Armstrong State University is a four-year public university, part of the University System of Georgia. It is located on a 268-acre campus in suburban Savannah, Georgia, United States. The campus is approximately fifteen minutes from downtown Savannah and 25 miles from Tybee Island beaches. Armstrong offers undergraduate and graduate degrees; it has a student enrollment of approximately 7,600 students, including close to 1,000 graduate students.Armstrong was founded in 1935 by Thomas Gamble, mayor of Savannah, as Armstrong Junior College. The institution expanded into a four-year university in 1964.Fielding athletic teams known as Armstrong Pirates, the university competes at the NCAA Division II level as a member of the Peach Belt Conference. Armstrong's official colors are maroon and gold. Wikipedia.
News Article | November 3, 2016
A new list from leading higher education and online student resource provider AffordableCollegesOnline.org has ranked the Best Online Colleges in Georgia for 2016-2017. Comparing more than a dozen statistics on affordability and program variety, schools at the top of the list include Columbus State University, Brenau University, Shorter University, Albany State University and Truett-McConnell College among four-year institutions, and Atlanta Technical College, Augusta Technical College, Central Georgia Technical College, Georgia Piedmont Technical College and Wiregrass Georgia Technical College among two-year institutions. "Among large urban areas, Atlanta is 7th in the nation in college enrollment,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "More students are seeking the flexibility that online colleges in Georgia offer. This list highlights the schools offering the best combination of quality and value when it comes to online education.” There are specific qualifications schools must meet to make the Best Online Colleges in Georgia list. Only colleges and universities that are accredited are considered, and each must hold public or private not-for-profit standing. Cost and affordability minimums are also set; in-state tuition must fall under $5,000 annually for two-year institutions and under $25,000 annually for four-year institutions to qualify. Scoring for each school is determined by analysis of a variety of statistics, including financial aid availability and breadth of online program options. Find where each of Georgia’s Best Online Colleges ranks and learn more about the methodology used to compile each list at the link below: The following schools are recognized as the 2016-2017 Best Two-Year Online Colleges in Georgia: The following schools are recognized as the 2016-2017 Best Four-Year Online Colleges in Georgia: Albany State University Armstrong Atlantic State University Beulah Heights University Brenau University Clayton State University College of Coastal Georgia Columbus State University Dalton State College Fort Valley State University Georgia College and State University Georgia Regents University Georgia Southern University Kennesaw State University Luther Rice University & Seminary Middle Georgia State College Reinhardt University Shorter University Thomas University Toccoa Falls College Truett-McConnell College University of North Georgia University of West Georgia Valdosta State University AffordableCollegesOnline.org began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.
News Article | February 24, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best colleges with online programs for 2017 in the state of Georgia. 29 of the state’s four-year schools made the list, with University of Georgia, Mercer University, Brenau University, Reinhardt University and Shorter University coming in as the highest scoring schools. 19 two-year schools were also included, with Central Georgia Technical College, Atlanta Technical College, Athens Technical College, Albany Technical College and Wiregrass Georgia Technical College earning the highest marks. “As more versatile options for education become available, more students enrolled in college programs in Georgia can earn certificates and degrees on their own schedule by choosing to study online,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The accredited schools on our list all offer high-quality online programs for students who want to earn a degree remotely.” Colleges and universities on the Best Online Schools list must be an institutionally accredited, public or private not-for-profit and have at least one online certificate or degree program to qualify. Each college was also scored based on additional criteria that includes student/teacher ratios, post-graduation employment resources, graduation rate and financial aid availability. More than a dozen data points were used to create the list. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Georgia’s Best Online Four-Year Schools for 2017 include the following: Albany State University Armstrong Atlantic State University Augusta University Beulah Heights University Brenau University Clayton State University College of Coastal Georgia Columbus State University Dalton State College Fort Valley State University Georgia College and State University Georgia Institute of Technology-Main Campus Georgia Southern University Georgia Southwestern State University Kennesaw State University Kennesaw State University Luther Rice College & Seminary Mercer University Middle Georgia State University Reinhardt University Savannah College of Art and Design Shorter University Thomas University Toccoa Falls College Truett-McConnell College University of Georgia University of North Georgia University of West Georgia Valdosta State University Georgia’s Best Online Two-Year Schools for 2017 include the following: Albany Technical College Athens Technical College Atlanta Technical College Augusta Technical College Central Georgia Technical College Chattahoochee Technical College Coastal Pines Technical College Columbus Technical College Georgia Military College Georgia Northwestern Technical College Georgia Perimeter College Georgia Piedmont Technical College Lanier Technical College Oconee Fall Line Technical College Ogeechee Technical College Southeastern Technical College Southern Regional Technical College West Georgia Technical College Wiregrass Georgia Technical College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
