Monroe College is an American for-profit college in New York State with campuses in The Bronx, New Rochelle, and Queens. It also has a campus in the Caribbean nation of Saint Lucia. The college is named after James Monroe, the fifth President of the United States.The college offers Associate and Bachelor's degrees in accounting, business, information technology, health services, law enforcement and cookery, and, through King Graduate School, four Master's programs.Students at the school are 64% female and 36% male; about 48% are of black or African-American ethnicity and about 44% of Hispanic or South American origin. Wikipedia.
News Article | May 4, 2017
Monroe College, a national leader in educating urban and international students, today held its 8th annual “Male Empowerment Event” to inspire seniors from local high schools to develop the confidence, courage, and conviction to pursue their academic, personal, and professional dreams. The College began this annual workshop eight years ago to help combat a deep-rooted problem within American higher education -- the weak enrollment and even weaker program completion rates for urban minority men, specifically African-Americans and Latinos. Programming is designed to encourage students to reject unhealthy social pressures, continue their education, and lead positive, productive lives. Approximately 200 minority students from local high schools in the Bronx attended this year’s event. Its theme -- “Tying into Manhood” – was chosen to reflect the journey the participants have started as they prepare to graduate high school and transition into adulthood. Keynote remarks from Sherman A. Browne, a recognized advocate for improving academic, personal, professional and social outcomes for young men of color, and Dean Meminger, a respected journalist with NY1, emphasized the importance of academic excellence, personal accountability, character, and community service. Small group mentoring provided by approximately 30 accomplished male role models followed the guest speakers’ stirring remarks. Monroe College faculty and staff, as well as judges, lawyers, doctors, members of law enforcement, bankers, and entrepreneurs served as the mentors. They spoke with students about their personal challenges and career opportunities, and encouraged them to similarly open up about their goals and plans to achieve them. The event concluded with a Tie Ceremony, during which the mentors presented each of the students with a blue and gold tie and taught them how to properly tie it. As part of this tradition, the young men, their mentors, and other men involved in the program then pledged their commitment to lead by example in their communities. Monroe College’s 8th Annual Male Empowerment Event was held in King Hall’s Mintz Auditorium on the College’s Bronx campus. A similar event for young high school women was held in late March. Founded in 1933, New York-based Monroe College is a nationally ranked private institution of higher learning with a student-centric learning approach that prioritizes hands-on academic experiences, practical and relevant academic programs, flexible learning schedules, best-in-class instructional technologies, and committed and engaged faculty to ensure that students are well positioned for career success upon graduation. Monroe is among the leading higher education institutions in the country for graduating minority students. Monroe College offers Certificate, Associate, Bachelor's, and Master's degree programs. It has campuses in the Bronx, New Rochelle, as well as in the Caribbean nation of St. Lucia, with programs offered through its Schools of Criminal Justice, Information Technology, Nursing, Education, Business & Accounting, Hospitality Management and Culinary Arts, and Allied Health, as well as through its liberal arts and continuing education programs, and its King Graduate School. For more information and admissions criteria, please visit http://www.monroecollege.edu.
News Article | February 15, 2017
Monroe College, a national leader in educating urban and international students, announced today that it will launch a Women's Rugby program to start in the Fall 2017 semester. Phaidra Knight, a well-known and respected U.S. Rugby “Player of the Decade” honoree, was named Women's Coach. She will work with James English, Director of Rugby at the College, to build the program. The Women's Program follows the successful launch of the Men’s Rugby program last year. It will provide female student-athletes the opportunity to play competitively at the collegiate level, playing traditional "fifteens" in the fall semester – meaning 15 players per team on the field at a time – and the faster-paced "sevens" tournament-style format during the winter and early spring. The Women’s program will run parallel to Monroe's Men’s program and compete in the NSCRO Tri State Conference, which currently boasts 19 women's collegiate rugby programs. Coaches English and Knight are currently recruiting current and potential “cross-over” players of varying rugby experience and skills to join the women’s team for play this fall. Interested players should contact James English at jenglish(at)monroecollege(dot)edu. "Consistent with the philosophy of our Men’s Rugby program launched last fall, our vision is to provide these incoming women players a positive, healthy environment with the full range of athletic resources and academic support required for student-athletes to truly thrive,” he said. “Phaidra Knight is a legend of the international game, with a wealth of experience playing and coaching. She is a fantastic role model for our women’s and men's programs, and we are delighted