Madison, WI, United States
Madison, WI, United States

Edgewood College is a Dominican Catholic liberal arts college in Madison, Wisconsin, in the Diocese of Madison. Overlooking the shores of Lake Wingra, it occupies 55 acres on Madison's near west side.The college has an undergraduate liberal arts curriculum, with nursing, educational, and business tracks, an art therapy program, and refresher courses for IT professionals. The College of Graduate and Professional Studies includes master's degrees in business, education, nursing, marriage and family therapy, and sustainability leadership. Edgewood offers an Ed.D. degree in educational leadership.The student newspaper is . Wikipedia.


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News Article | April 17, 2017
Site: www.prweb.com

The Community for Accredited Online Schools, a leading resource provider for higher education information, has determined the best online colleges and universities in Wisconsin for 2017. The list recognized 23 four-year schools, with University of Wisconsin Madison, Concordia University Wisconsin, Viterbo University, Marquette University and Edgewood University scoring as the top five schools. Of the 13 two-year colleges that also made the list, Milwaukee Area Technical College, Lakeshore Technical College, Fox Valley Technical College, Western Technical College and Mid-State Technical College were the top five. “The schools on our list offer outstanding online educational resources in the state of Wisconsin,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These certificate and degree programs offer online students the same high-quality education as traditional students, with the added bonus of flexibility that online education provides.” To earn a position on Wisconsin’s “Best Online Schools” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also evaluated based on additional metrics which include financial aid availability, student services, academic counseling resources, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Wisconsin’s Best Online Four-Year Schools for 2017 include the following: Cardinal Stritch University Concordia University-Wisconsin Edgewood College Lakeland College Maranatha Baptist University Marian University Marquette University Ottawa University - Wisconsin 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 Wisconsin’s Best Online Two-Year Schools for 2017 include the following: 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 Western Technical College Wisconsin Indianhead 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.


News Article | April 17, 2017
Site: www.prweb.com

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.


News Article | November 8, 2016
Site: www.24-7pressrelease.com

MADISON, WI, November 08, 2016-- Dr. Barbara Boe has been included in Marquis Who's Who. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.Dr. Boe is as retired dean and professor emerita of Carthage College in Kenosha, Wis. A devoted educator of mathematics, she taught in a number of capacities over the course of her career. Dr. Boe prepared for her life in academia by earning a Bachelor of Education from Keene State College, a Master of Science from the University of New Hampshire, and a Ph.D. from the University of Wisconsin-Madison. She also became a certified 9-12 mathematics teacher in the State of New Hampshire, and a certified 6-12 mathematics teacher in the State of Wisconsin.Early in her career, Dr. Boe taught mathematics at Hampton Academy and High School in New Hampshire. She then chaired the mathematics department at Winnacunnet High School, also in Hampton. She earned a National Science Foundation Academic Year Institute and an NSF Summer Institute to pursue a Ph.D. in Mathematics Education. While at the University of Wisconsin she lectured and was a research assistant during her Ph.D. studies. Dr. Boe then chaired the department of mathematics and served as division chairwoman at Milton College. In 1980, she joined the faculty of Edgewood College for five years as a professor. She briefly lectured at the University of Wisconsin before beginning her tenure at Carthage College. Dr. Boe was an associate dean and professor of education until 1998, when she retired as a professor emerita.In addition to serving in these roles, Dr. Boe co-authored and edited mathematics curriculum, and also contributed articles to professional journals. She stayed active in the academic community through affiliations with several organizations, including the National Council of Teachers of Mathematics, the Association for Supervision and Curriculum Development, the Wisconsin Association of Colleges for Teacher Education, and the Tri-State Math League, among others. She is a past president of The Association of Teachers of Mathematics in Southeastern New Hampshire, a past vice president of the alpha chapter of Pi Lambda Theta, a past chapter treasurer of Delta Kappa Gamma, and a past member of the board of directors of the Senior Golf League. She is also a licensed private pilot.In light of her achievements, Dr. Boe was chosen to be featured in the 63rd through 70th editions of Who's Who in America, the 3rd and 8th editions of Who's Who in American Education, the 24th edition of Who's Who in the Midwest, the 26th through 33rd editions of Who's Who in the World, and multiple editions of Who's Who of American Women.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis now publishes many Who's Who titles, including Who's Who in America , Who's Who in the World , Who's Who in American Law , Who's Who in Medicine and Healthcare , Who's Who in Science and Engineering , and Who's Who in Asia . Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com


