Dobbs Ferry, NY, United States
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The International Nurses Association is pleased to welcome Donna S. Gloe, RN, EdD, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Donna S. Gloe is a Registered Nurse with 33 years of experience in her field and an extensive expertise in all facets of nursing, especially education, simulation, medical/surgical, dialysis, informatics, and critical care. Donna is currently serving as Clinical Faculty within Mercy College of Nursing and Health Sciences of Southwest Baptist University in Springfield, Missouri, and is also affiliated with Mercy Hospital Springfield. Donna S. Gloe graduated with her initial Nursing Degree from St. John’s College in 1983, becoming a registered nurse. An advocate for continuing education, Donna went on to gain her Bachelor of Science Degree in Nursing in 1990 from Southwest Baptist University, followed by her Master of Science Degree in Nursing Education in 1999 from Missouri State University. Furthermore, Donna obtained her Doctorate of Health Care Education from Nova Southeastern University Shepard Broad College of Law. For her wealth of experience and knowledge, Donna has been published extensively. She keeps up to date with the latest advances and developments in nursing by maintaining a professional membership with American Medical Association, the Academy of Medical-Surgical Nurses, and the Sigma Theta Tau International Honor Society of Nursing. Donna makes a difference in the lives of her students by teaching them to think critically, and attributes her success to her desire to be the best that she can be. In her free time, Donna enjoys quilting, listening to music, and participating in volunteer medical missions. Learn more about Donna S. Gloe here: and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.

The International Nurses Association is pleased to welcome Katherine L. Bowser, BSN, RN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Katherine L. Bowser is a Registered Nurse with 11 years of experience in her field and an extensive expertise in all facets of nursing, especially medical/surgical and intensive care nursing, as well as education and training. Katherine is currently serving patients within Parallon while finishing her Masters of Science. Katherine L. Bowser attended Mercy College of Northwest Ohio, graduating with her Bachelor of Science Degree in Nursing in 2006. An advocate for continuing education, she currently is attending school to obtain her Master of Science Degree in Nursing with a focus on Family Practice Nursing from the University of Texas at Arlington.  She will be graduating Spring 2017. To keep up to date with the latest advances and developments in the 2147896133 membership with the American Association of Nurse Practitioners. She attributes her success to her drive to be a positive role model to her two children, and when she is not assisting her patients, Katherine enjoys spending quality time with her family. Learn more about Katherine L. Bowser here: and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.

News Article | February 15, 2017

The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best schools with online programs in the state of New York for 2017. More than 70 schools were ranked overall, with Columbia University, New York University, Cornell University, Syracuse University and University at Buffalo coming in as the top four-year schools. Among two-year schools, Monroe Community College, Niagara County Community College, Hudson Valley Community College, Genesee Community College and Tompkins Cortland Community College earned top spots. “College-bound students have many options for post-secondary education in New York state, but they don’t necessarily need to travel to a campus to be successful,” said Doug Jones, CEO and founder of “The schools on this list are strong examples of what today’s online learning is all about: providing quality education to enhance student success outside of a traditional classroom environment.” Schools on the Best Online Schools list must meet specific base requirements to be included: each must be institutionally accredited and be classified as public or private not-for-profit. Each college was also scored based on additional criteria that includes cost and financial aid, variety of program offerings, student-teacher ratios, graduation rates, employment services and more. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: New York’s Best Online Four-Year Schools for 2017 include the following: Adelphi University Canisius College Clarkson University Columbia University in the City of New York Concordia College-New York Cornell University CUNY Graduate School and University Center CUNY John Jay College of Criminal Justice Dominican College of Blauvelt D'Youville College Fordham University Hofstra University Ithaca College Jewish Theological Seminary of America Keuka College LIU Post Marist College Medaille College Mercy College Metropolitan College of New York Mount Saint Mary College New York Institute of Technology New York University Niagara University Nyack College Pace University-New York Roberts Wesleyan College Rochester Institute of Technology Saint John Fisher College Saint Joseph's College-New York St. Bonaventure University St. John's University-New York St. Thomas Aquinas College Stony Brook University SUNY at Albany SUNY at Binghamton SUNY Buffalo State SUNY College at Brockport SUNY College at Oswego SUNY College at Plattsburgh SUNY College of Technology at Canton SUNY College of Technology at Delhi SUNY Empire State College SUNY Institute of Technology at Utica-Rome SUNY Maritime College SUNY Oneonta Syracuse University The College of Saint Rose The New School The Sage Colleges New York’s Best Two Year Online Schools for 2017 include the following: Bramson ORT College Cayuga Community College Corning Community College CUNY Borough of Manhattan Community College Finger Lakes Community College Fulton-Montgomery Community College Genesee Community College Herkimer College Hostos Community College Hudson Valley Community College Jamestown Community College Jefferson Community College Mohawk Valley Community College Monroe Community College Niagara County Community College North Country Community College Suffolk County Community College SUNY Broome Community College SUNY Orange SUNY Ulster SUNY Westchester Community College Tompkins Cortland Community College ### About Us: 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.

