Mayville, ND, United States

Mayville State University
Mayville, ND, United States

Mayville State University is an institution of higher learning in Mayville, North Dakota, United States, part of the North Dakota University System.The university has an attendance of 449 full-time students. The school athletic teams are called the Comets. The president is Dr. Gary Hagen.Students attending Mayville State University are issued a tablet PC purchased with their student fees. Wikipedia.

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Sletten S.R.,Mayville State University
Journal of Science Education and Technology | Year: 2017

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students’ perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students’ perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. © 2017 Springer Science+Business Media New York

News Article | July 22, 2017
Site:, a popular education-focused website that provides in-depth information on teacher preparation programs and certification requirements in the US, has released its ranking of the top online master’s degrees in education. To be considered for the list, schools with a hybrid online master’s program designed to lead to first-time certification for new teachers were evaluated for not-for-profit status and accreditation from one of the six regional accreditation agencies in the US recognized by the US Department of Education. The online master’s programs from the schools included are also equivalent to degrees granted to traditional, on-campus students. The rankings were based on factors measuring academic excellence, student experience and support, and graduate success. The ranking uses a unique methodology that considers such factors as the average tuition cost per online credit hour; program accreditation by CAEP (or legacy accreditation from TEAC or NCATE); graduation rate; the average tuition cost per online credit hour; and school rankings according to US News & World Report in the regional, national, and online categories. According to Rob Voce, founder of, “A growing number of education schools are hosting online teacher preparation programs at the master’s level to respond to teacher shortages in high-demand subjects and in select regions of the US. Our list differentiates itself from others by honing in on master’s programs designed for initial certification, also known as career-changer programs.” Overall, 34 hybrid and online master’s in education programs met the screening benchmarks and ranked on this year’s list. As well as providing data for the ranking factors of included programs, the 2017 Top-Ranked Online Master’s in Education Programs list includes in-depth information on schools’ admissions statistics and requirements; tuition comparisons for in-state, out-of-state, and online students; and the services and support available to online students. Users can also view: -In-depth profiles of select online graduate teaching programs -Data on faculty experience levels, including the percentage of faculty with terminal degrees -Foundational teaching courses for profiled programs -Debt statistics for graduate students for select programs The top schools on this year’s list are: 1. Clemson University (Clemson, SC) 2. University of St. Francis (Joliet, IL) 3. Mayville State University (Mayville, ND) 4. Kansas State University (Manhattan, KS) 5. Arizona State University (Tempe, AZ) 6. North Carolina State University (Raleigh, NC) 7. University of the Cumberlands (Williamsburg, KY) 8. Old Dominion University (Norfolk, VA) 9. Valley City State University (Valley City, ND) 10. University of Tennessee at Martin (Martin, TN) 11. Northwestern State University of Louisiana (Natchitoches, LA) 12. University at Albany, SUNY (Albany, NY) 13. University of Southern California (Los Angeles, CA) 14. University of Arkansas at Monticello (Monticello, AR) 15. Oregon State University (Corvallis, OR) 16. Western Oregon University (Monmouth, OR) 17. Stevenson University (Stevenson, MD) 18. Western State Colorado University (Gunnison, CO) 19. University of West Alabama (Livingston, AL) 20. State University of New York at Oneonta (Oneonta, NY) 21. Western Governors University (Salt Lake City, UT) 22. University of Louisiana Monroe (Monroe, LA) 23. Merrimack College (North Andover, MA) 24. Saint Joseph's University (Philadelphia, PA) 25. California State University-Fullerton (Fullerton, CA) 26. McDaniel College (Westminster, MD) 27. Texas Woman's University (Denton, TX) 28. State University of New York at Brockport (Brockport, NY) 29. Concordia University Wisconsin (Mequon, WI) 30. University of Maryland University College (Marlboro, MD) 31. Belhaven University (Jackson, MS) 32. City University of Seattle (Seattle, WA) 33. Metropolitan State University of Denver (Denver, CO) 34. Gwynedd Mercy University (Gwynedd Valley, PA) *See the full rankings and program details here: About is a resource for those looking to explore, begin, or advance careers in education. The site’s editorial staff have written and published a wealth of information on how to become a teacher, including teacher certification, teaching degrees, teaching careers, related articles, news, and interviews. The information presented on is drawn from the latest available government-backed data and state teacher licensing standards.