News Article | November 23, 2016
Site: www.eurekalert.org

Both male and female birds use traits like plumage brightness to size each other up, but a new study on Northern Cardinals in The Auk: Ornithological Advances shows that the meanings of female birds' markings may vary from one place to another, even within the same species. Though they're often not as showy as the males, female birds have plumage ornaments that can convey information to other members of their species. A previous study found that among Northern Cardinals in Ohio, the brightness of females' facial markings indicated how aggressive they would be in defending their nests. However, when Caitlin Winters and Jodie Jawor of the University of Southern Mississippi repeated the study in Mississippi's longleaf pine forest to determine if the same held true there, they were surprised to learn that the variation among females' facial masks in their southern study population had no relationship to their aggressive behavior. One of the key differences between the northern and southern cardinal populations studied is that unlike in Ohio, the researchers did not observe any evidence of brood parasitism, where one female cardinal sneaks an egg into another's nest, among cardinals in Mississippi. The Mississippi birds also had more habitat available to them and defended larger territories, leaving female cardinals there with less need to defend their nests. "This is an indication that selection pressures vary between northern and southern populations and that the information a female in the north needs to convey to other cardinals differs from what a female in the south has to say," explains Jawor, who has since moved on to New Mexico State University. "The ornament and behavior are both malleable." To collect their data, Winters and Jawor captured female cardinals early in the breeding season and measured the brightness of their face masks with a color reflectance spectrometer. They tested aggressive nest defense behavior by waiting until a female left for a break in incubation and then placing a female Northern Cardinal decoy near the nest, observing the bird's reaction when it returned. "This is a timely paper, as current research is demonstrating that the factors involved in the display of female aggression are widely varied throughout species," according to M. Susan DeVries of Edgewood College, who was not involved in the current study. "Considering that different populations are potentially subjected to different selective pressures that can influence behavior, this study's findings imply that the rules governing aggressive signals and behavior in females are much more complex than we once realized." "Melanin ornament brightness and aggression at the nest in female Northern Cardinals (Cardinalis cardinalis)" will be available November 23, 2016, at http://americanornithologypubs. (issue URL http://americanornithologypubs. ). About the journal: The Auk: Ornithological Advances is a peer-reviewed, international journal of ornithology that began in 1884 as the official publication of the American Ornithologists' Union, which merged with the Cooper Ornithological Society in 2016 to become the American Ornithological Society. In 2009, The Auk was honored as one of the 100 most influential journals of biology and medicine over the past 100 years.


Crary P.,Edgewood College
Holistic Nursing Practice | Year: 2013

This article highlights a recent theory-guided study of undergraduate nursing students' perceived stress, coping, self-compassion, physical and emotional symptoms, and self-care behaviors and also examines the same in relation to the learning environment with results that lend support for the inclusion of self-care behaviors in nursing education. © 2013 Lippincott Williams and Wilkins.


Kuhman T.R.,Edgewood College | Pearson S.M.,Mars Hill College | Turner M.G.,University of Wisconsin - Madison
Landscape Ecology | Year: 2010

Determining what factors explain the distribution of non-native invasive plants that can spread in forest-dominated landscapes could advance understanding of the invasion process and identify forest areas most susceptible to invasion. We conducted roadside surveys to determine the presence and abundance of 15 non-native plant species known to invade forests in western North Carolina, USA. Generalized linear models were used to examine how contemporary and historic land use, landscape context, and topography influenced presence and abundance of the species at local and regional scales. The most commonly encountered species were Microstegium vimineum, Rosa multiflora, Lonicera japonica, Celastrus orbiculatus, Ligustrum sinense, and Dioscorea oppositifolia. At the regional scale, distance to city center was the most important explanatory variable, with species more likely present and more abundant in watersheds closer to Asheville, NC. Many focal species were also more common in watersheds at lower elevation and with less forest cover. At the local scale, elevation was important for explaining the species' presence, but forest cover and land-use history were more important for explaining their abundance. In general, species were more common in plots with less forest cover and more area reforested since the 1940s. Our results underscore the importance of considering both the contemporary landscape and historic land use to understand plant invasion in forest-dominated landscapes. © 2010 Springer Science+Business Media B.V.


