Cedar Crest College is a private liberal arts women's college in Allentown, Pennsylvania, in the United States. During the 2006-2007 academic year, the college had 1,000 full-time and 800 part-time undergraduates and 85 graduate students. It also admits male students for evening classes.Founded in 1867, the college is historically tied to the United Church of Christ, though it remains academically independent.Cedar Crest is one of two four-year colleges located in Allentown. Muhlenberg College, a liberal arts college loosely affiliated with the Evangelical Lutheran Church in America, like Cedar Crest, is located in Allentown's West End. Wikipedia.
News Article | October 28, 2016
Lidia Bastianich, chef, Emmy Award-winning public television host, best-selling cookbook author, restaurateur and owner of a flourishing food and entertainment business, will help Cedar Crest College kick off its Health Starts in the Kitchen community programming with a discussion about food's role in fostering strong communities, and how she's found success in a male-dominated industry at 12:30 p.m. on October 29 in the Alumnae Hall Auditorium. In addition, Bastianich will participate in a moderated Q&A with the audience followed by a private reception open to VIP ticket holders. The event is open to the public at the following ticket levels: Proceeds from the event will support Health Starts in the Kitchen (HSK), a new grant-funded community cooking program at the College. HSK will host a series of cooking classes in the newly renovated Allen Center for Nutrition teaching kitchen led by chefs, registered dietitian nutritionists and other culinary experts. To purchase tickets for the event, visit our web site. Ms. Bastianich's visit to the Lehigh Valley begins the evening before at the PBS39 studio in Southside Bethlehem on Friday, October 28. A public reception with Ms. Bastianich, begins at 5 p.m., and includes a book signing of her latest book, Lidia's Mastering the Art of Italian Cuisine: Everything You Need to Know to Be a Great Italian Cook, wine, and appetizer recipes from her book created by Springtown Inn chef, Bobbie Gianguzzi. Space is limited; $75 reservations are available on their web site. Located in Allentown, Pa., Cedar Crest College was selected as a “Top Regional College” and “Best Value” in U.S. News and World Report’s Best Colleges rankings from 2012-2016 and “Best College for Veterans in 2015 and 2016. In addition, the College is the fourth best online college in Pennsylvania ranked by Best in State Online Colleges in 2016 and the School of Adult and Graduate Education was ranked a Top 50 school for adult education by Best College Reviews in 2015. Founded in 1867, Cedar Crest currently enrolls approximately 1,500 students—full-time, part-time and graduate—in more than 30 fields of study.
News Article | October 26, 2016
Lehigh University researchers share promising findings from Project TAPP (Teachers and Parents as Partners) in a new book chapter; goal is to develop a method to support dual language learners in preschool classrooms In school year 2013-14, 9.3 percent of public school students in the United States, or an estimated 4.5 million students, were English language learners (also known as dual language learners) according to the National Center for Education Statistics. Latino children under the age of 6 represent the largest group of dual language learners; 84% of dual language learners live in Spanish-speaking homes. As the number of dual language learners--those learning two languages at the same time--grows, teachers and schools are increasingly faced with the challenge of providing them with an effective education. Though they have the potential to excel in a diverse society, these learners often lag behind in academic achievement compared with students whose only home language is English, according to the non-profit research group Child Trends. In fact, according to the National Center for Education Statistics, only 30% of dual language learners read proficiently by 4th grade as compared to 70% of native English speakers, with this gap widening by 8th grade. To help address this issue, researchers at Lehigh University, led by L. Brook Sawyer and Patricia H. Manz, assistant and associate professors in the College of Education, have developed a method to bring parents and teachers of preschool dual language learners together, which they call Project TAPP (Teachers and Parents as Partners). Among the goals: incorporating native language, providing more instructional support for dual language learners in classrooms, increasing teacher efficacy/preparation to teach dual language learners and enhance partnerships between schools and families. The framework is detailed in a new book Family Involvement in Early Education and Child Care (Emerald Group Publishing, Ltd.) in a chapter called Teachers and parents as partners: Developing a community of practice to support Latino preschool dual language learners. In addition to Sawyer and Manz, the chapter is authored by Kristin A. Martin, Thomas C. Hammond and Scott Garrigan. From the article: "Given the robust findings that family involvement promotes children's academic success as well as recognition of parents' 'funds of knowledge,' one pathway to provide a culturally and linguistically responsive classroom environment for dual language learners is to form collaborative relationships between parents and teachers of dual language learners." The researchers conclude: "Overall, the results from this initial pilot study of Project TAPP are very promising. Teachers and parents developed closer relationships and valued one another's perspectives. Parents reported increased self-efficacy, and teachers expressed appreciation for learning about the Latino culture and Spanish language." Future work will include data collection on how participating in Project TAPP may influence parents' and teachers' practices with dual language learners and whether the school readiness skills of dual language learners are enhanced as a result. Sawyer also co-authored an article in Bilingual Research Journal earlier this year called "Preschool teachers' language and literacy practices with dual language learners." She and her colleagues examined the degree to which teachers use linguistically responsive practices to support the language and literacy development of Spanish-speaking dual language learners and investigated the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Teachers self-reported on language and culture beliefs, Spanish-speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool dual lanaguage learners. