a seamless transition to the next chapter of leadership for the University.” “Dr. Meehan is an excellent choice to lead Seton Hall forward,” said President Esteban. “She is a strong and talented executive who knows this University well and is prepared to lead on day one. As I spend the next few months preparing for the next professional chapter of my life at DePaul, I wish Dr. Meehan all of the best.” ABOUT SETON HALL UNIVERSITY One of the country’s leading Catholic universities, Seton Hall University has been developing students in mind, heart and spirits since 1856. Home to nearly 10,000 undergraduate and graduate students and offering more than 90 rigorous academic programs, Seton Hal’s academic excellence has been singled out for distinction by The Princeton Review, U.S. News & World Report and Bloomberg Business. Seton Hall, which embraces students of all religions, prepares its graduates to be exemplary servant leaders and global citizens. In recent years, the University has achieved extraordinary success. Since 2009, the University has seen record-breaking undergraduate enrollment growth in addition to an impressive 95-point increase in the average SAT scores of incoming freshmen. In the past decade, Seton Hall students and alumni have been awarded nearly 20 Fulbright Scholarships as well as other prestigious academic honors including a Rhodes Scholar. In the past five years, the University has invested more than $134 million in new campus buildings and renovations. And in 2015, Seton Hall launched a new School of Medicine as well as a new College of Communication and the Arts. A founding member of the new Big East Conference, the Seton Hall Pirates field 14 NCAA Division I varsity sports teams. The University’s beautiful main campus is located in suburban South Orange, New Jersey, and is only 14 miles from New York City – offering its students a wealth of employment, internship, cultural and entertainment opportunities. The University’s nationally recognized School of Law is prominently located in downtown Newark. For more information, visit http://www.shu.edu
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has ranked the best colleges in Wisconsin for 2017. Of the 35 four-year schools who made the list, University of Wisconsin Madison, Marquette University, Saint Norbert College, Viterbo University and Lawrence University ranked the highest. 16 two-year schools also made the list; Chippewa Valley Technical College, Mid-State Technical College, Fox Valley Technical College, Lakeshore Technical College and Western Technical College were determined to be the best five. A full list of all schools is included below. “Strong economic benefits can come from having a highly-educated workforce,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These Wisconsin schools not only offer quality degree programs that show the value of higher education, they also have demonstrated a commitment to ensuring their students’ post-college success.” To be included on the “Best Colleges in Wisconsin” list, schools must be regionally accredited, not-for-profit institutions. Each college is also appraised on additional data that includes annual alumni earnings 10 years after entering college, career counseling services, student/teacher ratio, availability of financial aid and graduation rate. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Wisconsin” list, visit: The Best Four-Year Colleges in Wisconsin for 2017 include: Alverno College Beloit College Cardinal Stritch University Carroll University Carthage College Concordia University-Wisconsin Edgewood College Lakeland College Lawrence University Maranatha Baptist University Marian University Marquette University Milwaukee Institute of Art & Design Milwaukee School of Engineering Mount Mary University Northland College Ottawa University-Milwaukee Ripon College Saint Norbert College Silver Lake College of the Holy Family University of Wisconsin-Eau Claire University of Wisconsin-Green Bay University of Wisconsin-La Crosse University of Wisconsin-Madison University of Wisconsin-Milwaukee University of Wisconsin-Oshkosh University of Wisconsin-Parkside University of Wisconsin-Platteville University of Wisconsin-River Falls University of Wisconsin-Stevens Point University of Wisconsin-Stout University of Wisconsin-Superior University of Wisconsin-Whitewater Viterbo University Wisconsin Lutheran College The Best Two-Year Colleges in Wisconsin for 2017 include: Blackhawk Technical College Chippewa Valley Technical College Fox Valley Technical College Gateway Technical College Lac Courte Oreilles Ojibwa Community College Lakeshore Technical College Mid-State Technical College Milwaukee Area Technical College Moraine Park Technical College Nicolet College Northcentral Technical College Northeast Wisconsin Technical College Southwest Wisconsin Technical College Waukesha County Technical College Western Technical College Wisconsin Indianhead Technical College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
Yu K.,University of Wisconsin - Milwaukee |
Wen Z.,University of Wisconsin - Milwaukee |
Pu H.,University of Wisconsin - Milwaukee |
Lu G.,University of Wisconsin - Milwaukee |
And 6 more authors.
Journal of Materials Chemistry A | Year: 2013
Vertically oriented graphene (VG) nanosheets are synthesized for counter electrodes (CEs) of dye-sensitized solar cells (DSSCs). The VG electrode exhibits charge transfer resistance about 1% of the Pt electrode and improves power conversion efficiency of DSSCs from 4.68% (for Pt CEs) to 5.36%. © 2013 The Royal Society of Chemistry.
