This article is about Maryville College in Maryville, Tennessee. For Maryville University in St. Louis, Missouri, see Maryville University.Maryville College is a private, four-year, liberal arts college in Maryville, Tennessee, United States, near Knoxville. It was founded in 1819 by Presbyterian minister Isaac L. Anderson for the purpose of furthering education and enlightenment into the West. The college is one of the 50 oldest colleges in the United States and the 12th-oldest institution in the South. It is associated with the Presbyterian Church , and enrolls about 1,093 students. Maryville College's mascot is the Scots. The sports teams compete in NCAA Division III athletics in the Great South Athletic Conference and the USA South Athletic Conference. Wikipedia.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has selected the best universities and colleges in Tennessee for 2017. Based on an analysis of government-backed data, 37 four-year schools made the list, with Vanderbilt University, Lipscomb University, Christian Brothers University, Aquinas College and Union University earning highest overall scores. 15 two-year schools also made the list, with Chattanooga State Community College, Nashville State Community College, Dyersburg State Community College, Roane State Community College and Volunteer State Community College ranked as the best five. A full list of winning schools is included below. “Projections show Tennessee’s job market will continue to grow for the foreseeable future, which is great news for people interested in earning a degree,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “The schools on our list have demonstrated their value to students who want to enter the workforce well-prepared by providing the high-level education, career and employment resources that lead to post-college success.” To be included on Tennessee’s “Best Colleges” 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, employment and academic services offered, student/teacher ratio, graduation rate and the availability of financial aid. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Tennessee” list, visit: Tennessee’s Best Four-Year Colleges for 2017 include: Aquinas College Austin Peay State University Belmont University Bethel University Bryan College-Dayton Carson-Newman University Christian Brothers University Cumberland University East Tennessee State University Fisk University Freed-Hardeman University Johnson University King University Lane College Le Moyne-Owen College Lee University Lincoln Memorial University Lipscomb University Martin Methodist College Maryville College Middle Tennessee State University Milligan College Rhodes College Sewanee-The University of the South Southern Adventist University Tennessee State University Tennessee Technological University Tennessee Wesleyan College The University of Tennessee-Chattanooga The University of Tennessee-Knoxville The University of Tennessee-Martin Trevecca Nazarene University Tusculum College Union University University of Memphis Vanderbilt University Welch College Tennessee’s Best Two-Year Colleges for 2017 include: Chattanooga State Community College Cleveland State Community College Columbia State Community College Dyersburg State Community College Jackson State Community College Motlow State Community College Nashville State Community College Northeast State Community College Pellissippi State Community College Remington College-Nashville Campus Roane State Community College Southwest Tennessee Community College Volunteer State Community College Walters State Community College William Moore College of Technology ### 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.
England B.J.,University of Tennessee at Knoxville |
Brigati J.R.,Maryville College |
Schussler E.E.,University of Tennessee at Knoxville
PLoS ONE | Year: 2017
Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. © 2017 England et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Sorber J.,Clemson University |
Balasubramanian A.,University of Washington |
Corner M.D.,University of Massachusetts Amherst |
Ennen J.R.,Maryville College |
Qualls C.,University of Southern Mississippi
IEEE Transactions on Mobile Computing | Year: 2013
Due to advances in low power sensors, energy harvesting, and disruption tolerant networking, we can now build mobile systems that operate perpetually, sensing and streaming data directly to scientists. However, factors such as energy harvesting variability and unpredictable network connectivity make building robust and perpetual systems difficult. In this paper, we present a system, Tula, that balances sensing with data delivery, to allow perpetual and robust operation across highly dynamic and mobile networks. This balance is especially important in unpredictable environments; sensing more data than can be delivered by the network is not useful, while gathering less underutilizes the system's potential. Tula is decentralized, fair and automatically adapts across different mobility patterns. We evaluate Tula using mobility and energy traces from TurtleNet-a mobile sensor network we deployed to study Gopher tortoises-and publicly available traces from the UMass DieselNet testbed. Our evaluations show that Tula senses and delivers data at up to 85 percent of an optimal, oracular system that perfectly replicates data and has foreknowledge of future energy harvesting. We also demonstrate that Tula can be implemented on a small microcontroller with modest code, memory, and processing requirements. © 2002-2012 IEEE.