to welcome her to the Monroe Mustangs.” Coach Knight played with the USA Women’s National Team since 1999, having competed in the 2002, 2006, and 2010 Rugby World Cups. In 2002 and 2006, she was recognized as a World Cup All World Team/MVP for her position and, in 2010, was named the USA Rugby “Player of the Decade.” She is a member of the USA Rugby Congress and the Women’s Sports Foundation Athlete Advisory Board. She earned her undergraduate degree with honors from Alabama State University and her Juris Doctorate from the University of Wisconsin Law School. In addition to Coach Knight, the Women’s rugby program will be supported by the coaching staff of the Men’s program, who have a wealth of experience leading women’s teams. Coach English is currently Head Coach at Women's Premier League New York Rugby Club, which is ranked third in the country, and is the current USA Rugby Women's Collegiate All American Attack Coach. Additionally, Pro Rugby Ohio and Men's Coach Dylan Fawsitt helped build the Life University Women’s Program in Atlanta, Georgia. With the introduction of a Women’s Rugby team, the Monroe Mustangs athletic program will run 18 teams across nine sports. Women’s Rugby will be offered as a club sport, yet benefit from many of the same resources available to Monroe’s varsity programs. ABOUT MONROE COLLEGE Founded in 1933, New York-based Monroe College is a nationally ranked private institution of higher learning with a real world learning approach that prioritizes hands-on academic experiences, practical and relevant academic programs, flexible learning schedules, best-in-class instructional technologies, and committed and engaged faculty to ensure that students are well positioned for career success upon graduation. Monroe is among the leading higher education institutions in the country for graduating minority students. Monroe College offers Certificate, Associate, Bachelor’s, and Master’s degree programs. It has campuses in the Bronx, New Rochelle, as well as in the Caribbean nation of St. Lucia, with programs offered through its Schools of Criminal Justice, Information Technology, Nursing, Education, Business & Accounting, Hospitality Management and Culinary Arts, and Allied Health, as well as through its liberal arts and continuing education programs, and its King Graduate School. For more information and admissions criteria, please visit http://www.monroecollege.edu
News Article | October 28, 2016
Monroe College, a national leader in educating urban and international students, today announced that it inducted its first class of students into its Police Academy ScholarS (“PASS”) Program. The College developed the innovative two-year program to better prepare minority students for police academy success and support the efforts of the NYPD and other law enforcement organizations to increase their ranks’ diversity. Monroe’s School of Criminal Justice launched the program to assist promising students, especially women and minorities, eager to join the New York Police Department (NYPD) better prepare for career success, starting with the rigors of the police academy. In addition to enhanced instruction and physical training, part of the curriculum focuses on simply helping students understand the prolonged and often complicated hiring process that, according to a New York Times report last year, can take up to four years on average for entry-level positions. Many minority applicants lack support navigating the bureaucracy and drop out of the process in frustration. The PASS Program’s inaugural class of 22 students was inducted on Oct. 6. Sergeant Angel Crespo, a 2007 graduate of Monroe’s Criminal Justice program and now an adjunct professor in the School, gave the keynote address. Sergeant Crespo is also an active member of the NYPD’s 52nd Precinct. More than 70 people were in attendance as the students affirmed their commitment to the program and public service by swearing an oath to abide by the highest standards of integrity and public service. “Monroe’s PASS Program is designed to grant promising future police academy recruits, especially women and minorities, the additional support, training, and instruction that can see them successfully through the police academy and beyond,” said Michele Rodney, dean of Monroe College’s School of Criminal Justice. “The program’s curriculum is designed and taught by former and active members of the NYPD now among our faculty, individuals uniquely well-suited to the task.” PASS Program participants are enrolled within the School of Criminal Justice and have full access to available resources, including the recently installed Law Enforcement Training Simulator (LETS). The state-of-the-art teaching tool enables students to test the appropriate use of force, decision-making skills, and situational response times through realistic, computer-aided simulations of experiences they will likely encounter in the field. Students are placed in cohorts similar to the squads in the NYPD Police Academy, with each one led by a faculty mentor with years of experience in law enforcement. Each cohort will progress through the program as a unit, following the same schedule of classes and workshops to build trust, accountability, and teamwork. Admission to the program is highly competitive. Once enrolled, students must maintain full-time status and a 3.0 GPA in order to remain in good standing. PASS participants meet for 18 three-hour sessions over six semesters to prepare for all facets of a police organization’s hiring process, including written test preparation, as well as medical, physical, and psychological testing. The students will engage in physical training and