Grambling State University is a historically black, public, coeducational university, located in Grambling, Louisiana. The university is the home of late head football coach Eddie Robinson, and is listed on the Louisiana African American Heritage Trail. The University is a member-school of the Thurgood Marshall College Fund. Wikipedia.
News Article | March 3, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has compiled a list of the best colleges and universities with online programs in Louisiana for 2017. Of the 20 four-year schools that were ranked, Tulane University of Louisiana, Louisiana State University and Agricultural & Mechanical College, Loyola University New Orleans and Louisiana Tech University secured the top five institutions. Louisiana’s top six two-year schools were also included on the list, with Delgado Community College, Southern University Shreveport and Bossier Parish Community College scoring highest. “For many students, earning a degree in a traditional classroom setting can be difficult, especially when working a full-time job or living far away from campus,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These Louisiana schools have outstanding online programs that meet the needs of students who need more flexible scheduling.” To earn a spot on the Best Online Schools list, colleges and universities in Louisiana must be institutionally accredited, public or private not-for-profit entities. Each college is also judged based on such criteria as student/teacher ratios, employment services, student counseling, 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: Louisiana’s Best Online Four-Year Schools for 2017 include the following: Grambling State University Louisiana State University and Agricultural & Mechanical College Louisiana State University-Alexandria Louisiana State University-Shreveport Louisiana Tech University Loyola University New Orleans McNeese State University New Orleans Baptist Theological Seminary Nicholls State University Northwestern State University of Louisiana Our Lady of the Lake College Southeastern Louisiana University Southern University and A & M College Southern University at New Orleans Tulane University of Louisiana University of Holy Cross University of Louisiana at Lafayette University of Louisiana at Monroe University of New Orleans Xavier University of Louisiana Louisiana’s Best Online Two-Year Schools for 2017 include the following: Bossier Parish Community College Delgado Community College Fletcher Technical Community College Louisiana State University-Eunice Northshore Technical Community College Southern University Shreveport ### 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 | November 9, 2016
Leading online higher education resource provider AffordableCollegesOnline.org has released its list of the Best Online Colleges in Louisiana for 2016-2017. Using a combination of value-based statistics, the site determined 23 schools offer top quality, affordable online education programs, with University of Louisiana at Monroe, Northwestern State University of Louisiana, McNeese State University, Nicholls State University, Southern University A & M College, Bossier Parish Community College, Louisiana State University Eunice and Southern University Shreveport scoring highest. "The number of local students attending college in Louisiana has decreased since 2008, while the number of out-of-state students enrolled is on the rise” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "With top online learning programs, the schools on our list are not only the most cost-efficient, they are also creating opportunities for both in- and out-of-state students to earn a quality education.” There are several eligibility requirements that must be met for schools to qualify for the Best Online Colleges in Louisiana list. Only schools who hold accreditation and are public or private not-for-profit institutions are eligible. Maximum tuition costs are also set to ensure affordability standards; two-year schools must offer in-state tuition no more than $5,000 per year and four-year schools must offer in-state tuition no more than $25,000 per year. Once basic eligibility is confirmed, all qualifying schools are scored against one another using statistical factors such as financial aid, graduation rates and more. Louisiana’s Best Online Colleges are listed alphabetically below. Full ranking and information on the data and methodology used to determine each school’s placement can be found at: A complete listing of the Best Online Colleges in Louisiana for 2016-2017: Bossier Parish Community College Delgado Community College Fletcher Technical Community College Grambling State University Louisiana State University - Alexandria Louisiana State University - Eunice Louisiana State University - Shreveport Louisiana Tech University McNeese State University New Orleans Baptist Theological Seminary Nicholls State University Northshore Technical Community College Northwestern State University of Louisiana Our Lady of Holy Cross College Our Lady of the Lake College Southeastern Louisiana University Southern University and A & M College Southern University at New Orleans Southern University Shreveport University of Louisiana at Lafayette University of Louisiana at Monroe University of New Orleans Xavier University of Louisiana 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.