Halberstadt A.G.,North Carolina State University |
Dunsmore J.C.,Virginia Polytechnic Institute and State University |
Bryant Jr. A.,University of North Carolina at Pembroke |
Parker A.E.,Innovation Research And Training Inc |
And 2 more authors.
Psychological Assessment | Year: 2013
Parents' beliefs about children's emotions comprise an important aspect of parental emotion socialization and may relate to children's mental health and well-being. Thus, the goal of this study was to develop the multifaceted Parents' Beliefs About Children's Emotions (PBACE) questionnaire. Central to our work was inclusion of multiple ethnic groups throughout the questionnaire development process, from initial item creation through assessment of measurement invariance and validity. Participants included 1,080 African American, European American, and Lumbee American Indian parents of 4-to 10-year-old children who completed the initial item pool for the PBACE. Exploratory factor analyses were conducted with 720 of these parents to identify factor structure and reduce items. Confirmatory factor analysis was then conducted with a holdout sample of 360 parents to evaluate model fit and assess measurement invariance across ethnicity and across parent gender. Finally, validity of the PBACE scales was assessed via correlations with measures of parental emotional expressivity and reactions to children's emotions. The PBACE is composed of 33 items in 7 scales. All scales generally demonstrated measurement invariance across ethnic groups and parent gender, thereby allowing interpretations of differences across these ethnic groups and between mothers and fathers as true differences rather than by-products of measurement variance. Initial evidence of discriminant and construct validity for the scale interpretations was also obtained. Results suggest that the PBACE will be useful for researchers interested in emotionrelated socialization processes in diverse ethnic groups and their impact on children's socioemotional outcomes and well-being. © 2013 American Psychological Association.
Lovich J.E.,U.S. Geological Survey |
Ennen J.R.,U.S. Geological Survey |
Ennen J.R.,Maryville College
BioScience | Year: 2011
Large areas of public land are currently being permitted or evaluated for utility-scale solar energy development (USSED) in the southwestern United States, including areas with high biodiversity and protected species. However, peer-reviewed studies of the effects of USSED on wildlife are lacking. The potential effects of the construction and the eventual decommissioning of solar energy facilities include the direct mortality of wildlife; environmental impacts of fugitive dust and dust suppressants; destruction and modification of habitat, including the impacts of roads; and off-site impacts related to construction material acquisition, processing, and transportation. The potential effects of the operation and maintenance of the facilities include habitat fragmentation and barriers to gene flow, increased noise, electromagnetic field generation, microclimate alteration, pollution, water consumption, and fire. Facility design effects, the efficacy of site-selection criteria, and the cumulative effects of USSED on regional wildlife populations are unknown. Currently available peer-reviewed data are insufficient to allow a rigorous assessment of the impact of USSED on wildlife. © 2011 by American Institute of Biological Sciences. All rights reserved.
Troyer J.M.,Maryville College
Death Studies | Year: 2014
This study examined older widowers' descriptions and interpretations of their postdeath encounters, including sense of presence experiences and sensory experiences (e.g., saw the deceased, heard the deceased's voice). Six older widowers who had reported at least one postdeath encounter were interviewed. Their responses were interpreted within a constructivist perspective. Each widower's explanation of the encounters generally matched his individual religious/spiritual worldview. The participants used both internal (e.g., “My mind was tricking me”) and external (e.g., a sign from heaven) sources to explain their postdeath encounters. The author presents implications for future research. © 2014, Copyright Taylor & Francis Group, LLC.
Wittenberg L.,Maryville College
SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education | Year: 2015
Computer Science departments have special requirements for their computing environments, distinct from the "normal" requirements of most other departments. However, shrinking budgets and other factors make it difficult for many of us to provide an adequate computing environment for our students, above and beyond the generic support provided by our school's computing services division. This paper describes the use of bootable, "live"USB keys to provide students with a standard, portable environment that they can use on their own computers as well as in our labs. Copyright © 2015 ACM.
