Holyoke Community College

Holyoke, MA, United States

Holyoke Community College

Holyoke, MA, United States

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Eggler D.H.,Pennsylvania State University | Ehmann A.N.,Pennsylvania State University | Ehmann A.N.,Holyoke Community College
American Mineralogist | Year: 2010

A mixture of antigorite, forsterite, and enstatite was reacted at 2 GPa pressure, with water, to study kinetics of the reaction Mg48Si 34O85(OH)62 = 10 Mg2Si 2O6 + 14 Mg2SiO4 + 31 H 2O. Reaction progress, F, which can vary between +1 and -1, was measured by comparing areas under X-ray diffraction peaks for run products with corresponding peaks for the starting material. Rates for dehydration and hydration can be regressed with the equation: r FR/t = K rA°θ[-171{1-Teq/T}]n mol/cmrock3/s The function FR accounts for the decrease in Aθ, specific surface area, from A θ° at F = 0 to 0 at F = 1: FR = 1/1-p [1-(1-F)1-p] where p, ∼0.50 for elongate grains, characterizes grain shape. Regression of the rate equation for dehydration runs can be combined with Aθ°, measured on the antigorite starting material, to give reaction rate Kr: -9.2(l.2) × 10 -15mol/s/cm2. With that rate, we calculate that well-defined conventional reversal brackets of 5 °C around the equilibrium temperature would require run lengths of 729(99) h, considerably longer than in this or any previous study. The rate equations can be applied to the question of overstepping of antigorite dehydration below arcs. One modeled geotherm 40 km below a slab surface crosses the antigorite dehydration reaction at about 2 GPa; the slab takes 3 × 105 years to warm one degree. For grain sizes in a serpentinite in the 0.1 to 10 cm range, complete dehydration would take 104-105 years. During that time, the plate would travel no more than a kilometer past the point of first dehydration. If earthquakes associated with dehydration occurred on timescales of 10 3-104 years, complete dehydration of a volume of plate would require 10-100 separate dehydration events.


Wentworth K.L.,Holyoke Community College | Brittingham M.C.,Pennsylvania State University | Wilson A.M.,Pennsylvania State University
Journal of Soil and Water Conservation | Year: 2010

Almost 30,000 ha (74,100 ac) of grassland were created in south-central Pennsylvania through the USDA Conservation Reserve Enhancement Program (CREP) from 2000 to 2004.To assess the use of these fields by grassland and other birds and to develop region-specific management guidelines, we conducted transect counts of singing birds in 103 CREP fields during 2002 to 2004 and measured within-field vegetation and landscape characteristics.Thirty-two bird species were found on fields during the breeding season. Redwinged blackbirds (Agelaius phoeniceus) were most numerous, followed by three shrub-scrub species. Grassland obligate species were rare and were most abundant on larger fields with a lower density of vegetation and a predominance of cool-season grasses. Abundances of shrub-scrub species were highest on smaller fields with a higher density of vegetation and a higher proportion of warm-season grasses. Avian use of CREP fields in Pennsylvania differs from Midwestern Conservation Reserve Program fields in a number of important ways. Shrub-scrub species were more common, which may be due to the small mean field size and the more forested landscape. In addition, grassland obligates were found in greater densi-ties on fields of cool-season grasses than in fields of warm-season or mixed grasses. Targeted enrollment and management of large fields or those adjoining other grasslands for grassland birds and small fields or those adjoining woodlands for shrub-scrub species may be the best approach to maximize the benefits of CREP for a range of bird species.


Kahn D.,Harvard University | Gover T.,Holyoke Community College
International Review of Neurobiology | Year: 2010

This chapter argues that dreaming is an important state of consciousness and that it has many features that complement consciousness in the wake state. The chapter discusses consciousness in dreams and how it comes about. It discusses the changes that occur in the neuromodulatory environment and in the neuronal connectivity of the brain as we fall asleep and begin our night journeys. Dreams evolve from internal sources though the dream may look different than any one of these since something entirely new may emerge through self-organizing processes. The chapter also explores characteristics of dreaming consciousness such as acceptance of implausibility and how that might lead to creative insight. Examples of studies, which have shown creativity in dream sleep, are provided to illustrate important characteristics of dreaming consciousness. The chapter also discusses the dream body and how it relates to our consciousness while dreaming. Differences and similarities between wake, lucid, non-lucid and day dreaming are explored and the chapter concludes with a discussion on what we can learn from each of these expressions of consciousness. © 2010 Elsevier Inc.


Gross D.,University of Massachusetts Amherst | Pietri E.S.,Yale University | Anderson G.,University of Massachusetts Amherst | Moyano-Camihort K.,University of Massachusetts Amherst | And 2 more authors.
CBE Life Sciences Education | Year: 2015

Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for students with lower grade point averages and for female students. © 2015 D. Gross et al.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 808.62K | Year: 2014

Holyoke Community College (HCC), the University of Massachusetts Amherst (UMass) and Hampshire College are implementing a project entitled Application of Clean Energy Technology to Sustainable Agriculture Practice, the focus of which is development and improvement of the clean energy and sustainable agricultural programs across the three higher education institutions. The agricultural sector is one of the largest utilizers of clean energy in western Massachusetts and is a natural fit for the application of knowledge of clean energy through a trained workforce. HCC, Hampshire College, and UMass are positioned to change the culture of farming - to make the conversion to more sustainable food production.