Ivanova L.V.,Marquette University |
Anton B.J.,Marquette University |
Anton B.J.,Alverno College |
Timerghazin Q.K.,Marquette University
Physical Chemistry Chemical Physics | Year: 2014
Thionitrous acid (HSNO), the smallest S-nitrosothiol, has been identified as a potential biologically active molecule that connects the biochemistries of two important gasotransmitters, nitric oxide (NO) and hydrogen sulfide (H 2S). Here, we computationally explore possible isomerization reactions of HSNO that may occur under physiological conditions using high-level coupled-cluster as well as density functional theory and composite CBS-QB3 methodology calculations. Gas-phase calculations show that the formation of the tautomeric form HONS and the Y-isomer SN(H)O is thermodynamically feasible, as they are energetically close, within ∼6 kcal mol-1, to HSNO, while the recently proposed three-membered ring isomer is not thermodynamically or kinetically accessible. The gas-phase intramolecular proton-transfer reactions required for HSNO isomerization into HONS and SN(H)O are predicted to have prohibitively high reaction barriers, 30-50 kcal mol-1. However, the polar aqueous environment and water-Assisted proton shuttle should decrease these barriers to ∼9 kcal mol-1, which makes these two isomers kinetically accessible under physiological conditions. Our calculations also support the possibility of an aqueous reaction between the Y-isomer SN(H)O and H2S leading to biologically active nitroxyl HNO. These results suggest that the formation of HSNO in biological milieu can lead to various derivative species with their own, possibly biologically relevant, activity. © 2014 the Owner Societies.
Skerven K.,Alverno College |
de St. Aubin E.,Marquette University
Journal of LGBT Issues in Counseling | Year: 2015
This research uses internalized homonegativity (IH) to understand factors influencing mental health treatment need and treatment seeking in self-identified lesbians (N = 223). Results indicated that IH has significant negative associations with social support, psychological, and social well-being. At the same time, IH has significant positive connections to perceived treatment barriers specifically related to sexual orientation. The authors assert that this can result in a “double bind” for lesbians with high IH, where they perceive treatment need, yet experience their lesbianism as a barrier to accessing help. Implications for counselors, as well as study limitations and suggestions for future research, are presented. © 2015, Copyright © Taylor & Francis Group, LLC.
Bort H.,Marquette University |
Czarnik M.,Alverno College |
Brylow D.,Marquette University
SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education | Year: 2015
This paper presents an approach to integrating computer science and quantitative literacy concepts in an undergraduate English Literature course. We show how students with no prior background in computer science can engage in computing activities directly related to their topic of interest and gain a deeper understanding of their topic as well as a better appreciation and understanding of computer science and quantitative literacy in the process. Students work in an interdisciplinary learning environment focusing on literary analysis and quantitative literacy with computing concepts acting as the bridge between the two areas. Copyright © 2015 ACM.
Burton R.S.,Alverno College
Bioscene | Year: 2014
Textbooks are required in most introductory college science courses, but students may not be benefitting from the textbooks as much as their instructors might hope. Word use in the textbooks may influence textbook effectiveness. I tested whether either the amount of technical vocabulary or the readability had a significant effect on students' ability to learn general biology concepts. I provided different versions of the same reading, then tested students on the content. On the topic with the lowest overall post-reading quiz scores, students who received readings with less technical vocabulary outperformed their peers (P = 0.03). Textbooks did not appear to be an important source of learning for students in this study; fewer than half the students reported that they were reading the assigned chapters near the start of the semester, and this number declined sharply. Students had difficulty correctly answering questions immediately after reading brief selections, indicating a low level of comprehension. Changes in textbooks and teaching strategies may improve student learning and reading compliance.
Burton R.S.,Alverno College
Bioscene | Year: 2011
When selecting a textbook, college instructors must weigh a variety of factors. One is whether the text is written at a level that is accessible to one's students. An important factor in this is how many technical words are used. I developed an index to calculate logodiversity, a term I coined that reflects the number of technical words and the usage frequency of those words. The college-level animal behavior textbooks I examined varied greatly in their logodiversity. A fairly reliable substitute for the more time-consuming calculation of logodiversity is the ratio of pages in the glossary to the number of pages in the text as a whole.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 37.58K | Year: 2015
With a proof-of-concept award, this project will examine the diversity of microorganisms that breathe iron in place of oxygen. Since oxygen was absent on early Earth and iron-breathing bacteria are found near the root of the tree of life, they are likely to represent one of the first life forms that evolved on our planet. In the modern world, iron-breathing bacteria are important to many environmental and energy-generating processes, including release of iron nutrients to organisms residing in ocean and lake waters, degradation of hazardous pollutants in drinking water supplies, and electricity generation by bacteria. The biodiversity of iron-breathing bacteria in the environment, however, is poorly understood. Work by researchers at Georgia Tech will greatly expand our knowledge of these bacteria, and will test a novel hypothesis about how they breath iron. Since the iron rust particles are located outside the cell, generating energy by breathing iron rust particles requires novel strategies that this project will unravel. The hypothesis is that bacteria breathe iron rust particles and generate energy by producing sulfur molecules that are transferred outside the cell to interact with the external iron rust particles. Interaction between the sulfur compounds and the iron rust particles outside the cell results in energy production inside the cell. Experiments will involve examining the biodiversity of iron breathing bacteria in the salt marsh sediments of Skidaway Island (GA), which represents a coastal marine ecosystem replete with sulfur and iron. The research will also include training opportunities for women students from underrepresented groups in science at Alverno College in Milwaukee, WI.
