New Jersey City University is a public university in Jersey City, New Jersey, USA. It is a member of the New Jersey Association of State Colleges and Universities.The institution opened in 1929 as the New Jersey State Normal School at Jersey City. It was renamed as New Jersey State Teachers College at Jersey City in 1935 and Jersey City State College in 1958, becoming a Liberal Arts College in 1968. In 1998, the New Jersey Commission on Higher Education approved a change of institutional status and accepted its present name.Dr. Sue Henderson became the first female president of the University in 2012. Wikipedia.
News Article | April 20, 2017
Those considered as recipients of this prestigious award must have been a past or present Board Director, Officer or Committee Member, have held a professional designation or credential awarded by the IARFC, possess a clean regulatory record, be a member of good standing for a minimum of 5 years and adhere to the IARFC Code of Ethics. Most importantly, they must have contributed to the growth of the IARFC membership by referring members and by holding or attending events that additionally help expand (above and beyond) the visibility of the Association. Dr. Overton has been a member of the IARFC since 2006 and has sat on the IARFC Journal of Personal Finance editorial board. She currently holds the Registered Financial Consultant (RFC®) designation and has been a past Board Director and Vice President of the Association. She is a frequent guest on CNBC & CNN, was President of the International Association for Financial Planning - New York Chapter and is past Chairman of the FPA of New York. She was a member of the Council on Education of the CFP® Board of Standards and currently is a full-time tenured professor at New Jersey City University in the Department of Finance. “I am so honored to receive this award,” states Dr. Overton. “I joined the IARFC even though I was already participating in other financial planning organizations because I felt it offered unique benefits to its members and gave solid information on practice management and business consulting that was needed. The IARFC continues to offer these benefits to its members and it is my privilege to continue to participate in its activities.” Nominations for the Founder’s award are accepted from IARFC members on an annual basis. These candidates along with their bios are compiled by the Founder’s Award Committee and then presented to the IARFC Board of Directors for voting. Dr. Overton was chosen at the annual Board Meeting this past March in Charlotte, NC. “Associations flourish with the dedication of positive people,” relates Founder’s Award Committee member Jim Moss of Money Concepts, Indianapolis, IN. “We are pleased to recognize Dr. Overton’s support of the IARFC and its mission to strengthen the relationships between their financial professionals and the clients they serve.” Requests for nominations for 2018 recipients will be forthcoming. For more information on the IARFC and the Founder’s Award, visit http://www.iarfc.org.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has released its analysis of New Jersey’s best online colleges and universities for 2017. 16 four-year schools made the list, with Rutgers University, Saint Peter’s University, College of Saint Elizabeth, Seton Hall University and Caldwell University scoring the highest. Of the 9 two-year colleges that also made the list Mercer County Community College, Camden County College, Rowan College at Burlington County, Atlantic Cape Community College and Passaic County Community College were the top five schools. “These New Jersey schools have demonstrated their excellence not only for offering outstanding online certificates and degrees but also for providing high-quality student resources,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “For students with geographical limitations or busy schedules, these online programs maintain the same high standards as more traditional, on-campus learning options.” To earn a spot on the “Best Online Schools in New Jersey” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also judged based on additional data points such as the availability of financial aid opportunities, academic counseling services, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in New Jersey for 2017 include the following: Caldwell University Centenary College College of Saint Elizabeth Fairleigh Dickinson University-Metropolitan Campus Felician College Georgian Court University Monmouth University Montclair State University New Jersey City University New Jersey Institute of Technology Rowan University Rutgers University Saint Peter's University Seton Hall University Thomas Edison State University William Paterson University of New Jersey The Best Online Two-Year Schools in New Jersey for 2017 include the following: Atlantic Cape Community College Bergen Community College Brookdale Community College Camden County College Cumberland County College Mercer County Community College Ocean County College Passaic County Community College Rowan College at Burlington County ### About Us: AccreditedSchoolsOnline.org 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.