Crosby J.F.,Armstrong Atlantic State University
Journal of Thrombosis and Thrombolysis | Year: 2011
To assess the rates of therapeutic international normalized ratio (INR) levels between pharmacist-managed clinics compared to traditional physician-management and to determine the variation in rates of therapeutic INR levels between pharmacist-managed clinic data compared to physician-management. Retrospective, randomized, chart review. Referral only, outpatient, pharmacist based anticoagulation clinic under a community based tertiary care health system. Sixty-four patients with at least 1 year's worth of visits to the pharmacist managed clinic were reviewed for INR stability. The average percentage of visits within the defined therapeutic range, was 71.1% for the physician-managed group versus 81.1% for the pharmacist- managed group (P\0.0001). The estimated variance in average therapeutic INR rates was double for the physician-managed group (365.7) versus the pharmacistmanaged group (185.2) (P = 0.004). The pharmacistmanaged anti-coagulation clinic had higher rates of INRs determined to be therapeutic and also exhibited significantly less variability in therapeutic INR rates relative to the physician-managed service. © Springer Science+Business Media, LLC 2011.
Lipton R.B.,the Montefiore Headache Center |
Pearlman S.H.,Armstrong Atlantic State University
Neurotherapeutics | Year: 2010
Transcranial magnetic stimulation (TMS) is a diagnostic and therapeutic modality that is being developed as both an acute and preventive treatment for migraine. TMS delivers a fluctuating magnetic field from the scalp surface to induce current in the subjacent cortex. Magnetic pulses are delivered one at a time in single-pulse TMS (sTMS) or as a train of pulses in repetitive TMS (rTMS). For most of its 30-year history, TMS has been delivered in clinical and research settings using large tabletop devices. Based on the theory that sTMS may disrupt cortical spreading depression, sTMS has been studied and shown to be effective as an acute treatment for migraine with aura. Subsequent work in animal models confirms that sTMS disrupts cortical spreading depression. To make outpatient self-treatment possible, a portable device has been developed for acute treatment of migraine with aura. Based on the theory that rTMS alters brain excitability and neurotransmitter activity, rTMS has been studied as a preventive migraine treatment. A small body of evidence suggests that rTMS may have a role, but further studies are needed. In this review, we summarize the data on TMS as a treatment of migraine, and we suggest directions for future research. © 2010 The American Society for Experimental NeuroTherapeutics, Inc.
Martin L.B.,Armstrong Atlantic State University
Proceedings. Biological sciences / The Royal Society | Year: 2014
Interactions between hosts and parasites influence the success of host introductions and range expansions post-introduction. However, the physiological mechanisms mediating these outcomes are little known. In some vertebrates, variation in the regulation of inflammation has been implicated, perhaps because inflammation imparts excessive costs, including high resource demands and collateral damage upon encounter with novel parasites. Here, we tested the hypothesis that variation in the regulation of inflammation contributed to the spread of house sparrows (Passer domesticus) across Kenya, one of the world's most recent invasions of this species. Specifically, we asked whether inflammatory gene expression declines with population age (i.e. distance from Mombasa (dfM), the site of introduction around 1950). We compared expression of two microbe surveillance molecules (Toll-like receptors, TLRs-2 and 4) and a proinflammatory cytokine (interleukin-6, IL-6) before and after an injection of an immunogenic component of Gram-negative bacteria (lipopolysaccharide, LPS) among six sparrow populations. We then used a best-subset model selection approach to determine whether population age (dfM) or other factors (e.g. malaria or coccidian infection, sparrow density or genetic group membership) best-explained gene expression. For baseline expression of TLR-2 and TLR-4, population age tended to be the best predictor with expression decreasing with population age, although other factors were also important. Induced expression of TLRs was affected by LPS treatment alone. For induced IL-6, only LPS treatment reliably predicted expression; baseline expression was not explained by any factor. These data suggest that changes in microbe surveillance, more so than downstream control of inflammation via cytokines, might have been important to the house sparrow invasion of Kenya.