Quick Q.,Grambling State University |
Skalli O.,Louisiana State University Health Sciences Center
Experimental Cell Research | Year: 2010
α-Actinin is a prominent actin filament associated protein for which different isoforms exist. Here, we have examined whether the two highly homologous non-muscle α-actinin isoforms 1 and 4 exhibit functional differences in astrocytoma cells. The protein levels of these isoforms were differentially regulated during the development and progression of astrocytomas, as α-actinin 1 was higher in astrocytomas compared to normal brains whereas α-actinin 4 was elevated in high-grade astrocytomas compared to normal brains and low grade astrocytomas. RNAi demonstrated contrasted contributions of α-actinin 1 and 4 to the malignant behavior of U-373, U-87 and A172 astrocytoma cells. While α-actinin 1 appeared to favor the expansion of U-373, U-87 and A172 astrocytoma cell populations, α-actinin 4 played this role only for U-373 cells. On the other hand, downregulation of α-actinin 4, but not 1, reduced cell motility, adhesion, cortical actin, and RhoA levels. Finally, in the three astrocytoma cell lines examined, α-actinin 1 and 4 had contrasted biochemical properties as α-actinin 4 was significantly more abundant in the actin cytoskeleton than α-actinin 1. Collectively, these findings suggest that α-actinin 1 and 4 are differentially regulated during the development and progression of astrocytomas because each of these isoforms uniquely contributes to distinct malignant properties of astrocytoma cells. © 2010.
Bouchaffra D.,Grambling State University
IEEE Transactions on Neural Networks | Year: 2010
Hidden Markov models (HMMs) and their variants are capable to classify complex and structured objects. However, one of their major restrictions is their inability to cope with shape or conformation intrinsically: HMM-based techniques have difficulty predicting the n-dimensional shape formed by the symbols of the visible observation (VO) sequence. In order to fulfill this crucial need, we propose a novel paradigm that we named conformation-based hidden Markov models (COHMMs). This new formalism classifies VO sequences by embedding the nodes of an HMM state transition graph in a Euclidean vector space. This is accomplished by modeling the noise contained in the shape composed by the VO sequence. We cover the one-level as well as the multilevel COHMMs. Five problems are assigned to a multilevel COHMM: 1) sequence probability evaluation, 2) statistical decoding, 3) structural decoding, 4) shape decoding, and 5) learning. We have applied the COHMMs formalism to human face identification tested on different benchmarked face databases. The results show that the multilevel COHMMs outperform the embedded HMMs as well as some standard HMM-based models. © 2006 IEEE.
Reddy Y.B.,Grambling State University
Sensors and Transducers | Year: 2012
Secure data transfer with minimum overhead is essential. Currently, the secure data transfer in sensor networks uses cryptography, authentication, and probability based approaches. Recently, collaborative trust-based packet transfer technique was used in wireless sensor networks. Further, Sporas formula helps to update the node's trust value in a repeated packet transfer. In the proposed research, the trust level of a node is recommended as the average value generated through Sporas formula and repeated trust calculations. If the trust value of a forwarding node is below the threshold (expected value), the node is suspected as malicious and communicates the status to its neighbor nodes. Further, the neighbor nodes calculate their own trust of a suspicious node using their trust value plus trust factor received from their neighbor. The cooperative and collaborative approach helps to eliminate the suspicious node from the communication path. The proposed technique was analyzed, and simulations were provided. Copyright © 2012 IFSA.
Norman J.,Grambling State University
The ABNF journal : official journal of the Association of Black Nursing Faculty in Higher Education, Inc | Year: 2012
Simulation-based learning is an educational intervention which creates an environment that is conducive to experiential learning. Despite the prevalence of research on the influence of simulation on nursing education, there is a dearth of literature on the effectiveness of simulation-based learning. This systematic review examines literature on simulation outcomes in nursing education from the years 2000-2010. The electronic databases reviewed for the systematic review of the literature included: CINAHL Plus, Medline, Health Source: Nursing/Academic Education, Google Scholar, and Digital Dissertations and Theses through ProQuest. The MeSH search terms included "simulation outcomes measurement" and "nursing education". Seventeen studies were included in the review of the literature. The literature was categorized into three themes; internal outcomes, external outcomes, and clinical evaluation. The available literature on simulation and nursing education provides evidence that that simulation is useful in creating a learning environment which contributes to knowledge, skills, safety, and confidence. This systematic review of the literature revealed a gap in the literature pertaining to the transfer of these outcomes to the clinical setting, and lays a foundation for further research on outcomes specific to simulation and nursing education.
