Pueblo West, CO, United States
Pueblo West, CO, United States

Colorado State University–Pueblo is a regional comprehensive public institution of higher learning located in Pueblo, Colorado, United States and considered to be the flagship university for the Pueblo region. CSU-Pueblo is a member of the Colorado State University System , along with the system's flagship and the state's land-grant university, Colorado State University in Fort Collins and Colorado State University-Global Campus, the nation’s first, independent, 100% online public university. Wikipedia.


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News Article | February 23, 2017
Site: www.prweb.com

The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best colleges with online programs in the state of Colorado. Among the schools that were ranked, 16 four-year colleges made the list, with University of Denver, Colorado State University Fort Collins, University of Colorado Boulder, University of Northern Colorado and University of Colorado Denver coming in as the top five schools. The state’s top 13 two-year schools were also ranked, with Trinidad State Junior College, Pueblo Community College, Aims Community College, Otero Junior College and Colorado Northwestern Community College taking the top five spots. “Colorado’s schools are becoming increasingly attuned to the needs of nontraditional students,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The accredited schools on our list accommodate all kinds of schedules with their online programs so that busy students can finish their degrees and receive a top-quality learning experience.” Schools on the “Best” list must meet specific base requirements to be included: each must be institutionally accredited, public or private not-for-profit. Each college was also scored based on more than a dozen additional data points, including student to teacher ratios, graduation rates and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Colorado’s Best Online Four-Year Schools for 2017 include the following: Adams State University Colorado Christian University Colorado Mesa University Colorado State University-Fort Collins Colorado State University-Global Campus Colorado State University-Pueblo Johnson & Wales University-Denver Metropolitan State University of Denver Nazarene Bible College Regis University University of Colorado Boulder University of Colorado Colorado Springs University of Colorado Denver University of Denver University of Northern Colorado Western State Colorado University Colorado’s Best Online Two-Year Schools for 2017 include the following: Aims Community College Arapahoe Community College Colorado Northwestern Community College Community College of Aurora Community College of Denver Front Range Community College Lamar Community College Morgan Community College Northeastern Junior College Otero Junior College Pikes Peak Community College Pueblo Community College Trinidad State Junior 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.


News Article | October 29, 2016
Site: www.prweb.com

AffordableCollegesOnline.org, a leading online higher education information and resource provider, is highlighting 25 schools as the Best Online Colleges in Colorado for 2016-2017. Comparing more than a dozen unique cost and quality measures, the following two-year and four-year schools received top marks respectively: Lamar Community College, Colorado Northwestern Community College, Trinidad State Junior College, Northeastern Junior College and Morgan Community College; Colorado Christian University, University of Northern Colorado, University of Colorado – Colorado Springs, Adams State University and Metropolitan State University of Denver. "In 2014 alone, non-residents made up nearly half of all four-year college applicants in Colorado. That shows a growing opportunity for distance and online learning programs in the state,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "We’re highlighting colleges who are going above and beyond to create quality, affordable online programs to accommodate the growing number of students looking to Colorado for higher education resources.” Schools are required to meet specific baseline requirements to make the AffordableCollegesOnline.org lists. An institution must hold regional accreditation and be a public or private not-for-profit college or university to qualify. Tuition rates must also fall under specific minimums: two-year schools must offer an in-state tuition rate below $5,000 per year and four-year schools must offer an in-state tuition rate below $25,000 per year. All schools on the Best Online Colleges in Colorado ranking are listed below. For more details on where each ranks and the data and methodology used to determine each school’s score visit the following page: The Best Online Colleges in Colorado (Two-Year) for 2016-2017: The Best Online Colleges in Colorado (Four-Year) for 2016-2017: Colorado Christian University University of Northern Colorado University of Colorado, Colorado Springs Adams State University Metropolitan State University of Denver University of Colorado Denver Colorado State University - Fort Collins Western State Colorado University Nazarene Bible College Colorado Mesa University Colorado State University - Global Campus Colorado State University - Pueblo 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.


Melnykov V.,North Dakota State University | Melnykov I.,Colorado State University-Pueblo
Computational Statistics and Data Analysis | Year: 2012

An approach is proposed for initializing the expectationmaximization (EM) algorithm in multivariate Gaussian mixture models with an unknown number of components. As the EM algorithm is often sensitive to the choice of the initial parameter vector, efficient initialization is an important preliminary process for the future convergence of the algorithm to the best local maximum of the likelihood function. We propose a strategy initializing mean vectors by choosing points with higher concentrations of neighbors and using a truncated normal distribution for the preliminary estimation of dispersion matrices. The suggested approach is illustrated on examples and compared with several other initialization methods. © 2011 Elsevier B.V. All rights reserved.