The project goals are to: (1) ensure the relevance of the program approach and course activities and outcomes to both the regional clean energy industry and the agricultural industry; (2) improve and enhance the academic rigor of the clean energy and sustainable agriculture programs on all three collaborating campuses; (3) expand internship opportunities for students in clean energy and agriculture and provide mentoring opportunities to students in the programs on all three campuses; (4) expand existing academic/career pathways for students from vocational/traditional high schools, as well as adults returning to the workforce in the clean energy/agricultural industries; (5) expand recruitment efforts in energy/agriculture technology with emphasis on underrepresented groups, including women, racially/ethnically diverse populations and veterans, as well as adults enrolled in adult learning programs; (6) expand marketing efforts to increase the visibility of all three academic programs as models of the application of clean energy technologies to the agricultural sector; and (7) disseminate efforts on all levels - local, regional, and national. Outcomes of the projects evaluation will inform the broader community on the impacts of enhanced curricula and the expansion of internship opportunities, academic and career pathways and recruitment efforts on enrollment and workforce development in clean energy/agriculture.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 50.00K | Year: 2012

The project, a collaborative effort among Smith College, Holyoke Community College and Mount Holyoke College, is building analytical competence in undergraduate geoscience students through use of Raman and FTIR spectrometers. Benchtop and portable spectrometers are being shared among the three colleges and others in the region, and are being used to develop, implement and assess innovative instructional modules through which students acquire mastery via hands-on, investigative learning. By analyzing unknown minerals and other materials, synthesizing data and predictions, and evaluating experimental results, students are learning not only geological content, but also how to use chemical analyses to solve relevant problems.

The spectroscopic knowledge and analytical competencies that are targeted in the curriculum development are in increasing demand by the nations geoscience workforce. The project is providing a direct benefit in broadening participation in the geosciences through its engagement with two womens colleges and a community college that serves a diverse population of non-traditional and first-generation college students. Project personnel are also disseminating their approach and curriculum modules beyond the region through a web portal, video postings, and hands-on workshops at national conferences.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 200.00K | Year: 2011

This project is a collaborative alignment of programs at secondary and postsecondary institutions with regional industry and community-based organizations. It is designed to provide new college and career pathways through the implementation of a clean energy associate degree and clean energy certificates in solar, wind, and geothermal energy. The project builds on the current Sustainability Studies associate degree options in the Liberal Arts and Sciences Program at the college. The new certificate programs are being developed in response to industry requests for trained technicians in wind and solar energy. Students who complete these certificate programs are being prepared to enter the clean energy job market as installers of wind or solar thermal systems as well as energy efficiency auditors. Those students who select the Sustainability Studies Clean Energy option graduate with an A.S. degree prepared to enter the industry as trained energy technicians. Regional industry partners for the proposed project include the FloDesign Wind Turbine Corporation, Beyond Green Construction, Energía LLC, Alteris Renewables, NorthEast Solar, TerraClime Geothermal, Pioneer Valley PhotoVoltaics, and member businesses of the Western Massachusetts Green Consortium. Articulation with area technical high schools is being facilitated through the Career Vocational Technical Education Linkages (formerly Tech Prep) program coordinated by the college. Academic collaboration between the college and its higher education partners in western Massachusetts is designed to meet growing student interest in sustainability and clean energy courses and is responsive to a statewide need for technical personnel in occupations related to the installation and monitoring of clean energy systems.

Intellectual Merit: The Multidisciplinary Sustainability Studies options at the college have evolved from NSF/NEH/FIPSE supported curricular restructuring investments in Massachusetts community colleges. This project is allowing the college and its academic and industry partners to create new college and career pathways for the growing clean energy economy of the state. Within the framework of the Sustainability Studies curriculum, students enrolled in the new technical certificate programs (wind, solar, and geothermal) and the A.S. degree in Sustainable Energy are integrating technical skills with liberal arts instruction by selecting a concentration of general education coursework in environmental science, business, communications, or social equity.