O'Gorman M.J.,Maryville College
International Journal of Sustainability Policy and Practice | Year: 2013
Tennessee, a socially conservative southeastern US state and one of the more politically "red" states in America, has actively acquired renewable energy businesses. Public-private partnerships in the Volunteer State have challenged existing regional socio-political stereotypes by creating projects or hosting firms that are developing next generation solar, ethanol, biomass, and wind energies. While pleasing to sustainably based green job advocates, Tennessee’s emerging green economy perplexes environmentalists; given the state’s continuing support of nuclear power plant construction, historic Appalachian Mountain coal extraction, present-day fracking, and the state’s half-century of hydroelectric energy generation. How can understanding a state’s paradoxical energy economy help to more clearly define green jobs and regional sustainable economics? Is it possible that a coal, nuclear, and renewable energy state be held out as a model of sustainability? Analyzing green jobs scholarship and data revealing TN’s green economy will help to explain Tennessee’s current, and possibly future, path to economic prosperity and environmental sustainability. © Common Ground, Mark O’Gorman, All Rights Reserved.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 26.00K | Year: 2012
Formal Responses to Increasing Diversity within Social Institutions
Tricia C. Bruce, PI
How do social institutions respond to increasing diversity? This research examines the question of the accommodation of subcultures in religious institutions via an in-depth, national look at non-territorial parishes in the U.S. Catholic Church. Data are drawn from: (1) a nationwide survey of dioceses regarding the presence and creation of non-territorial or personal parishes, and (2) follow-up case studies of personal parishes in several dioceses.
In a context of increasing racial, political, and cultural diversification in the U.S., this study brings attention to how the largest U.S. religious denomination has fostered and managed congregations which serve sub-cultural groups. It maps an important concept (the personal parish) which has growing and significant implication for how Americans build and define religion in local contexts. The creation of personal parishes to serve subcultures of Catholics on the basis of ethnicity, language, rite, or other reason reveals how religious groups act within a pluralistic religious marketplace driven increasingly by identity rather than territorial ascription. Findings carry significance not only for religious groups in their attempts to accommodate diversity from within but also for a broader understanding of homophily and heterogeneity in American life as revealed in a variety of social institutions.
This project brings empirical data to bear on questions relevant to all social institutions facing subcultural diversification. Its relevance to the ways social institutions accommodate diversity and organize amidst changing local contexts can be utilized by scholars and policy makers.
Its broader impacts also include (1) training for undergraduate students at an Appalachian, non-PhD granting college (including multilingual and first-generation college students) in the methodology of the social sciences, (2) presentation to broad audiences interested in the theoretical and cultural implications of responses to subcultural diversity in American religion and other social institutions, and (3) public access to previously ungathered information on congregations geared toward traditionally marginalized populations. A resulting database of personal parish profiles will facilitate future studies of diversification in the American religious landscape.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 301.89K | Year: 2012
The Scots Science Scholars (S^3) program is a four-year program designed to increase retention and graduation rates of underrepresented and first generation students in STEM majors at Maryville College in Tennessee. The program includes three vital components designed to retain students in STEM fields to graduation. (1) The summer bridge program coordinates lab work with mathematical content and emphasizes discovery learning to prepare students for college-level STEM work. (2) The specialized first-year curriculum is designed to build community and provide academic support for the students through common coursework in STEM disciplines. In particular, the orientation course includes strategies for success in college level STEM courses, field trips and guest speakers related to STEM disciplines. (3) The research/leadership experience begins in the first year and is integrated with the Maryville College core curriculum through experiential education and the capstone senior study project. Student participants build leadership skills by acting as mentors, spokespersons and role models for incoming S^3 students.
This program reveals the impact of such efforts on retention of students from underrepresented groups in STEM majors at a small, liberal arts college with a majority white population. It also clarifies the significant effects of a bridge program and undergraduate research separate from the extra attention and mentoring student participants receive in similar programs at large universities, since these are part of the Maryville College experience for all students. S^3 informs the implementation of similar programs at other small liberal arts colleges.