News Article | November 24, 2016
Site:, a leading higher education information resource provider, has released its picks for the Best Colleges in the U.S. to earn an Online Teaching Degree from in 2016-2017. Comparing data on affordability and student success from thousands of schools with online teaching programs, the rankings list the top 100 two-year and four-year schools respectively. Schools topping the four-year list include Dickinson State University, Fort Hays State University, North Carolina Central University, East Carolina University and University of Southern Mississippi; schools topping the two-year list include East Mississippi Community College, Arizona Western College, Holmes Community College, Northeast Community College and Odessa College. "There were 3.5 million teachers working in elementary and secondary education in the U.S. in 2014,” said Dan Schuessler, CEO and Founder of “It’s important for us to help aspiring teachers and those looking to advance their career in education find the best opportunities to earn an affordable, quality online teaching degree.” Schools who earn a spot on the Best Online Teaching Degrees lists must qualify by meeting certain baseline requirements. requires all schools to be institutionally accredited, public or private not-for-profit institutions to be eligible. Colleges must also meet minimum affordability standards, offering in-state tuition under $5,000 per year at two-year schools and under $25,000 per year at four-year schools. Final scoring and ranks are determined by comparing data on more than a dozen qualitative and quantitative measures, such as financial aid availability and graduation rates. All schools on the 2016-2017 Best Online Teaching Degrees list can be found below. The attached map shows how many schools were honored by state. The full rankings can be found along with data and methodology details at: Allen County Community College Amarillo College Arizona Western College Arkansas Northeastern College Arkansas State University - Mountain Home Asheville-Buncombe Technical Community College Baltimore City Community College Bay Mills Community College Bluegrass Community and Technical College Casper College Central Texas College Coconino Community College College of Southern Idaho Collin College Colorado Northwestern Community College Dakota College at Bottineau Dawson Community College East Mississippi Community College Eastern Wyoming College Edgecombe Community College El Paso Community College Front Range Community College Gateway Community and Technical College Haywood Community College Henry Ford Community College Holmes Community College Kilgore College Lenoir Community College Lone Star College Mitchell Community College Montgomery Community College Navarro College Nebraska Indian Community College North Central Missouri College Northeast Community College Northwest Mississippi Community College Odessa College Ozarks Technical Community College Pamlico Community College Panola College Pima Community College Shoreline Community College Stanly Community College Tri-County Community College Truckee Meadows Community College Tulsa Community College Tyler Junior College Washtenaw Community College Western Oklahoma State College Yavapai College Appalachian State University Arkansas Tech University Bowling Green State University - Main Campus Chadron State College Chaminade University of Honolulu Concordia University - Saint Paul Dickinson State University East Carolina University Eastern Kentucky University Eastern New Mexico University - Main Campus Ferris State University Fort Hays State University Granite State College Great Basin College Hobe Sound Bible College Indiana State University Judson College Lesley University Liberty University Mayville State University Minot State University Newman University North Carolina A & T State University North Carolina Central University Northeastern State University Northern Arizona University Southeastern Oklahoma State University Southern Arkansas University Main Campus Southwestern College Sterling College SUNY College at Oswego The University of West Florida University of Alaska Fairbanks University of Alaska Southeast University of Central Missouri University of Louisiana at Monroe University of Missouri - Columbia University of Nebraska at Kearney University of North Carolina at Greensboro University of Northern Colorado University of South Dakota University of Southern Mississippi University of the Southwest University of West Alabama Wayland Baptist University Western Carolina University Western Kentucky University Western New Mexico University Wilmington University Winston-Salem State University 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.