Agency: NSF | Branch: Standard Grant | Program: | Phase: Research Coordination Networks | Award Amount: 144.78K | Year: 2015
The significance and importance of this project is the example it will produce of how to help students understand the nature of scientific investigation and the basic concepts of evolution. It will also help a dedicated group of faculty develop effective approaches for actively engaging students in their own education. The project will engage students in use of a diverse set of methods of inquiry in evolutionary biology to study the bases for change in hammerhead sharks in terms of evolution, structure/function, and information flow. The approach will be embedded across all four academic years of study from an introductory biology course to a senior year capstone course. The project will improve students acquisition of important concepts across important sub-disciplines in evolutionary biology. Students completing multiple courses in the sequence will have cutting-edge experience with evolutionary concepts. Students completing two or more elective courses in the sequence will be eligible for a semester-long capstone research project.
The goals and scope of the project are to improve the teaching of evolution across the biology curriculum at this institution, to engage a majority of the faculty in doing so and to disseminate the effects of doing so to the general biology community. Activities geared to engaging students in studies of fitness and phenotypic performance focusing on development and refinement of hammerhead shark cephalofoils will serve as the initial core of the project and will be expanded as the project proceeds to include studies of other organisms. These activities will be introduced first at the introductory level (the second semester of introductory biology) and then will be threaded throughout lower-level biology courses and upper level electives. New techniques being used to enable these studies include use of a 3-D printer to produce shark models, computer simulations, and genetic sequencing to cultivate a broad understanding of key evolutionary concepts. Many of the studies enabled by the newly acquired equipment are new to Armstrong State University. The specific project activities will: 1. emphasize and reinforce a continuous theme of structure and function through inquiry-based instruction of evolution, genotype, phenotype, and natural selection; 2. engage students in 3D scanning, 3D printing, computer simulations, genetic sequencing, molecular modeling, and bioinformatics; and 3. build a continuous thread of student involvement and instruction, starting with the required courses of Introductory Biology II and Genetics and continuing through upper-level electives including Evolution, Epigenetics, Bioinformatics, and Functional Morphology.
This project is funded jointly by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education in support of efforts to address the challenges posed in Vision and Change in Undergraduate Education: A Call to Action http://visionandchange.org/finalreport/
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.20M | Year: 2013
The College of Science and Technology, the College of Education, the Savannah-Chatham Public School System (SCCPSS) and the YMCA of Coastal Georgia are collaborating to recruit, build and support cohort communities of STEM undergraduate majors to become teachers using five strategies: 1) attracting and recruiting freshmen and sophomores into teaching, 2) holding workshops for STEM faculty to provide them with the expertise to advise students on the career of teaching, 3) providing scholarships for junior and senior STEM majors planning to become teachers, 4) creating future teacher professional learning communities (FTPLCs) focused on research and best practices in STEM education, and 5) supporting the accelerated MAT year leading to math or science certification at the Middle or Secondary level. The students teach in a high needs school for up to 6 years (2 years for each year of support) and serve as peer-leaders in learning communities at Armstrong and within their school environment. This project is producing 31 highly qualified MAT prepared science and math teachers.
Broader Impacts: The shortage of math and science teachers in Georgia is critical. The projected need over the next five years is for 88 middle and 91 high school science/math teachers. This project is impacting the need for highly qualified science and math teachers to teach in high needs districts in Savannah and the surrounding areas of southeast Georgia.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 279.30K | Year: 2016
The Department of Chemistry at Armstrong Atlantic State University will develop Polymer Chemistry: Crosslinking the Curriculum (PC3). Natural and synthetic polymers are important materials found in almost all biological systems and durable products, and approximately half of all professional chemists work with polymers at some point in their career. This project will allow students to experience the interconnectedness of chemistry in the context of studying polymers. It will develop new polymer-themed materials for existing courses and laboratories, and develop new introductory and advanced polymer courses for chemistry majors. Together, these efforts will intertwine a polymer paradigm across multiple chemistry sub-disciplines and strengthen students foundations in polymer chemistry. PC3 will promote faculty collaboration and facilitate team teaching by having multiple faculty members coordinate their instruction to address a complicated topic in a coherent manner. The project will offer a comprehensive curricular approach to meet the recently revised ACS Guidelines and Evaluation Procedures for Bachelors Degree Programs.