workouts, academic preparation for actual police academy subjects, and hands-on learning of important police tactics. Off-campus field trips are also part of the program. Students interested in the PASS Program should contact Monroe’s Office of Undergraduate Admissions at 800-556-6676 for more information. Applicants are required to submit a PASS program application, as well as a completed Monroe College application. The admissions review process includes an assessment of academic records, disciplinary record, a background check and high school attendance records. Founded in 1933, New York-based Monroe College is a nationally ranked private institution of higher learning with a real-world learning approach that prioritizes hands-on academic experiences, practical and relevant academic programs, flexible learning schedules, best-in-class instructional technologies, and committed and engaged faculty to ensure that students are well positioned for career success upon graduation. Monroe is among the leading higher education institutions in the country for graduating minority students. Monroe College offers Certificate, Associate, Bachelor’s, and Master’s degree programs. It has campuses in the Bronx, New Rochelle, as well as in the Caribbean nation of St. Lucia, with programs offered through its Schools of Criminal Justice, Information Technology, Nursing, Education, Business & Accounting, Hospitality Management and Culinary Arts, and Allied Health, as well as through its liberal arts and continuing education programs and its King Graduate School. For more information and admissions criteria, please visit http://www.monroecollege.edu
News Article | November 2, 2016
Monroe College, a national leader in educating urban and international students, today announced that student Nathalie Waldschmidt was named the “Honors Student of the Year” at a four-year institution at the National Collegiate Honors Council’s recent annual conference in Seattle. A fourth-year student in Monroe’s Business Management program, Ms. Waldschmidt is president of Monroe’s Honors Student Board and editor of the College’s soon-to-be-launched student newspaper. She also works closely with the Northeast Regional Honors Council (NRHC), where she serves as a Conference Student Assistant and assists the Conference Chair, as well as secures sponsors and ideas to keep member institutions engaged in the region. Ms. Waldschmidt, an international student from Sprockhoevel , Germany, was chosen for this highly regarded award from among more than 50 nominees across the country. She is reported to have impressed the student-comprised selection committee with her commitment and service to the program, as well as her involvement in making presentations at regional and national conferences, and her vision to introduce an Honors program back in Germany. She was nominated by Kathryn M. MacDonald, Coordinator to Monroe’s Honors Program and a professor in its English Department. “The NCHC Student of the Year Award is the most prestigious honor the National Collegiate Honors Council bestows on member students, and the entire Monroe College community congratulates Nathalie on this extraordinary and well-earned recognition,” said Professor MacDonald. “I have mentored Nathalie since her first year on campus, and am continually impressed by her keen academic focus, uncompromising professionalism, leadership, drive, and strong ethics. Clearly, her peers on the selection committee for this award are as well.” Professor MacDonald added: “Nathalie’s selection for this award is particularly impressive given that our honors students only began attending regional and national honors conferences in the last few years. Accordingly, the award is a testament to the strength of our Honors program as much as it is to Nathalie’s myriad personal accomplishments.” Prior to enrolling at Monroe in 2013, Ms. Waldschmidt lived in Vancouver, Canada, where she worked for several companies under a year-long government-sponsored Work and Travel Program. She earlier worked for a fastener production company in Germany before making her way to the United States as an au pair in 2012. Since 2004, the Monroe College Honors Program has provided advanced learning opportunities to the College’s most accomplished students. Available to all majors at Monroe, the Honors Program challenges students with an enhanced curriculum and unique, engaging social and academic activities. Community service is emphasized in addition to academic excellence. There are just over 200 undergraduate students currently in Monroe’s Honors Program. Founded in 1933, New York-based Monroe College is a nationally ranked private institution of higher learning with a real-world learning approach that prioritizes hands-on academic experiences, practical and relevant academic programs, flexible learning schedules, best-in-class instructional technologies, and committed and engaged faculty to ensure that students are well positioned for career success upon graduation. Monroe is among the leading higher education institutions in the country for graduating minority students. Monroe College offers Certificate, Associate, Bachelor’s, and Master’s degree programs. It has campuses in the Bronx, New Rochelle, as well as in the Caribbean nation of St. Lucia, with programs offered through its Schools of Criminal Justice, Information Technology, Nursing, Education, Business & Accounting, Hospitality Management and Culinary Arts, and Allied Health, as well as through its liberal arts and continuing education programs and its King Graduate School. For more information and admissions criteria, please visit http://www.monroecollege.edu.