News Article | November 27, 2016

Colleges with the Best Online Social Work Degree Programs are being honored in a new ranking released by leading higher education information and resource provider The 2016-2017 list pinpoints 43 schools with social work degree programs online that offer the best overall combination of quality and value for students. Schools at the top of the list include the University of Alaska Fairbanks, University of Alabama, Goodwin College, Northern Arizona University, Washburn University and Washington State University. "Aspiring social work students have more options than ever when it comes to finding the right school,” said Dan Schuessler, CEO and Founder of “These colleges are offering students added flexibility by taking their social work programs online, and are the best in the nation when it comes to affordability, quality and overall student success.” To qualify for a spot on the ranking, schools must meet several specific baseline quality standards. All schools chosen are accredited, public or private not-for-profit institutions, and each must offer in-state tuition at or below $25,000 or less annually to qualify. All eligible colleges are scored based on more than a dozen unique data points and statistics, including financial aid offerings and graduation rates. Each school’s ranking is determined based on their final school-specific score. All schools recognized on the 2016-2017 Best Online Social Work Degrees ranking can be found listed alphabetically below. Full details on school scores and the data and methodology used to rank colleges are available at: The Best Colleges to earn an Online Social Work Degree for 2016-2017: Amridge University Bemidji State University Brandman University Brescia University Brigham Young University - Idaho California State University - East Bay Colorado State University - Fort Collins Goodwin College Hannibal-LaGrange University Indiana Wesleyan University Mayville State University Mercy College Metropolitan State University of Denver Mid-Atlantic Christian University Missouri State University - Springfield North Dakota State University - Main Campus Northern Arizona University Oregon State University Pennsylvania State University - Main Campus Pennsylvania State University - Altoona Pennsylvania State University - Brandywine Pennsylvania State University - Shenango Pennsylvania State University - Worthington Scranton Pennsylvania State University - York Prairie View A & M University Presentation College Salisbury University Spring Arbor University The University of Alabama The University of Texas of the Permian Basin Thomas University Union Institute & University University of Alaska Fairbanks University of Arizona University of North Alabama University of Utah University of Wisconsin - Stout Utah State University Viterbo University Washburn University Washington State University Wayne State University Western New Mexico University 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.

Nietfeld J.P.,North Dakota State University | Schwiderski R.L.,North Dakota State University | Gonnella T.P.,Mayville State University | Rasmussen S.C.,North Dakota State University
Journal of Organic Chemistry | Year: 2011

The synthesis and characterization of the extended thieno[3,4-b]pyrazine analogues acenaphtho[1,2-b]thieno[3,4-e]pyrazine (3a), 3,4-dibromoacenaphtho[1, 2-b]thieno[3,4-e]pyrazine (3b), 3-octylacenaphtho[1,2-b]thieno[3,4-e]pyrazine (3c), dibenzo[f,h]thieno[3,4-b]quinoxaline (4), and thieno[3′,4′:5, 6]pyrazino[2,3-f][1,10]phenanthroline (5) are reported. Comparison of structural, electrochemical, and photophysical properties to those of simple thieno[3,4-b]pyrazines are provided in order to provide structure-function relationships within this series of compounds. © 2011 American Chemical Society.

Mehus J.O.,Mayville State University | Vaughan J.A.,Mayville State University
Vector-Borne and Zoonotic Diseases | Year: 2013

To understand local transmission of vector-borne diseases, it is important to identify potential vectors, characterize their host feeding patterns, and determine if vector-borne pathogens are circulating within the region. This study simultaneously investigated these aspects of disease transmission by collecting engorged mosquitoes within two rural study sites in the central Red River Valley of North Dakota. Mosquitoes were identified, midguts were excised, and the blood was expelled from the midguts. DNA was extracted from blood meals and subjected to PCR and direct sequencing to identify the vertebrate origin of the blood. Using different primer sets, PCR was used to screen for two types of vector-borne pathogens, filarioid nematodes and hemosporidian parasites. White-tailed deer were the primary source of blood meals for the eight aedine mosquito species collected. None of the 288 deer-derived blood meals contained filarioid or hemosporidian DNA. In contrast, 18 of 32 Culex tarsalis and three of three Cx. pipiens blood meals contained avian blood, representing eight different species of birds. Of 24 avian-derived blood meals examined, 12 contained Plasmodium DNA, three of which also contained Leucocytozoon DNA (i.e., dual infection). Potential confounding effects resulting from parasite acquisition and development from previous blood meals (e.g., oocysts) were eliminated because host blood had been removed from the midguts prior to DNA extraction. Thus, specific parasite lineages/species could be unequivocally linked to specific vertebrate species. By combining mosquito identification with molecular techniques for identifying blood meal source and pathogens, a relatively small sample of engorged mosquitoes yielded important new information about mosquito feeding patterns and hemosporidia infections in birds. Thorough analyses of wild-caught engorged mosquitoes and other arthropods represent a powerful tool in understanding the local transmission of vector-borne and zoonotic diseases. © 2013 Mary Ann Liebert, Inc.