PC3 will focus on two polymeric systems, polyaspartic acid and ring opening metathesis. In these contexts, students will be introduced to historically and industrially relevant polymer synthetic procedures, and will learn modern polymer characterization techniques using gel permeation chromatography, nuclear magnetic resonance spectroscopy, and infrared spectroscopy. Incorporating problem based learning in the laboratory is expected to improve students competency in understanding the primary chemistry literature, better prepare students for careers in local polymer-specialized chemical industries, and increase student interest in and engagement with chemistry. Working with a project evaluator, the investigators will study how integration of polymer chemistry across the curriculum increases student understanding of fundamental chemical principles, and how curriculum-wide teaching reforms influence non-cognitive student outcomes.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 3.98K | Year: 2011
South East Regional Meeting On Numbers (SERMON) is a two-day meeting on number theory, taken in a very broad sense. It is held annually each spring semester at rotating institutions and offers participants the opportunity to explore new ideas and concepts. A primary goal is to encourage collaborative efforts among number theorists and combinatorialists in the southeast by providing a friendly, informal setting where they can come together. Another objective of SERMON meetings is to involve number theorists at all career stages; SERMON speakers include graduate students, junior faculty, and senior faculty.
The 23rd annual South East Regional Meeting On Numbers will be held on April 16-17, 2011 at the Armstrong Atlantic State University. This yearly conference will feature 20 minute talks by students and faculty as well as one hour talks by one or more noted mathematicians. A regional conference such as this encourages the participation of both graduate students and junior faculty and allows them to increase their understanding and advance their knowledge in ways that would otherwise not be available to them. The conference will also allow students and staff from teaching-oriented universities to connect with their colleagues from research-oriented universities. Particularly for students, this will expose them to career paths beyond the undergraduate level.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 184.56K | Year: 2013
This project implements discovery-based laboratory modules in a large, multi-section introductory biology course at two Armstrong campuses, the main Armstrong Atlantic campus and the satellite Liberty Center Campus. The lab modules involve students in applying a suite of molecular biology techniques to screen Wolbachia from insects gathered by the students. It is based on a set of modules originally developed for high school laboratories and then up-graded and tested, by the PIs, in an honors introductory biology laboratory.
Intellectual Merit: This project represents one of the many approaches being introduced into student laboratories that give students a taste of being part of the scientific process at the same time it benefits the scientific community by adding to an important data base. Laboratories are being used to help reinforce understanding of basic biology principles that are difficult for students to understand. In addition students are learning to work in collaborative groups to develop hypotheses, complete literature searches, make observations, perform cellular/molecular techniques, use laboratory equipment, collect and analyze data, make conclusions, work on presentation skills, and formulate future questions. The proposed exercises also provide opportunities to develop mathematics, chemistry, computer science, and bioinformatics skills, further engaging students in the interdisciplinary nature of biology. The work is being coordinated with initiatives started through existing awards in two other NSF programs, a Noyce and a STEP award, resulting in much greater efficiency in use of resources. Workshops will be developed and offered to acquaint faculty (~25) with the laboratory modules and their delivery to the students. A rigorous evaluation plan will be implemented to assess student and faculty gains from the LEAPS project and results will be disseminated through appropriate educational journals. All course and workshop materials will be available for other institutions to adopt thereby increasing the impact of the project on the greater STEM teaching and learning community.
Broader Impact: Successful implementation in 35 lab sections per year at two Armstrong campuses is demonstrating the feasibility of transference of individual modules or the entire lab sequence to similar institutions, especially those with urban, open-enrollment student populations. Novel laboratory exercises and overall project results are being disseminated in peer-reviewed journals and at educational conferences. Several measurable outcomes have been incorporated into the evaluation plan and therefore inform the STEM community about the benefits of engaging large numbers of introductory-level students in discovery-based activities.