News Article | February 24, 2017
The International Nurses Association is pleased to welcome Darria M. Lloyd, RN, BSN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Darria M. Lloyd is a Registered Nurse with 16 years of experience in her field and an extensive expertise in all facets of nursing, especially oncology and critical care nursing. Darria is currently serving patients within Newark Beth Israel Medical Center, Bayonne Medical Center in Bayonne, New Jersey and is also affiliated with Hackensack University Medical Center. Darria M. Lloyd attended Essex County College in Newark, New Jersey, graduating with her Associate’s Degree in Nursing in 2000. An advocate for continuing education, she went on to gain her Bachelor of Science Degree in Nursing from New Jersey City University, followed by her Master of Science Degree in Nursing as Adult- Gerontology Primary Care Nurse Practitioner in 2016 from Saint Peter’s University in Jersey City. She holds additional certification as an Advanced Oncology Certified Nurse, Progressive Care Certified Nurse and now APRN A-GNP-C. She attributes her success to her determination, her desire to become a nurse, and overcoming challenges. In her free time, Darria enjoys running Spartan races. Learn more about Darria M. Lloyd here: http://inanurse.org/network/index.php?do=/4133071/info/ and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.
News Article | February 15, 2017
In the webinar, Dr. Snair will discuss how history is filled with instances in which intelligence gathering was adequate, but people made very bad decisions using basic argumentative errors in analyzing the intelligence. This webinar considers these basic argumentative (or rhetorical) errors with historical examples. It then discusses how to avoid these fallacies when writing one's own security-related analysis. The Webinar is open to the public and completely free of charge. Register Now! The Henley-Putnam webinar series, launched in 2009, was designed to bring the hands-on experience of faculty as well as other current and former members of the CIA, Secret Service, FBI, intelligence and law enforcement communities, federal, state and local, to those in or seeking careers in Strategic Security. The series is one of many career resources offered by Henley- Putnam University. The University’s mentoring program assigns degree students with a high-level faculty member or expert mentor to support them in making career decisions. Additionally, through its online career portal, Henley-Putnam helps students research careers, explore university programs, prepare for a job search, locate employers and gain basic knowledge of the Strategic Security field. For more information on Henley-Putnam University’s degree and certificate programs, please call admissions at 888.852.8746 or visit http://www.henley-putnam.edu. Scott Snair, Ph.D., Education Management, M.S., Management, B.S., Management, is the Dean of the Doctorate in Strategic Security at Henley-Putnam University. Dr. Scott Snair has over a dozen years of experience teaching research, quantitative analysis, and professional security studies to military and government employees. His most recent position prior to Henley-Putnam was as a faculty member with New Jersey City University’s Doctorate in Civil Security Leadership, Management, and Policy program. He has served as the statistics adviser on dozens of thesis committees at several state universities. Dr. Snair’s books on military and corporate leadership have been published in 10 languages throughout the world by publishers including Penguin and McGraw-Hill. He holds a Ph.D. in higher education leadership and management from Seton Hall University and a B.S. in management from West Point, where he was president of his class. Henley-Putnam University delivers vital strategic security information and knowledge via an ideal platform for today’s non-traditional students—100% online, accredited courses available 24/7, taught by innovative faculty with real-world intelligence and security experience as well as top-notch academic credentials. Henley-Putnam’s student-centered approach to learning is unique: we evaluate past education and experience to award maximum credit towards a degree. Our staff provides personalized service from admissions to graduation, including benefits advising and a unique mentorship program led by our founder. Combined with the engaging teaching of our seasoned faculty and our rigorous, interesting courses, it is no surprise Henley-Putnam students consistently report a 98-99% satisfaction rate with their experience. For more information, visit the Henley-Putnam University website (http://www.Henley-Putnam.edu), e-mail AdmissionsAdvising(at)Henley-Putnam(dot)edu, or call 888.852.8746 toll-free.
Thase M.E.,New Jersey City University
International Clinical Psychopharmacology | Year: 2016
The objective of this post-hoc analysis was to investigate the relationship between motivation/energy and functional impairment in patients with major depressive disorder (MDD). Data were taken from a phase 3 trial of levomilnacipran extended-release (ER) in adults with MDD (NCT01034462; N=429) that used the 18-item Motivation and Energy Inventory (MEI) to assess motivation/energy. Two subgroups with lower and higher motivation/energy were defined using baseline MEI total scores (≤28 and >28, respectively). Change from baseline in the Sheehan Disability Scale (SDS) total score was analyzed in the intent-to-treat (ITT) population and both subgroups. Path analyses were carried out in the ITT population and a lower MEI subgroup to assess the direct and indirect effects of levomilnacipran ER on SDS total score change. In the ITT population and the lower MEI subgroup, significant differences were found between levomilnacipran ER and placebo for changes in the SDS total score (−2.6 and −3.9, both P<0.01), but not in the higher MEI subgroup. The indirect effect of levomilnacipran ER on SDS total score improvement, as mediated by MEI total score change, was 79.9% in the lower MEI subgroup and 67.2% in the ITT population. Levomilnacipran ER was previously shown to improve motivation/energy in adults with MDD. The current analysis indicates that improvements in functional impairment were considerably mediated by improvements in motivation/energy, particularly in patients with lower motivation/energy at baseline.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially. http://creativecommons.org/licenses/by-nc-nd/4.0/ Copyright © 2016 Wolters Kluwer Health, Inc. All rights reserved.
