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Demorest, GA, United States

Piedmont College is a private liberal arts institution founded in 1897 to serve residents of the Appalachian area of northeast Georgia, USA. When the college was first founded, it was established as the J.S. Green Collegiate Institute named after a local banker. In 1899, the name was shortened to the J.S. Green College. By 1902, the college was formally renamed Piedmont College.Today, with campuses located in Demorest and Athens, the college provides undergraduate and graduate degree programs for about 2,000 students from across Georgia and around the world. While many students come from across the world, 10% of Piedmont's students come from the Habersham County area through Piedmont's Neighborhood Grant Program.Piedmont maintains religious affiliation with two bodies: the National Association of Congregational Christian Churches and the United Church of Christ. Congregationalists took over the school from the Methodists in the early 20th century. Wikipedia.

Lei M.-K.,University of Georgia | Simons R.L.,Arizona State University | Edmond M.B.,Piedmont College | Simons L.G.,Arizona State University | Cutrona C.E.,Iowa State University
Development and Psychopathology

Social disorganization theory posits that individuals who live in disadvantaged neighborhoods are more likely to engage in antisocial behavior than are those who live in advantaged neighborhoods and that neighborhood disadvantage asserts this effect through its disruptive impact on social ties. Past research on this framework has been limited in two respects. First, most studies have concentrated on adolescent males. In contrast, the present study focused on a sample of adult African American females. Second, past research has largely ignored individual-level factors that might explain why people who grow up in disadvantaged neighborhoods often do not engage in antisocial behavior. We investigated the extent to which genetic variation contributes to heterogeneity of response to neighborhood conditions. We found that the impact of neighborhood disadvantage on antisocial behavior was mediated by neighborhood social ties. Further, the analysis indicated that the effects of neighborhood disadvantage and social ties on antisocial behavior were moderated by genetic polymorphisms. Examination of these moderating effects provided support for the differential susceptibility model of Gene × Environment. The effect of Gene × Neighborhood Disadvantage on antisocial behavior was mediated by the effect of Gene × Neighborhood Social Ties, providing support for an expanded view of social disorganization theory. Copyright © Cambridge University Press 2014. Source

Individual ants of Aphaenogaster carolinensis Wheeler were placed in two way combinations with four sympatric ant species (Aphaenogaster lamellidens Mayr, Crematogaster lineolata Say, Pachycondyla chinensis Emery and Prenolepis imparis Say) to determine whether their interspecific behavior was dependent upon the ant species they were confronted with. The tendency of A. carolinensis to initiate and terminate interactions, and the durations of those interactions, were measured for all combinations. There was no significant effect of species on initiation or termination. There was a significant effect of species on the duration of interactions that were both initiated and terminated by A. carolinensis. Durations of interactions with A. lamellidens were significantly longer than with other species. The conclusion is that the interspecific behavior of A. carolinensis is dependent in part on the species it is interacting with. © 2012 Springer Science+Business Media, LLC. Source

Hoffman M.L.,Piedmont College | Schwartz B.L.,Florida International University
Journal of Comparative Psychology

Is self-reflection necessary for metacognition to occur? Like Kornell (2014, pp. 143-149), we struggle with this question. If humans metacognition is not always self-reflective, why should we expect animals to be so? We suggest that one way to pursue metacognition in animals is to examine its ecological and evolutionary relevance. © 2014 American Psychological Association. Source

Agency: NSF | Branch: Continuing grant | Program: | Phase: ALLIANCES-MINORITY PARTICIPAT. | Award Amount: 999.54K | Year: 2015

The Louis Stokes Alliances for Minority Participation (LSAMP) program assists universities and colleges in diversifying the STEM workforce through their efforts at significantly increasing the numbers of students from historically underrepresented minority populations to successfully complete high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines. The LSAMP Bridge to the Baccalaureate (B2B) funding opportunity provides support for historically underrepresented minority STEM students who begin their instruction at a community college with the intent to transfer into 4-year STEM degree programs in addition to other infrastructure support such as STEM faculty professional development. The North Carolina STEM Alliance (NCSA), under the leadership of Central Piedmont Community College (CPCC), is a community college alliance consisting of CPCC, Davidson County Community College (DCCC) and Guilford Technical Community College (GTCC). The alliance will implement a variety of activities that could potentially increase the participation of underrepresented minorities and veterans in STEM disciplines and ensure that all populations have the opportunity to succeed in STEM careers thereby increase the nations competitiveness.

The goals of the project are to increase the number of underrepresented minority (URM) students who transfer to university STEM programs. The NCSA will reach this goal through targeted engagement, career exploration, and dual enrollment. Activities that will be implemented to mitigate barriers for community college students, particularly URMs, include: contextualized curriculum, targeted academic support, coaching and proactive advising, research and career experiences, professional development, K-16 curriculum alignment and faculty professional development. Presentations and scholarly publications produced by the project will be shared with national community college and other workforce stakeholder organizations.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 438.96K | Year: 2016

This project at Piedmont Virginia Community College is developing an advanced manufacturing education and training program to meet regional and statewide employment needs. Developing and maintaining a highly skilled workforce is a vital factor in sustaining a strong economy. This program responds to that need by training, educating, and certifying a technical workforce to international industry standards. The degree of collaboration among post-secondary faculty, technical educators, and industry is improved by this initiative and the pathway between secondary and post-secondary institutions is being strengthened. The student recruitment plan is carefully designed to attract and retain a diverse population. An organized effort is in place to disseminate the effective practices and outcomes resulting from this project to a broad audience.

This grant is working towards the following goals: developing an innovative education and training program in advanced manufacturing; enhancing the advanced manufacturing career pathway between secondary and post-secondary institutions; developing training capacity by establishing an advanced manufacturing lab, an open access curriculum, and project-based-learning (PBL) modules; and supporting regional economic development in advanced manufacturing. The program is being developed by incorporating the multiple fields of engineering technology into one integrated curriculum. The new courses provide students with a broad understanding of advanced manufacturing and the ability to apply the new knowledge in a lab environment that simulates the work environment. By educating students in this manner, as opposed to the usual route of focused training in one field, the industrial base is being presented with well-trained employees.

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