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are also discussed. Sawyer and Hammond, Associate Dean of Lehigh's College of Education, along with colleagues from Cedar Crest College, DeSales University, Muhlenberg College and the Hispanic Center of the Lehigh Valley in Pennsylvania, sought to promote awareness of issues particular to dual language learners and better equip teachers by organizing a "Speaking My Language" seminar at Lehigh earlier this year. "I wanted teachers to know how hard it is for children to learn English. There is a myth that children learn so much more easily than adults, but this is often not true. It is also important for teachers to learn about the strengths of families as well as the challenges that parents face," Sawyer states. Sawyer also wanted to give teachers more tools and strategies that can be implemented in their classrooms. As part of their research into teachers' multicultural educational practices, Sawyer and Lehigh doctoral student Emily Aragona-Young surveyed dozens of teachers at elementary schools in the Lehigh Valley, Pennsylvania, area to assess how they define culture, what cultural factors they consider when planning instruction and the range of multicultural practices they endorse. In evaluating the survey results, Sawyer noted that "teachers do a really great job of developing community in their classrooms." She further noted, "They want all of their students to get along. They want everybody to respect each other. And sometimes they feel, at least as it was reported in this survey, and I've seen it many times, that talking about how someone is different might make the student feel singled out or embarrassed. "They think they're doing a good thing, but they're really not allowing the students to develop their own identity," she says. "So I think, as teachers, it's a hard balance to strike. You want students to feel comfortable and safe and part of a community, but you also want to honor their culture and their language and make them feel good about that." That's part of the reason Sawyer refers to the students who are learning English as dual-language learners: to show an appreciation for the students' home language, to put equal emphasis on both their home language and English. At Lehigh's "Speaking My Language" seminar, Annette Zito, an ESOL (English for Speakers of Other Languages) teacher in the Bethlehem Area School District (BASD), shared strategies for helping the learners adjust to their new surroundings, whether they are relocating from Puerto Rico and speak only Spanish or are fleeing Iraq and speak only Arabic. Ideas ranged from assigning classroom buddies to making a "survival" ring for students to communicate basic needs. "You have to understand the child and their culture," says Zito, who works with kindergartners to fifth graders at BASD's Farmersville Elementary School. "No matter who the student is, they have something to contribute to your classroom. It's important for the teacher to get other students to understand that." Zito recalled an instance when some students had been reluctant to have a young child from Croatia join their group, until she pointed out that he knew the material but was still learning English. In another instance, a teacher had been surprised that a fifth-grader, a Liberian refugee, did not know his birth date. Zito expressed the likelihood he hadn't marked the occasion with a cake while in a refugee camp. The Bethlehem Area School District, identified 1,103 students, or 7 percent of its student population, as English language learners in the beginning of the 2015-16 school year, states Doris Correll, the district's supervisor of ESOL. The students spoke 43 different languages, with the overwhelming majority speaking Spanish as their first, or home, language. Other top languages were Chinese, Punjabi, Portuguese, Arabic and Gujarati. Correll tries to empower the district's specialists to lead discussions and convey to classroom teachers that just because ESOL students cannot produce English language yet "does not mean that they cannot think at a higher level, that they cannot perform at a higher level." They can process pictures, bars and charts, she says, for example. "They can do a lot, especially with the technology we have now." English language learners can't just be the responsibility of specialists, says Sara Kangas, assistant professor of Teaching, Learning and Technology at Lehigh. In most of the models used in Pennsylvania, she says, they spend much of their time with classroom teachers learning science, math and other content. They receive support from ESOL teachers in the classroom, or they receive one to two hours of support in a separate location with other English language learners. She recognizes the challenges that presents. "General education teachers already have so much on their plate and then they need to also be thinking about how their instruction can meet the needs of these kids." Are the teachers modeling different tasks for the students? Are they using visuals? Does their instruction have any cultural bias? "They need to tend to all those things." When school models incorporate students' first languages, Kangas says, those students have better academic outcomes. Also influencing learners, she says, are teachers' perceptions of family members and their understanding of different cultural values. Teachers might perceive parents as being apathetic when in fact those parents may have a different understanding of their role in their child's education.