Fonseca M.V.,Monroe College |
Swanson M.S.,University of Michigan
Frontiers in Cellular and Infection Microbiology | Year: 2014
The Gram-negative bacterium Legionella pneumophila is ubiquitous in freshwater environments as a free-swimming organism, resident of biofilms, or parasite of protozoa. If the bacterium is aerosolized and inhaled by a susceptible human host, it can infect alveolar macrophages and cause a severe pneumonia known as Legionnaires' disease. A sophisticated cell differentiation program equips L. pneumophila to persist in both extracellular and intracellular niches. During its life cycle, L. pneumophila alternates between at least two distinct forms: a transmissive form equipped to infect host cells and evade lysosomal degradation, and a replicative form that multiplies within a phagosomal compartment that it has retooled to its advantage. The efficient changeover between transmissive and replicative states is fundamental to L. pneumophila's fitness as an intracellular pathogen. The transmission and replication programs of L. pneumophila are governed by a number of metabolic cues that signal whether conditions are favorable for replication or instead trigger escape from a spent host. Several lines of experimental evidence gathered over the past decade establish strong links between metabolism, cellular differentiation, and virulence of L. pneumophila. Herein, we focus on current knowledge of the metabolic components employed by intracellular L. pneumophila for cell differentiation, nutrient salvaging and utilization of host factors. Specifically, we highlight the metabolic cues that are coupled to bacterial differentiation, nutrient acquisition systems, and the strategies utilized by L. pneumophila to exploit host metabolites for intracellular replication. © 2014 Fonseca and Swanson.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 100.86K | Year: 2016
Organic chemistry is required for college students majoring in a variety of STEM disciplines. Traditionally, this course has been viewed as a gatekeeper and students have considered the laboratory experience as an isolated and irrelevant use of their time. Reformed teaching methods that increase the relevance of the laboratory and increase student success have proven challenging to deliver, especially when laboratories are taught by graduate teaching assistants. This project, which builds on prior NSF-funded work (DUE Awards #1245160 and #1245176), will develop, implement, and study innovative and easy-to-adopt studio-based organic lab modules. These modules will transform the traditional 3-4 hour organic laboratory into a meaningful learning experience involving trouble-shooting problems and honing lab skills. The project is a collaborative effort between a research university (Rochester Institute of Technology) and a community college (Monroe Community College), which will ensure the materials are appropriate for use in both two-year and four-year settings. In collaboration with regional partners, studies will be conducted to evaluate student learning in other settings, as well as the ease of module adoption, student performance, and retention rates.
This project leverages earlier work developing a studio-based organic laboratory curriculum for two-year and four-year colleges, and promoting its broadened development and implementation. Central goals of the project are enhancing students meaningful learning and engagement with organic chemistry, and developing a model for implementation of reform-based curricula. To determine the impact of this approach, the project will measure student learning and success, and evaluate the ease and fidelity of module adoption at collaborating institutions. Given the diverse population of students across the institutions committed to adopt the materials and the proximity to the National Technical Institute for the Deaf, further studies will identify retention trends for a diverse set of student populations. This will contribute to developing a more diverse, globally competitive STEM workforce. The results will be disseminated broadly via a PI-sponsored conference, peer-reviewed publications, conference presentations, a website, and a textbook partnership.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 199.99K | Year: 2013
The project is redesigning the way in which future machinists, technologists, and engineers are educated at community colleges by using concurrent engineering principles. Three entry level core courses at Monroe Community College are being designed for students from all three disciplines (machining, engineering technology, and engineering science) to take them together. These courses enable the student to gain a basic understanding of how to design and build engineering systems. The nine modules in the three courses include both online learning and traditional class and lab instruction. An interdisciplinary capstone design course is being created for small, interdisciplinary teams of students in their final semester from all three majors. Additional project activities include a student competition and collaborative research with a local company. The project is also creating and testing low priced, commercially available student kits, including the hardware and course materials required.
Project evaluation includes an assessment of the impact of the interdisciplinary approach on student retention as well as the effectiveness of the learning modules and the quality of the web-based content. Course curriculum is distributed through the SUNY Faculty Council of Community Colleges and chief academic officers at each applicable campus. Course hardware and web links are publicly accessible on-line and the student kits are made commercially available. Further dissemination includes presentations at national engineering education conferences and journal article submissions. The project will enhance our understanding of the interdisciplinary approach on student retention.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 50.00K | Year: 2013
Project Abstract - Collison - 1245160
Building upon a pilot project that produced successful outcomes, this project entails developing and implementing a collection of 12 topic-focused studio-laboratory modules for incorporation throughout the undergraduate organic chemistry laboratory curriculum. The modules combine a guided-inquiry model with a studio-laboratory methodology. These efforts comprise a collaboration between four-year and two-year institutions, in order to demonstrate the transportability and effective implementation of the modules and improvement of student learning in various academic settings.