Romeo E.M.,Mercy College
Journal of Nursing Education | Year: 2010

The concept of critical thinking has been influential in several disciplines. Both education and nursing in general have been attempting to define, teach, and measure this concept for decades. Nurse educators realize that critical thinking is the cornerstone of the objectives and goals for nursing students. The purpose of this article is to review and analyze quantitative research findings relevant to the measurement of critical thinking abilities and skills in undergraduate nursing students and the usefulness of critical thinking as a predictor of National Council Licensure Examination-Registered Nurse (NCLEX-RN) performance. The specific issues that this integrative review examined include assessment and analysis of the theoretical and operational definitions of critical thinking, theoretical frameworks used to guide the studies, instruments used to evaluate critical thinking skills and abilities, and the role of critical thinking as a predictor of NCLEX-RN outcomes. A list of key assumptions related to critical thinking was formulated. The limitations and gaps in the literature were identified, as well as the types of future research needed in this arena. © SLACK Incorporated.

Golisz K.,Mercy College
American Journal of Occupational Therapy | Year: 2014

This systematic review synthesizes the research on interventions used by occupational therapy practitioners to address cognitive and visual function, motor function, driving skills, self-regulation and self-awareness, and the role of passengers and family involvement in the driving ability, performance, and safety of older adults. After a comprehensive search of the research literature, 29 studies were reviewed and synthesized into five themes: (1) educational interventions including family education, (2) cognitive-perceptual training, (3) interventions addressing physical fitness, (4) simulator training, and (5) behind-the-wheel training. Outcome measures used in the studies included changes in knowledge through speed of processing, physical and cognitive skills predicted to reduce crash risk, simulated driving, and real-world driving. The studies demonstrated low to moderate positive effects for interventions used by occupational therapy practitioners to improve older driver performance.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 78.47K | Year: 2016

The Introductory Physics for Life Science (IPLS) Portal will enhance the education of hundreds of thousands of life science students each year by providing engaging and effective IPLS instructional materials and helping IPLS instructors use these materials. This collaborative effort of the American Association of Physics Teachers and eight colleges and universities, including a community college and a Hispanic-serving institution, will create an open-source, peer-reviewed, and innovatively structured environment for IPLS content. Initially containing materials from multiple NSF-funded research and development projects, the Portal will become a development platform for IPLS curricula. The site will serve as both an archive and a dissemination tool, including a course-building interface for faculty. Instructors will be supported in creating innovative and individualized courses, mixing and matching from multiple sources tuned to their needs, offering a flexible and low-cost alternative to traditional textbooks.

Many of the objectives and features of the project are innovative. Hence, the project also includes research components of four critical and interacting elements: IPLS content, IPLS pedagogy, the organizational structure of the site, including tagging and taxonomy of all elements for appropriate selection to meet the needs of individual users, and the user interface. Three overlapping research teams will carry out this work: the User-Centered Design team, the Instructional Content Design team, and the Community-Building and Professional-Development team. This project focuses on engaging and expanding three communities: (1) physics and biology education researchers, (2) IPLS contributors, and (3) IPLS adopters wanting to use and adapt existing IPLS materials. Merging and expanding the efforts of these communities will occur through a combination of workshops, online support communities, and research to advance the understanding of faculty professional development for IPLS education. The IPLS-Portal infrastructure, once developed, could be used to provide a community-sourcing environment for other STEM disciplines.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.17M | Year: 2016

With funding from the National Science Foundations Robert Noyce Teacher Scholarship program, the Mathematics Education Intensive Residency Project Focusing on Veterans will recruit veterans with strong mathematics backgrounds and prepare them to become grade 7-12 grade mathematics teachers. The project will fund twenty scholarships/fellowships over four years. In this project, Mercy College will collaborate with the Yonkers Public School District. The program will implement a clinically rich masters degree program in secondary mathematics education to investigate the nexus between theory and practice, and will benefit Noyce Scholars through the partnership between school practitioners and college faculty. The program will provide recipients with the content and methodology necessary to work effectively in inclusive and traditional mathematics classrooms. Particular emphasis will be given to helping candidates understand the spirit, intent, and content of the Common Core State Standards for Mathematics, and will investigate multiple strategies for implementing successful research-based mathematics education in high-need classrooms. At the conclusion of this 14-month masters degree program, candidates will be eligible for certification and employment.