Bouchaffra D.,Grambling State University |
Bouchaffra D.,Advanced Technology Development Center
IEEE Transactions on Neural Networks and Learning Systems | Year: 2012
We propose to map a dynamic Bayesian network (DBN) to an ordered family of α-shapes to improve DBNs classification power. This mission is achieved by: 1) embedding a DBN into a topological manifold and 2) applying the α-shape geometric constructor to build hierarchical structures assigned to the DBN. This continuous representation of traditional DBNs as α-shapes allows more information to be obtained about the objects to be classified. These latter are viewed as hierarchies of geometrical objects with different levels of detail. Topological signatures are therefore unraveled and classification accuracy is enhanced. We have applied the proposed formalism to the task of facial identification across ages. Preliminary results demonstrate that the proposed formalism is a powerful tool since it has outperformed some DBN models, the k-NN classifier, and some recent approaches. © 2012 IEEE.
Reddy Y.B.,Grambling State University
2016 International Conference on Computing, Networking and Communications, ICNC 2016 | Year: 2016
Most of the fingerprint matching systems use the minutiae-based algorithms with matching of ridge patterns. These systems consider ridge activity in the vicinity of minutiae points, which has poorly recorded/captured exemplar prints (information). In this research, we recommend the MapReduce technique to identify a required fingerprint from the reference fingerprint database. In the proposed MapReduce process, minutiae of the latent fingerprint used as keys. The latent fingerprints are analyzed using Bezier ridge descriptors to enhance the matching of partial latent against reference prints. Since the retrieval of reference print is same as retrieval of the required document, we suggested the MapReduce model for detection of required fingerprint. © 2016 IEEE.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 374.58K | Year: 2010
Grambling State University established the Center for Mathematical Achievement in Science & Technology (CMAST) with funding from an HBCU-UP implementation grant. This Center had a major focus of increasing STEM student performance by reforming mathematics. The present project will expand upon the successes of CMAST by implementing a set of educational strategies and integrated activities to enhance academic performance and increase the success rate of STEM undergraduates. Introductory science and engineering technology courses will be reformed to support student success. A problem based learning approach will be implemented in these courses. Professional development activities will be provided for STEM faculty to assist in the effective transition to an inquiry guided teaching approach. A Living Learning Community will be established for freshmen STEM Majors. The Learning Community will promote the retention of STEM majors from the freshman to sophomore year. The community will be structured to promote teamwork, strong study skills, increase social awareness, and enhance communication skills. A dual STEM degree/teacher certification program through a partnership with the College of Education will be implemented.
The strategies used in this project should be of great interest to educators who face the challenge of retaining and graduating STEM students. Data collected in this project will advance the knowledge of best practices to address the under-preparedness of many entering students for the rigor of STEM disciplines. This project could be used as a model for STEM departments to address the national shortage of qualified STEM teachers in the secondary school setting.
Agency: NSF | Branch: Continuing grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 1.75M | Year: 2011
The Grambling State University HBCU-UP project, Center for Mathematical Achievement in Science & Technology II (CMAST II), is designed to improve student performance and increase the success rate of STEM undergraduates by infusing problem based and inquiry learning pedagogies in introductory sciences and technology courses, expanding a Scholars program with academic coaching, restructuring a summer science program for high school students, and implementing a science and mathematics teacher certification program.
A primary focus of this project is student retention in STEM majors with an approach to increase student retention in STEM introductory courses. These courses will be redesigned to include problem based learning which has been found to improve student learning outcomes and success. Problem based pedagogies have been piloted with promising results in selected sections of introductory courses in Engineering Technology, Computer Science, and Chemistry (using POGIL-Process Oriented Guided Inquiry Learning), and this project will infuse these pedagogies in the first and second sequence of courses in these subject areas and Physics. Faculty development workshops will be provided to faculty to assist them in implementing these teaching strategies in problem based learning and inquiry. The project will use the STEM First Year Learning Community as an intervention also to support academic success and increase student retention in STEM. A Rising Sophomore Summer Academy will be a three week research training experience to prepare and increase skills and participation of students in research experiences for undergraduates.A STEM Teacher Education Certification program will be developed for biology, physics, and mathematics majors to get teacher certified along with attaining their STEM degree and the project expects to increase the institutions production of STEM teachers.