The proposed research will integrate state-of-the-art taxonomic (phylogenetic), genetic (metagenomic, metatranscriptomic), and functional (electrochemical, geochemical) approaches to determine the biodiversity of a previously overlooked microbial community linking the biogeochemical cycles of iron (Fe) and sulfur (S) in anaerobic marine and freshwater sediments. Initial geochemical and genetic findings indicate that bacterially-produced organic S (thiol) compounds can function as electron shuttles to deliver electrons to extracellular Fe(III) oxides, but the environmental significance of this activity is unproven. Since thiols are potent chemical reductants of Fe(III) oxides, yet are not detected in significant concentrations in sedimentary environments, these findings suggest that a cryptic organic S cycle fuels widespread microbial Fe(III) reduction activity in both freshwater and marine sediments. Field collections will be conducted at the salt marsh sediments of Skidaway Island (GA), which represents a coastal marine ecosystem replete with organic S and Fe. The overall experimental approach is divided into three main components: 1) identification of sediment layers displaying overlapping zones of Fe and organic S redox signals; 2) correlation of changes in gene expression profiles and the metabolic activity of organic S-driven Fe(III)-reducing bacteria and in perturbed sediment incubations; and 3) taxonomic (phylogenetic) and genetic (metagenomic, metatranscriptomic) analyses to determine the microbial community composition and functional gene expression patterns of pure (or highly enriched) cultures of organic S-driven Fe(III)-reducing bacteria. The project has the potential to transform a broad range of scientific disciplines by establishing a new link between organic S chemistry and microbial Fe metabolism through exploration of novel bacterial diversity. Microbial Fe(III) reduction is central to a wide variety of global processes, including the biogeochemical cycling of Fe (via reductive mobilization of insoluble Fe(III) oxides) and carbon (via anaerobic oxidation of organic matter). A large fraction of the flux of organic carbon remineralization in redox-stratified soils, peats, and freshwater and marine sediments has been attributed to microbial Fe(III) reduction, while microbially-catalyzed reductive dissolution of insoluble Fe(III) oxides may act a source of dissolved Fe to drive primary productivity in marine environments. A novel connection between the biogeochemical cycles of Fe, S, and C (potentially in a single bacterial cell) will revolutionize the current dogma concerning pathways for microbial Fe(III) reduction in the environment and will provide a new model for interpreting the global biogeochemical importance of microbial Fe(III) reduction. Microbial Fe(III) reduction is also central to a wide variety of other significant environmental and energy related processes, including reductive precipitation of toxic metals and radionuclides and generation of electricity in microbial fuel cells. If successful, this research will refine carbon cycling models (in which Fe(III) reduction is traditionally assumed to be a direct enzymatic process) and identify new diverse microorganisms for use in alternate strategies for remediation of radionuclide-contaminated aquifers and increasing power output in microbial fuel cells. Fe(III)-reducing microorganisms are also deeply rooted and scattered throughout the domains Bacteria and Archaea, an indication that microbial Fe(III) reduction may represent an ancient metabolic process. The phylogenetic link between microbial sulfur metabolism and Fe(III) reduction may therefore also have a significant impact on interpreting the evolutionary history and biodiversity of microbial respiratory systems. The research will broaden participation in science via educational opportunities for undergraduate students who are members of underrepresented groups in science.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 164.24K | Year: 2012
This project is developing twelve interactive applets that use 2-D and 3-D animation to help students visualize concepts in linear algebra (e.g. vectors, vector spaces, linear transformations, eigenvalues, eigenvectors, determinants, and orthogonality). The project is using GeoGebra, a free, easy to access and use software package that is compatible with multiple platforms including mobile phones and computer tablets, and has wide use nationally. Accompanying each applet are directions for use and an instructional module with examples and learning exercises usable both in formal classes and independently by students and teachers. Each module also includes an example STEM-application to provide context for the use of the corresponding applet. The intellectual merit of this project is grounded in research that indicates helping students visualize mathematical processes promotes better understanding of the concepts involved. Moreover, by focusing on linear algebra with its extensive applications in chemistry, physics, engineering and similar fields, the project is filling a gap within the larger collection of educational applets that promote learning of mathematical concepts. The perspectives of a set of beta testers and reviewers are informing the development work, and a well-considered experimental design is being used to assess the applets impact on student learning. With respect to broader impacts, the project is using an aggressive dissemination plan featuring conference workshops and mini-courses, a dedicated web server for exploring and downloading the applets, plus the GeoGebraWiki to facilitate interactions among developers and users. The flexibility of the GeoGebra software and its adaptability for use on multiple platforms including mobile devices also contribute to the projects potential for broad impact and support from a growing community of GeoGebra developers.