Paudel A.M.,Colorado State University-Pueblo | Sarper H.,Colorado State University-Pueblo
Energy | Year: 2013

The paper presents economic analysis of a 1.2 MW capacity grid-connected photovoltaic (PV) power plant installed at the Colorado State University-Pueblo, in December 2008. The project was commissioned by a regional utility company as per the renewable energy portfolio standards guidelines of the state. The system is installed on the customer's property funded by a third party investor. The investor will receive tax credits and rebates in addition to monthly revenue from the energy sales. Array efficiency is used to measure the performance of the PV system and predict the amount of energy generation and resulting cash flows. Based on the project investment, costs and revenues, an economic model of the project is proposed. Economic analysis of the PV installation is performed using Microsoft Excel 2007 and validated by the RETScreen software. It is identified that the cost of the PV system, financial assistance program, and energy pricing are crucial for the economic viability of PV project in addition to a favorable climatic condition. IRR of the project is 10.7% for the given tax credits and rebates. At least 4% tax credit is required to have a breakeven of the project. Different economic scenarios were analyzed, and price of the PV generated energy at different levels of tax credits and IRR is presented. This analysis is applicable to large size customers who want to invest in or own a PV plant in the US. The economical model could be applicable to other regions to devise investment option instruments. The current cost scenario presented in the paper provides readers a notion of cost improvement witnessed by PV system in last four years. © 2013.


Jaksic N.I.,Colorado State University-Pueblo
Computers in Education Journal | Year: 2014

This work describes a set of new inexpensive 3D printers and their applications in experiential learning as part of engineering education encompassing two multidisciplinary undergraduate engineering programs: Mechatronics and Industrial Engineering. The work addresses applications of inexpensive 3D printers in support of many engineering and nonengineering courses and activities. Challenges of running a successful 3D-printer lab are addressed. A number of student projects are described. Based on the shear amount of 3D prints and their quality it can be concluded that the acceptance of this technology is high amongst undergraduate engineering students.


Gautam P.,Colorado State University-Pueblo | Carsella J.S.,Colorado State University-Pueblo | Kinney C.A.,Colorado State University-Pueblo
Water Research | Year: 2014

The presence of the antimicrobials triclocarban (TCC) and triclosan (TCS)in Fountain Creek, a wastewater-dominated stream, and the Arkansas River, Colorado, USA was measured in the surface water, suspended sediments, and bed sediments during spring runoff (high flow) and summer base flow (low flow) conditions. Fountain Creak is a tributary of the Arkansas River. Passive polar organic chemical integrative samplers (POCIS) were used along with active sampling (water grab samples) to measure and TCS concentrations in these surface waters. The concentration of TCC and TCS, based on POCIS measurements, ranged from 4.5 to 47.3ng/L and 3.9 to 28.3ng/L, respectively, at the five sample sites monitored in this study under both flow conditions. The range of concentrations of TCC and TCS in suspended sediments was 0.7-57.3ng/g and 0.7-13.3ng/g, respectively, and was closely tied to the quantity of organic carbon in the suspended sediment, which ranged from 1.6 to 14.5%. The quantity of organic carbon in suspended sediment during the summer base flow was influenced by runoff from the burn area of a large forest fire that occurred between the two sampling periods. The primary transport mechanism of TCC and TCS in these surface waters was in the dissolved phase, with 64-99% of TCC and 68-99% of TCS transported in the dissolved phase. The total amount of TCS and TCC in bed-sediments was relatively low, with the maximum amount at any one site being 0.38±0.15ng/g TCS and 4.09±5.26ng/g TCC. Fountain Creek contributed up to 76% and 69% of the TCC and TCS, respectively, that is transported directly below its confluence with Arkansas River. Fountain Creek drained approximately 3.0g/day TCS (in spring), 2.9g/day TCS (in summer) and 1.9g/day TCC (in spring), 2.0g/day TCC (in-summer) into the Arkansas River, which suggests consistent input of TCC and TCS into Fountain Creek, such as in discharge of treated wastewater that is independent of changing creek flow conditions. © 2013 Elsevier Ltd.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 306.66K | Year: 2016

This project provides networking infrastructure upgrades to support research and education particularly in STEM disciplines, by implementing a research-level high-speed subnetwork DMZ for the local area network (LAN); adding a data transfer node; deploying the multidomain network measurement/monitoring toolkit known as perfSONAR to improve the ability to identity and isolate network problems and increase productivity; implementing the globus toolkit (software infrastructure for distributed computing, including large file storage and transfer); and installing fiber optic cable to the CSU-Pueblo observatory, providing increased bandwidth for telescope images and video. The research DMZ connects via a 10 Gbps wide area network (WAN) connection to the Front Range GigaPop (FRGP) network, which provides access to multiple research networks including Intra-FRGP, Western Regional Network, Internet2, and ESnet. Upgraded equipment is primarily at Colorado State University - Pueblo (CSU-P) in Pueblo, CO; some optical equipment is housed in Colorado Springs, Monument Hill, and Denver, CO.