Broader Impacts: Careful 2+2+2 articulation with secondary schools and four-year institutions is ensuring that increased numbers of better prepared students are in the technical education pipeline. In addition, the project is emphasizing the recruitment, retention, and graduation of underrepresented, low-income, and first generation college students who reflect the changing K-12, college, and workforce demographics of the region. Curricula, courses, and certificates developed through the project are being shared across the state through the MassGREEN initiative of the 15 Massachusetts community colleges that was established in 2009 to develop and deliver clean energy workforce training programs and through the educational programming of the Western Massachusetts Green Consortium.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 625.54K | Year: 2015

This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project at Holyoke Community College in Holyoke, Massachusetts will recruit, retain, and encourage academically talented, financially needy, students to complete their associates degrees and continue their education. In order to address regional and national STEM workforce needs, as many as 20 scholars will be exposed to an academic climate meant to inspire them to become engineers, chemists, mathematicians, and physicists. The scholars will participate in a STEM 101 course, which includes a curriculum is based on Complete College Americas model for developing meta majors to help students choose reasonable academic majors and reduce time to degree completion. Students will also have the option to attend seminar activities, which will include speakers and field trips to transfer universities and industry partners, college success workshops, and diversity training. Moreover, continuing scholars will be encouraged to act as ambassadors in college access activities, as well as champions for new scholars.

Research shows that STEM majors must be exposed to a robust learning environment. Thus, the PI team has created a comprehensive plan for academic support services, mentoring, career counseling, and assistance for community college student transfer to four year schools. The STEM 101 course will offer students a positive first year STEM learning experience that introduces content, experiential learning, and STEM career exploration. Additionally, the seminar series will help integrate students into the life of the college. Formative evaluation will be used to address aspects of the project that need improvement, assess student engagement and support, and review academic challenges through a modified version of the Community College Survey of Student Engagement. Summative evaluation will consist of an analysis of student attitudes and perceptions (surveys and interviews) regarding the active learning community, activities to improve STEM discipline awareness, and academic progress. Dissemination of the results of evaluation will be submitted to journals such as the Community College Journal, and the Community College Times, and, in so doing, help to expand the knowledge base regarding the circumstances under which scholarship awards of this type are successful.


News Article | February 15, 2017
Site: www.prweb.com

American International College (AIC) has signed articulation agreements with Holyoke Community College (HCC), Springfield Technical Community College (STCC), and Capital Community College (CCC) in Hartford, CT. Articulation agreements formally partner programs between two-year colleges and four-year institutions. This accord between American International College and Holyoke Community College, Springfield Technical Community College and Capital Community College align courses and programs that will allow qualified candidates to make a smooth, successful transfer from these community colleges to AIC. An articulation agreement can mean time and cost savings for students by not having to take duplicate courses. In addition, articulation agreements help both the sending and receiving institutions boost enrollment and retention rates. At AIC, the program is referred to as Direct Connect. Direct Connect transfer students automatically receive a $4,000 scholarship in addition to their earned merit scholarship, before any need-based aid is awarded. This means Direct Connect students can earn up to $17,000 per year in financial gift aid, not loans, before being evaluated for additional need-based aid. And, unlike some other transfer articulation agreements, the Direct Connect program at AIC allows students to study and major in their area of interest while attending their community college. “We are very pleased to have entered into partnerships with HCC, STCC, and CCC,” said AIC President Vince Maniaci. “It is a benefit to students to know that the courses they take at the community college level can be transferred to our four-year institution. These partnerships also benefit our institution, knowing that when we accept students from these three community colleges, they have already proven they can meet the requirements of college level programs.” More information about American International College’s Direct Connect program and other undergraduate, and graduate degree programs can be found online at http://www.aic.edu.


News Article | October 28, 2016
Site: www.prweb.com

Leading online higher education resource provider AffordableCollegesOnline.org has released its rankings of the Best Online Colleges in Massachusetts for 2016-2017. A two- and four-year school list was created for each state, with the following receiving top honors: University of Massachusetts - Lowell, Amherst and Dartmouth campuses, Westfield State University and Lesley University for four-year schools; Bunker Hill Community College, Holyoke Community College, Middlesex Community College, Massasoit Community College and Greenfield Community College for two-year schools. "The Massachusetts Department of Education has been steadily working on initiatives to ramp up college completion numbers by 2025,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "These colleges are examples of how higher education in Massachusetts is becoming more flexible, offering affordable, top-quality online learning programs to help more students earn degrees.” To earn a spot on the Best Online Colleges in Massachusetts’s list, schools are required to meet several stringent base qualifications. Each institution must be an accredited, public or private not-for-profit college or university. Schools must also fall within specific affordability guidelines, offering in-state tuition rates below $5,000 annually at two-year schools and below $25,000 annually at four-year schools. A complete lists of colleges on the two- and four-year lists are included below. To learn more about where each specifically falls in the ranking and find more details about the data analysis and methodology used to score each state, visit the following link: The two-year schools honored as the Best Online Colleges in Massachusetts for 2016 are: Berkshire Community College Bristol Community College Bunker Hill Community College Greenfield Community College Holyoke Community College Massachusetts Bay Community College Massasoit Community College Middlesex Community College Northern Essex Community College Roxbury Community College The four-year schools honored as the Best Online Colleges in Massachusetts for 2016 are: Fitchburg State University Framingham State University Hebrew College Lesley University Massachusetts Maritime Academy National Graduate School of Quality Management Salem State University University of Massachusetts - Amherst University of Massachusetts - Boston University of Massachusetts - Dartmouth University of Massachusetts - Lowell Westfield 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.

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