Collins D.,Edgewood College | Gannon A.,Edgewood College
Organization and Environment | Year: 2014

Management scholars can have a major impact on advancing environmental sustainability by focusing on their own home institutions. A "four-type" sustainability action model is presented to foster thinking about how professors can engage and empower students, faculty, and staff to be active environmental change agents on their own campuses and local community. Faculty can assign sustainability class projects, integrate sustainability throughout the Business School's core curriculum, participate on a campus sustainability committee, and conduct research on sustainability in higher education that flows out of these activities. Some examples of these different types of efforts are offered based on experiences at Edgewood College, a small U.S. Midwestern college. A coordinated effort among faculty engaged in similar activities on other campuses would dramatically advance environmental sustainability. © 2014 SAGE Publications.


Johnson D.,University of Edinburgh | Bock A.J.,Edgewood College
Journal of Technology Transfer | Year: 2016

Entrepreneurs face multiple sources and types of uncertainty during venturing activity. Converting novel or speculative opportunities into viable commercial businesses requires entrepreneurs to address or even leverage uncertainty. This process is especially relevant in nascent, knowledge-intensive fields, where success likely hinges on acquisition and deployment of unique, specialized knowledge resources. Venture development will be partly determined by the sensemaking strategies entrepreneurs employ to cope with irreducible uncertainty, especially as they seek critical collaborations. The regenerative medicine (RM) sector represents a unique context for studying entrepreneurial sensemaking under high levels of uncertainty. We consider how uncertainty in RM venturing affects entrepreneurial behavior. Informed by long-form narrative interviews, we propose a sensemaking model linking uncertainty, university culture, coping and narratives of venture potential in the RM field. This helps explain how participants in the RM sector cope with uncertainty and explore knowledge partnerships. Our findings advance theories of entrepreneurial sensemaking and the impact on nascent entrepreneurial ecosystems. © 2016 Springer Science+Business Media New York


Porath S.,Edgewood College
Reading Teacher | Year: 2014

Individual reading conferences with students are an integral part of the reader's workshop format. Conferring provides the opportunity for students to reveal their thinking and reading processes to the teacher. However, to gain an in-depth understanding of students, teachers need to focus more on what the student can teach them during the conference rather than how much the teacher can teach the student. The two reading conferences featured in this article illustrate how one teacher evolved from a teacher-centered instructional style during conferences to a student-centered style that encouraged the creation of a shared understanding of the student. In simple terms, the teacher learned that by talking less and listening more, she was able to gain deeper insight into her student's learning needs and strengths. © 2014 International Reading Association.


Kuhman T.R.,Edgewood College | Pearson S.M.,Mars Hill College | Turner M.G.,University of Wisconsin - Madison
Biological Invasions | Year: 2013

Although historic land use is often implicated in non-native plant invasion of forests, little is known about how land-use legacies might actually facilitate invasion. We conducted a 2-year field seeding experiment in western North Carolina, USA, to compare germination and first-year seedling survival of Celastrus orbiculatus Thunb. in stands that had been cultivated and abandoned a century earlier and were dominated by tulip poplar (Liriodendron tulipifera L.), and in paired stands that had never been cultivated and were dominated by oaks (Quercus spp.). Experiments were conducted at five sites with paired tulip poplar and oak stands by varying litter mass (none, low, or high) and litter type (tulip poplar or oak). We also performed reciprocal soil translocations using pots seeded with C. orbiculatus. Soil moisture and temperature were measured throughout the growing season. Germination and survival were highest in the tulip poplar stands. Germination was also higher in plots with low litter mass. Seedling survival was highest in plots with low litter mass or no litter. Soil moisture was higher in tulip poplar stands and under low-mass litter. Differences in germination and survival among the potted plants were minimal, suggesting that soil type and ambient site conditions were less important than litter conditions for C. orbiculatus establishment. Our results suggest that the low litter mass and mesic soil conditions that are characteristic of tulip poplar stands may confer higher invasibility and explain the higher abundance of C. orbiculatus in areas with successional overstory communities associated with historically cultivated forests. © 2012 Springer Science+Business Media B.V.

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