Kalista-Richards M.,Cedar Crest College
Nutrition in Clinical Practice | Year: 2011
For many years, those who studied renal disease recognized a strong correlation between diet and disease progression. Diet therapy, now referred to as medical nutrition therapy, has long been investigated in the treatment of kidney insufficiency and kidney failure. Given that the kidneys have numerous vital functions, including a primary role in the excretion of waste products and urine, the diminishing effects of aging and disease on the kidney require adaptation of the nutrition consumed. Over the years, numerous theories have evolved as treatment modalities. This article explores the history of dietary management of kidney disease going back to leading researchers including Borst, Giovannetti, and Kopple, along with others. Clinicians have witnessed the historic development of national guidelines and protocols for nutrition treatment of chronic kidney disease and acute kidney injury, leading to improved uniformity among practitioners. Some of the changes in medical nutrition therapy and specialized nutrition support are addressed. © 2011 American Society for Parenteral and Enteral Nutrition.
Sein Jr. L.T.,Cedar Crest College
Journal of Chemical Education | Year: 2010
A system for construction of simple poster-board models is described. The models dynamically demonstrate the symmetry operations of proper rotation, improper rotation, reflection, and inversion for the chemically important point groups D3h, D4h, D5h, D6h, T d, and Oh. The models also clearly show where the applicable point, line, or plane lies in relation to the other symmetry elements. This method is presented for use as a one-period exercise in the laboratory course that traditionally accompanies the third-or fourth-year undergraduate-level (advanced) inorganic chemistry lecture course. © 2010 The American Chemical Society and Division of Chemical Education, Inc.
Kliman R.M.,Cedar Crest College
G3: Genes, Genomes, Genetics | Year: 2014
Like other species of Drosophila, Drosophila pseudoobscura has a distinct bias toward the usage of C-and G-ending codons. Previous studies have indicated that this bias is due, at least in part, to natural selection. Codon bias clearly differs among amino acids (and other codon classes) in Drosophila, which may reflect differences in the intensity of selection on codon usage. Ongoing natural selection on synonymous codon usage should be reflected in the shapes of the site frequency spectra of derived states at polymorphic positions. Specifically, regardless of other demographic effects on the spectrum, it should be shifted toward higher values for changes from less-preferred to more-preferred codons, and toward lower values for the converse. If the intensity of natural selection is increased, shifts in the site frequency spectra should be more pronounced. A total of 33,729 synonymous polymorphic sites on Chromosome 2 in D. pseudoobscura were analyzed. Shifts in the site frequency spectra are consistent with differential intensity of natural selection on codon usage, with stronger shifts associated with higher codon bias. The shifts, in general, are greater for polymorphic synonymous sites than for polymorphic intron sites, also consistent with natural selection. However, unlike observations in D. melanogaster, codon bias is not reduced in areas of low recombination in D. pseudoobscura; the site frequency spectrum signal for selection on codon usage remains strong in these regions. However, diversity is reduced, as expected. It is possible that estimates of low recombination reflect a recent change in recombination rate. © 2014 Kliman.
Dalpezzo N.K.,Cedar Crest College |
Jett K.T.,Baptist Health Schools Little Rock
Journal of Nursing Education | Year: 2010
Nursing faculty are seldom viewed as a vulnerable population, yet those who teach nursing are susceptible to physical, psychological, and emotional harm from students, peers, and administrators. Such harm can arise from uncivil or dangerous encounters with students, horizontal violence from colleagues, and abuse of power by administrators. Although faculty vulnerability is a serious issue, strategies exist that can minimize the problem. © SLACK Incorporated.
Sein Jr. L.T.,Cedar Crest College |
Cederberg-Crossley A.L.,Cedar Crest College
Journal of Molecular Structure | Year: 2011
Density functional calculations were performed on N,N′-bis(5′- benzimidazolyl)-1,4-quinonediimine, a novel substituted aniline "trimer". This is the first reported symmetric quinonediimine with outer rings derived from amino-acid related structures. Results of the calculations were compared to experimental properties of the herein synthesized trimer. The calculated HOMO levels for isomers of the title compound range from -5.630 to -5.674 eV, and the LUMO levels from -2.889 to -2.924 eV. The calculated electron affinities range from 1.546 to 1.613 eV. The LUMO level is lowest and the electron affinity greatest in magnitude for the syn, syn (outer) isomer. Compared to the widely-studied aniline-capped aniline trimer N,N′-bis(4′-aminophenyl)-1,4-quinonediimine, the title compound has lower LUMO levels and greater electron affinity in both the emeraldine base or emeraldine dihydrochloride form, suggesting that it might be even more effective in corrosion control applications. Because the outer rings are derived from amino-acid related structures, such molecules, particularly as caps in polyanilines, could find use in biomedical applications. © 2011 Elsevier B.V. All rights reserved.