Wasserstein-Robbins F.,New Jersey City University
Bulletin of Mathematical Biology | Year: 2010
A mathematical model of the host's immune response to HIV infection is proposed. The model represents the dynamics of 13 subsets of T cells (HIV-specific and nonspecific, healthy and infected, T4 and T8 cells), infected macrophages, neutralizing antibodies, and virus. The results of simulation are in agreement with published data regarding T4 cell concentration and viral load, and exhibit the typical features of HIV infection, i. e. double viral peaks in the acute stage, sero conversion, inverted T cell ratio, establishment of set points, steady state, and decline into AIDS. This result is achieved by taking into account thymic aging, viral and infected cell stimulation of specific immune cells, background nonspecific antigens, infected cell proliferation, viral production by infected macrophages and T cells, tropism, viral, and immune adaptation. Starting from this paradigm, changes in the parameter values simulate observed differences in individual outcomes, and predict different scenarios, which can suggest new directions in therapy. In particular, large parameter changes highlight the potentially critical role of both very vigorous and extremely damped specific immune response, and of the elimination of virus release by macrophages. Finally, the time courses of virus, antibody and T cells production and removal are systematically investigated, and a comparison of T4 and T8 cell dynamics in a healthy and in a HIV infected host is offered. © 2010 Society for Mathematical Biology.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 298.80K | Year: 2016
The biology and chemistry faculty of New Jersey City University will institute a new laboratory curriculum exploring the concept of course clusters. These are logical, cross-disciplinary groupings of advanced undergraduate courses that span both biology and chemistry. Students within a cluster will work collaboratively to pursue a single common project using their respective laboratory components, regardless of which course they are enrolled in. This will model a cross-functional, authentic research experience involving multiple disciplines to solve a real-world problem, as is done in an industrial setting. Students will interact with each other in a collaborative environment and develop the skills needed for the STEM workforce. Due to the diverse nature of students at New Jersey City University, the project will increase the number and diversity of students pursuing STEM.
This project will develop a unique methodology to improve and broaden the scope of the biology and chemistry laboratory curriculum. The course clusters will form an integrated approach to addressing real-world research topics in an undergraduate setting. This approach mirrors the paradigm utilized by research-driven organizations to solve problems, so students will develop both the technical skills and the soft skills required to be workforce-ready upon graduation. Working with a project evaluator, the investigators will generate new evidence regarding how course-clustering increases student understanding of fundamental scientific principles, and how it influences non-cognitive student outcomes. The expected outcomes include improved self-efficacy, retention and graduation rates, satisfaction with the curriculum for both students and faculty, and placement in industrial positions and graduate schools. Program success will be assessed using validated survey tools and compared to historical data.
Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 1 Project | Award Amount: 176.72K | Year: 2013
This project is enhancing the Earth and Environmental Science curriculum at New Jersey City University, a Hispanic-Serving Institution with diverse students in an urban setting, through acquisition and integration of an automated particle-size analyzer based on X-ray absorption. The instrument is being used to facilitate inquiry-based learning across a wide range of courses, with a particular focus on contaminated urban soils, and to support placed-based undergraduate research during the summers and in the academic year. The intellectual merit of the project lies in its well-crafted plan to achieve specific learning objectives related to skills in analytical and quantitative reasoning and problem solving. Broader impacts include increasing participation of diverse, urban students in the geoscience workforce, and promoting an interdisciplinary Urban Environmental Science Program that can serve as a model for similar institutions.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.44M | Year: 2016
The need for teachers of STEM disciplines with considerable depth of content and pedagogical skill, as well as strategies for engaging students from diverse backgrounds to achieve success, is well documented. This project, in which the New Jersey City University (NJCU) engages Hudson County Community College, Bergen Community College, and Middlesex County College, will recruit, prepare, and support a minimum of 20 undergraduate STEM majors in their junior and senior year and 7 STEM professionals who are committed to teach in high-need school districts. The Noyce scholars will be supported by an organized program of supplemental instruction, hands-on experiential learning, mentoring, social and academic networking, professional development, and community building activities that will enhance and strengthen the content and pedagogical knowledge of the scholarship recipients, provide them with a skill set to serve students from diverse backgrounds, and increase the retention of these highly qualified teachers in high-need districts. As a minority serving institution, NJCU is well-positioned to prepare individuals from groups underrepresented in STEM to become teachers. This will provide role models to classrooms with diverse students and will strengthen the teaching and learning of STEM courses in high-need school districts.