The intellectual merit of the project lies in the development of a fully integrated studio-organic chemistry curriculum that demonstrates enhancement of student learning gains through improved critical thinking skills and confidence in the laboratory, along with more efficient transfer of course material between the lecture and laboratory. Furthermore, the development of these modules with inherent portability and flexibility of delivery makes for customized incorporation into any undergraduate organic chemistry laboratory curriculum.
Broader impacts of the project include the ease of adoption and implementation of the modules by a wide variety of types of institutions and departments. Evaluation activities include the use of teaching observational protocols (TDOP and RTOP), summative grade comparisons of students taught via the studio-lab approach versus historical student grade data, and student interviews and surveys, including the Colorado Learning Attitudes about Science Survey (CLASS) instrument. Results and outcomes are disseminated through a faculty development workshop for potential adopters of the curriculum, peer-reviewed publications, conference presentations, and a textbook partnership.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 199.84K | Year: 2015
The Department of Labor considers the geospatial industry to be high growth (U.S. DOL, 2012). The GeoTech Consortium of Western New York (GTCWNY) is developing a geospatial certificate program to help support growing geospatial industry needs. The consortium focus is on program development and improvement by increasing the importance of geospatial technician education and the number of students with relevant geospatial and STEM competencies. It also focuses on professional development for educators, which has resulted in awareness of the geospatial industry at the high school level, and dual-credit opportunities for high school students. Led by Monroe Community College (MCC) of the State University of New York, GTCWNY is bridging the gaps among high schools, our two-year college, and the local and regional geospatial industry. The consortium is composed of Monroe Community College, three school districts, Monroe County, New York Geographic Alliance, Geographic Information Sharing-Special Interest Group, Northeast Area Development GIS Scholars, and a major geospatial corporation. With over 40 regional geospatial companies/agencies, GTCWNY serves industry demand and has an impact on STEM education. GTCWNY is combining leveraged courses from the GeoTech Center with current MCC courses to create a geospatial certificate program. The new courses are being aligned with the new Geospatial Technology Competency Model (GTCM) 2014 and the GeoTech Center Course Content Tool. The GTCWNY Geospatial Information Science Technology (GIST) Advisory Board is identifying local and regional employment skills, allowing GTCWNY to modify the geospatial courses to regional industry needs.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 246.93K | Year: 2015
The purpose of this collaborative project from Monroe Community College, Robert Morris University, and the State University of New York (SUNY) at Buffalo is to use visual exploration to help students develop a deeper understanding of multivariable calculus concepts and to conduct and publish research on the effects of visualization on student understanding of these concepts. This project will build upon the success of the CalcPlot3D multivariable calculus exploration applet, an award-winning, interactive Java applet that is already widely used across the United States to facilitate the teaching and learning of multivariable calculus. The CalcPlot3D applet is designed to improve students geometric intuition about surfaces, vectors, vector fields, and curves, thereby preparing students to understand more fully engineering and physics problems in subsequent STEM coursework. This project will greatly enhance the use of CalcPlot3D by creating a series of visual concept explorations for multivariable calculus and expand CalcPlot3D to facilitate visualization of concepts in physics, engineering, differential equations and linear algebra courses. It also will fill a gap in the existing educational research by addressing the effects of visualization on student understanding of three-dimensional concepts.
Three professors from these diverse institutions (community college, private 4-yr, public 4-yr) will collaborate with faculty across the United States and Mexico to: (1) design and test a series of new visual concept explorations and applications in CalcPlot3D to improve student understanding of multivariable calculus; (2) expand the features of CalcPlot3D to accommodate the new concept explorations and address applications in differential equations, linear algebra, physics, and engineering; (3) create new visualization apps, including a new version of CalcPlot3D, that work on more platforms, including tablets and phones; (4) conduct and publish research investigating how student understanding of multivariable calculus concepts changes through the use of visualization and dynamic concept explorations; and (5) extend and diversify the user base by disseminating project materials through papers, workshops and conferences, by creating a Spanish language version of project materials, and by promoting the exchange of user feedback and research. Students who participate in this project will help populate a better prepared and more diverse workforce in science, technology, engineering, and mathematics (STEM).