Sein Jr. L.T.,Cedar Crest College
Journal of Molecular Structure | Year: 2011
Hammett parameters σ′ were determined from vertical ionization potentials, vertical electron affinities, adiabatic ionization potentials, adiabatic electron affinities, HOMO, and LUMO energies of a series of N,N′-bis (3′,4′-substituted-phenyl)-1,4-quinonediimines computed at the B3LYP/6-311+G(2d,p) level on B3LYP/6-31G molecular geometries. These parameters were then least squares fit as a function of literature Hammett parameters. For N,N′-bis (4′-substituted-phenyl)-1,4- quinonediimines, the least squares fits demonstrated excellent linearity, with the square of Pearson's correlation coefficient (r 2) greater than 0.98 for all isomers. For N,N′-bis (3′-substituted-3′- aminophenyl)-1,4-quinonediimines, the least squares fits were less nearly linear, with r 2 approximately 0.70 for all isomers when derived from calculated vertical ionization potentials, but those from calculated vertical electron affinities usually greater than 0.90. © 2011 Elsevier B.V. All rights reserved.
Sein Jr. L.T.,Cedar Crest College
Journal of Molecular Structure | Year: 2012
Density functional calculations were performed on N,N′-bis(4′- l-phenylalaninyl)-1,4-quinonediimine, a novel substituted aniline "trimer." This is the second reported symmetric quinonediimine with outer rings derived from amino-acid related structures, the first of which derived from an unmodified, naturally occurring amino acid. Results of the calculations were compared to experimental properties of the herein synthesized trimer. The calculated HOMO levels for isomers of the title compound range from -6.0423 to -6.0178 eV, and the LUMO levels from -3.1794 to -3.1772 eV. The calculated electron affinities range from 2.1509 to 2.1554 eV. The LUMO level is lowest for the syn isomer, and the electron affinity greatest in magnitude for the anti isomer. Compared to the widely-studied amino-capped aniline trimer N,N′-bis(4′-aminophenyl)-1,4-quinonediimine, the title compound has lower LUMO levels and greater electron affinity in both the emeraldine base or emeraldine dihydrochloride (salt) form, suggesting that it might be even more effective in corrosion control applications. Because the outer rings are derived from amino-acid related structures, such molecules, particularly as capping groups for polyanilines, could find use in biomedical applications. © 2012 Elsevier B.V. All rights reserved.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 186.03K | Year: 2013
For the past three years, students involved in the Molecular Genetics course have collaborated with students from either the Developmental Biology or Diseases of the Nervous System courses to conduct a research-based, multi-week project using microarrays to measure changes in gene expression in chicken embryos or neurons following chemical exposure. Chicken microarrays were obtained from and scanned by the Genome Consortium for Active Teaching (GCAT), a project geared towards motivating undergraduate research, formerly sponsored by the Howard Hughes Medical Institute. To continue the cross-course collaboration and give students access to newer techniques, the current project switches to an alternative, more current technology, PCR-based arrays, and adds electrophysiology and qPCR to enable follow-up confirmatory studies and extend student learning. This effort has three foci: 1) redesign of lab activities to incorporate the use of PCR arrays, electrophysiology, and other molecular techniques to study altered gene expression levels, 2) inclusion of faculty at neighboring institutions to reach additional first generation and minority students, and 3) dissemination of lab protocols to other institutions as a viable methodology for teaching development, neuroscience, and molecular biology in college lab courses.
Intellectual Merit: The initial project increased the learning gains of students across the biology sub-disciplines by engaging them in the process of discovery. Participating students in the current courses are gaining skills in experimental design, collaborative research, use of multiple technology platforms, and data presentation.
Broader Impacts: At the national level a large number of institutions that relied on the GCAT program are now seeking to fill the gap left by the termination of that resource. The new approaches being developed by this project offer important alternative strategies to the GCAT-user community.
This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward support of Vision and Change in Undergraduate Biology Education