The project will have multi-layered recruitment efforts that target several groups of potential students: NJCU STEM majors, community college STEM majors, and undecided majors. Recruitment will start early when freshman and sophomore students are offered summer internships to expose them to what it means to teach STEM. Community college STEM majors will be recruited through partnerships with three local community colleges. Participation in early field experience and mentoring by NJCU faculty and K-12 teachers will provide Noyce Scholars with a strong foundation for developing their pedagogical and discipline specific knowledge. In addition to providing opportunities for learning from experts in the different STEM and education fields, the project will develop communities of practice among the different cohorts of Noyce scholars through workshops which create a venue for interaction of the pre-service scholarship recipients learning from and with the in-service scholarship recipients. Noyce Scholars as professionals will have the opportunity to participate in regional and national educational conferences and site visits to high-need schools, further engaging them in authentic teaching-related experience. Noyce Scholars will continue their development during their student teaching course in which they will at one point take full responsibility for a classroom. They will benefit from three different types of mentors: STEM faculty mentors, Education faculty mentors, and in-service teacher mentors. In order to affect persistence of the Noyce Scholars as effective teachers in high-need school districts, the project will provide professional development activities offered by the NJCU College of Education through the first four years of the last cohort of Noyce Scholars teaching careers. Ultimately, New Jersey public schools will benefit from 27 new committed, confident, and well-prepared STEM teachers who have a major in a STEM discipline and who are equipped with pedagogical approaches specifically designed to provide learning experiences to students from diverse backgrounds which lead to success.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 599.72K | Year: 2012
The S-STEM project at New Jersey City University (NJCU) encourages low-income, academically talented students to major in the natural sciences, mathematics and computer science, and provides them with the support that they need to succeed in their academic programs. As a publicly supported university located in urban northeastern New Jersey and as the only public, four-year institution in New Jersey that has been federally designated as a Hispanic-serving institution, NJCU provides a path of upward mobility for thousands of minorities, immigrants and economically and/or educationally disadvantaged individuals. In keeping with NJCUs role as an urban undergraduate institution, many of its students are products of urban school systems facing considerable economic pressures while seeking to advance through higher education.
The overall goal of the S-STEM project is to increase the number of low-income, academically talented students who enroll and persist in STEM disciplines. Together with strategic activities, the project accomplishes this goal by providing a total of 105 scholarships distributed over a 5-year period to students in NJCUs biology, chemistry, geoscience, mathematics, physics, and computer science programs. Incremental objectives of the NJCU S-STEM project are to:
- Increase the number of students who complete lower level science, mathematics and computer science courses and proceed to more advanced study in these disciplines, particularly among underrepresented groups in STEM disciplines;
- Increase enrollment and retention in science, mathematics and computer science programs, with the programs maintaining a predominately female and minority student population;
- Improve the performance of students in gatekeeper STEM courses by providing a strong system of supplemental instruction and faculty mentoring;
- Develop a feeling of community among STEM students by organizing a regular schedule of community-building activities; and
- Increase the number of students who pursue graduate study and/or careers in STEM disciplines by providing them with graduate program and career information, as well as opportunities for undergraduate research and internships.
To achieve its aspirations, the S-STEM project has four major project components: (1) recruitment of students into STEM disciplines; (2) an organized system of supplemental instruction and faculty mentoring; (3) full utilization of the Web-based Student Early Alert System (SEAS) to maximize the impact of faculty advising; and (4) regularly scheduled community-building activities for STEM students. Through the array of strategies, this project provides an effective model for reducing attrition and increasing the graduation rate of economically disadvantaged students, in particular of underrepresented minorities in STEM programs in public urban institutions.