Kingsbury A.,University of Hawaii at Manoa | Kingsbury A.,Mayville State University
Journal of Wine Research | Year: 2013

The Kōfu Basin in Yamanashi Prefecture is at the center of table grape and wine production in Japan. This article traces the historical geographies of the growing and fermentation of Delaware grapes in this region. Data were gathered from over 145 interviews with stakeholders across the table grape and wine industries, extensive archival research and participant observation as a grape farmer in the Kōfu Basin for over one and a half years. Emphasis is placed on intertwining that history to overarching developments in local viticulture and winemaking. This includes tracing the arrival of the cultivar from the USA to Japan at the start of the Meiji Restoration in 1868, early fermentation and later rapid diffusion linked to its popularity as the first commercially available seedless cultivar. Delaware reached the pinnacle of its popularity as a grape for the table and wine in the 1960s and 1970s, before changes in consumer demands to higher value table grapes and away from sweet wines led to its fairly rapid decline. Although significantly less Delaware is grown or fermented today, this introduced grape was and surprisingly continues to be highly influential on the developmental trajectories of Japanese grape growing and winemaking. © 2013 Taylor & Francis.

Golam Masum Akond A.S.M.,Mayville State University | Crawford H.,Mayville State University | Berthold J.,Mayville State University | Talukder Z.I.,Mayville State University | Hossain K.,Mayville State University
American Journal of Food Technology | Year: 2011

In this study, the variation of zinc (Zn), iron (Fe), calcium (Ga) and magnesium (Mg) and the interference of phytic acid (PA) on their availability was investigated in 29 US grown and CIAT breeding genotypes of common bean. Fe levels showed the highest variation (8.9-112.9 mg kg-1) followed by Ca (58.67-122.98 mg kg-1) and Zn (30.90-64.60 mg kg-1) while variability of Mg concentration (6.47- 11.05 mg kg-1) is the least among the mineral components. PA showed a wide range of variability (12.52- 316.42 m kg-1) and inversely correlated with Fe, Ca and Mg concentrations. The results of the minerals and PA concentration can be interpreted in terms of expected bio-availability of minerals and the correlation study indicated that the presence of high concentration of PA inhibit the availability of most minerals under study in common beans. We suggest that the genotypes, MIB466, MIB465, MIB152 and JaloEEP 558 could be considered as sources of high Zn and Vista and NUA56-1770 for high seed Fe. We also identified G122 for high Ca and JaloEEP558 genotype for high Mg. We conclude that there is scope for the enhancement of mineral contents of common bean by selecting suitable genotype and bean products require processing for dephytinization for the improvement of mineral availability. © 2011 Academic Journals Inc.

Crampton M.,Delaware State University | Sripathi V.R.,Delaware State University | Hossain K.,Mayville State University | Kalavacharla V.,Delaware State University
Frontiers in Plant Science | Year: 2016

Common bean (Phaseolus vulgaris L.) is economically important for its high protein, fiber, and micronutrient contents, with a relatively small genome size of ~587 Mb. Common bean is genetically diverse with two major gene pools, Meso-American and Andean. The phenotypic variability within common bean is partly attributed to the genetic diversity and epigenetic changes that are largely influenced by environmental factors. It is well established that an important epigenetic regulator of gene expression is DNA methylation. Here, we present results generated from two high-throughput sequencing technologies, methylated DNA immunoprecipitation-sequencing (MeDIP-seq) and whole genome bisulfite-sequencing (BS-Seq). Our analyses revealed that this Meso-American common bean displays similar methylation patterns as other previously published plant methylomes, with CG ~50%, CHG ~30%, and CHH ~2.7% methylation, however, these differ from the common bean reference methylome of Andean origin. We identified higher CG methylation levels in both promoter and genic regions than CHG and CHH contexts. Moreover, we found relatively higher CG methylation levels in genes than in promoters. Conversely, the CHG and CHH methylation levels were highest in promoters than in genes. This is the first genome-wide DNA methylation profiling study in a Meso- American common bean cultivar (“Sierra”) using NGS approaches. Our long-term goal is to generate genome-wide epigenomic maps in common bean focusing on chromatin accessibility, histone modifications, and DNA methylation. © 2016 Crampton, Sripathi, Hossainand Kalavacharla.

PubMed | Mayville State University and Delaware State University
Type: | Journal: International journal of genomics | Year: 2017

Histone deacetylases (HDACs) are important regulators of gene transcription thus controlling multiple cellular processes. Despite its essential role in plants,

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