The project will correlate with current education reform practice to support a cohort model, clinical residency and follow-up induction services as a means for preparing and retaining successful teachers, and will follow the professional development model suggested by data from the Council for the Accreditation of Educator Preparation (CAEP) and the Center for Teaching Quality. It will guide each cohort through a sequence of activities designed to integrate theory and practice, including research-based courses in teaching, the use of technology in the classroom, differentiated teaching strategies, and implementing the Common Core State Standards for Mathematics. The program will provide a coherent curriculum and sequenced courses requiring increasing levels of knowledge for application to the clinical residency and emphasize authentic classroom teaching under the mentorship of a well-qualified mathematics teacher and guidance from visiting Mercy College clinical faculty. A year of follow-up support for each cohort will be provided through online seminars, SKYPE and after-school learning workshops. Through multiple sources -- coursework, the internship, certification tests, and the awarding of the degree -- the project will verify candidates level of competence to teach mathematics curricula in secondary schools, and will evaluate the progress of student achievement in their classes. Data collected from this project will provide an understanding of 1) whether veterans can serve as successful role models for at-risk youngsters by bringing the value-added strengths of maturity and teamwork skills to secondary school teaching and school capacity-building and 2) whether an ongoing learning community will empower a successful transition to civilian life, enable veterans to become effective teachers upon entering the profession, and work productively with diverse populations of secondary school students and educator colleagues.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 626.82K | Year: 2013

This project provides scholarships to support academically talented students with demonstrated financial need in attaining baccalaureate degrees in biology, computer information science, and mathematics at Gwynedd-Mercy College. In addition to scholarship aid, students are being supported through such activities as a living-learning community, modules and coaching on STEM study-skills, and peer tutoring. The project also features comprehensive training in ethics, leadership and decision making, seeking to graduate students imbued not only with the knowledge and competencies in STEM, but also sound ethical judgment. The intellectual merit of this project lies in the well-planned, literature-based activities to support student learning and success. The broader impacts include strengthening relationships with local schools and employers, as well as contributing to workforce needs, notably in bio- and information technology, in the Greater Philadelphia region. The focus on ethics education also serves as a model for similar institutions in the region and beyond.

Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.10M | Year: 2014

The Mercy Intensive STEM Teacher Initiative (MISTI), a Track I, Phase I Noyce Teacher Scholarship Program, is a five year program designed to produce 20 certified high school or middle school math and biology teachers, each with a major in biology or mathematics and each earning a Masters in Adolescence Education as well as New York State teaching certification. Partner organizations include Yonkers Public Schools, the Public Schools of the Tarrytowns, Ossining Public Schools, and Harry S. Truman High School in the Bronx, Westchester Community College, Bronx Community College, and Rockland Community College. Activities specifically designed for this program include STEM Summer Immersion Camps at the end of the freshman and sophomore years and, for juniors and seniors, an introduction to teaching that features classroom observations, peer teaching, pedagogical seminars, workshop development and presentation at the Mercy College Parent Center. It culminates in a full-year clinical residency in high-need middle and high schools. Noyce Scholars receive intensive mentoring at the undergraduate, graduate, and induction levels. The program puts an emphasis on community building through an online community of practice; and explicitly integrates STEM subjects through a summer engineering experience at the Polytechnic Institute of New York University.

Intellectual Merit: The program design is firmly grounded in the literature on effective practices in teacher preparation and is adding to that growing body of knowledge through analysis of the outcomes of providing intensive mentoring, summer research and collaborative learning activities, and hands-on engineering experiences (a subject not traditionally included in teacher preparation but one of growing importance in K-12 education). MISTI project data is informing math and science teacher educators and other researchers of best practices related to the: 1) recruitment of underrepresented students into STEM teaching; 2) improving teacher retention in high-need schools; and 3) clinically rich models of teacher preparation.

Broader Impacts: By forging formal partnerships with regional community colleges, this project creates a new pathway for community college students in and around New York City to become STEM educators. Project findings are shared with partner colleges and through conference presentations, workshops, and peer-reviewed literature.

Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 608.54K | Year: 2015

The Opportunities for STEM Achievement (OSA) program at Mercy College, a federally-designated Hispanic Serving Institution, will award scholarships of $4,000 to incoming freshmen and transfer students and scholarships of up to $6,000 per year to continuing students pursuing degrees in: Computer Information Systems, Computer Science, Cybersecurity, and Mathematics. OSA will serve a population of academically talented, financially needy students who are often first-generation and largely underrepresented in these fields. The goal of the program will be to assure that at least 85 percent of OSA scholars graduate in in four or five years. The OSA program will result in an increase of the number of individuals prepared for entry into the STEM workforce and able to pursue graduate education in STEM disciplines.

The OSA program will build on the successes of three former NSF grants. OSA scholars will receive personalized advisement along with an Individual Achievement Plan designed to improve persistence; faculty-mentored research and opportunities to present at conferences; seminars and career exploration presented by external professionals; traditional support services including professional and peer tutoring to increase academic achievement; and assistance with career preparation for immediate entry in STEM employment or admission to graduate school. Annual assessments, facilitated by an external evaluator, will measure scholar graduation rates and will also inform changes that may need to be made in OSAs design during implementation. Lessons learned and effective practices that emerge from the program evaluation data will be disseminated to the STEM education community and help enlarge the knowledge base regarding attributes and practices of successful scholarship programs of this type.

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