The upgrade improves networking for CSU-P, allowing high-speed research to be centralized and supported with networking resources (relieving congestion on CSU-Ps existing LAN and WAN). Nine particular research projects benefit from this project. Broader community impacts include computer science courses incorporating details about this next-generation network, along with transporting, storing, preserving, manipulating, processing and analyzing big data; and the entire community participating remotely in imaging of astronomical events through CSU-Ps observatory telescope. Large datasets generated on campus are preserved regionally on the shared digital repository, and then made accessible and reusable for others.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 98.40K | Year: 2015

Mathematics faculty members and educational researchers are increasingly recognizing the value of the history of mathematics as a support to student learning. This collaborative project, involving seven diverse institutions, will help students learn and develop a deeper interest in, and appreciation and understanding of, fundamental mathematical concepts and ideas by utilizing primary sources - original historical writings by mathematicians on topics in mathematics. Educational materials for students will be developed at all levels of undergraduate mathematics courses, and will be designed to capture the spark of discovery and to motivate subsequent lines of inquiry. In particular, the student projects to be developed will be built around primary source material to guide students, including pre-service teachers, mathematics majors, and other STEM discipline majors, to explore the mathematics of the original discovery in order to develop their own understanding of that discovery. Mathematics faculty and graduate students from over forty (40) institutions will participate in the development and testing process, thereby ensuring a large national network of faculty with expertise on the use of these educational materials. The impacts of the materials and approaches to implementing them will be investigated in terms of teaching, student learning, and departmental and institutional change.

The TRIUMPHS project will employ an integrated training and development process to create and test approximately fifty (50) student projects, which will include (1) twenty (20) primary source projects (PSPs) designed to cover its topic in about the same number of course days as classes would otherwise and (2) thirty (30) one-day mini-PSPs. In addition to the well-researched benefits of engaging students in active learning, particular advantages of this historical approach will involve providing context and direction for the subject matter. Important goals of the TRIUMPHS project are to (a) hone students verbal and deductive skills through studying the work of some of the greatest minds in history and (b) invigorate undergraduate mathematics courses by identifying the problems and pioneering solutions that have since been subsumed into standard curricular topics. Through intensive, research-based professional development workshops, the TRIUMPHS project will also provide training in various aspects of developing and implementing PSPs to approximately seventy (70) faculty and doctoral students. By working collaboratively to develop PSPs while training faculty across the country in their use, the investigators will ensure that these educational materials are robustly adaptable and proactively disseminated to a wide variety of institutional settings, while simultaneously developing an ongoing professional community of mathematics faculty interested in teaching with primary sources. An evaluation-with-research study will provide formative and summative evaluation of the project, as well as contribute to the general knowledge base of (i) how student perceptions of the nature of mathematics evolve, (ii) how students ability to write mathematical arguments changes over time, and (iii) how to support faculty in developing and implementing this research-based, active learning approach.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.26M | Year: 2011

Colorado State University-Pueblo (CSU-Pueblo) is strengthening 7-12 mathematics achievement throughout the region of southeastern Colorado by providing incentives and support to attract 19 junior and senior mathematics majors and 9 STEM professionals to the teaching profession. A long-standing and highly effective collaboration among faculty in the Departments of Mathematics/Physics and Teacher Education at CSU-Pueblo, faculty at 4 area community colleges, 2 local school districts, and 5 community partners is providing the Noyce Scholars and STEM professionals with the strong content and pedagogical training required to teach in high needs schools, and to be retained in the teaching profession beyond their obligatory service period.

CSU-Pueblo, the only federally designated Hispanic serving university in Colorado, is providing the majority of teachers to its service area. Many school districts and communities within this service area are facing substantial challenges, including low levels of family income and education, historically poor achievement, and graduation rates that lag behind those in other parts of the state. The enhanced mathematics education in the 7-12 classrooms in this service area is providing underserved students the opportunity to have academic success and to find a rewarding career in a STEM area.


With an upcoming publication in the Worldwide Leaders in Healthcare, Melissa F. Nielsen, RN, joins the prestigious ranks of the International Nurses Association. Melissa is a registered nurse with three years of experience in her field and an extensive expertise in all facets of nursing, especially general surgical nursing. Melissa is currently caring for patients at Porter Adventist Hospital, a 368-bed acute care hospital located in the University of Denver/Harvard Park area of Denver, Colorado. Melissa received her nursing degree in 2011 from the Colorado State University-Pueblo. An advocate for continuing education, she then went on to the University of Texas Arlington College of Nursing and Health Innovation in Arlington, Texas, and completed her Bachelor of Science degree in nursing. Melissa is maintains a professional membership with the American Nurses Association, and credits her success to her mother. In her spare time, Melissa enjoys being with her family and friends, and outdoor activities. Learn more about Melissa here: https://www.linkedin.com/in/melissa-nielsen-38720384 and read her upcoming publication in the Worldwide Leaders in Healthcare.

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