Henry Fork, VA, United States

Randolph-Macon College

Henry Fork, VA, United States

Randolph–Macon College is a private, co-educational liberal arts college located in Ashland, Virginia, United States, near the capital city of Richmond. Founded in 1830, the school has an enrollment of more than 1,300 students. The college offers bachelor's degrees in 38 major disciplines in the liberal arts, including political science, business, psychology, biology, international studies, and computer science, as well as 34 minors, including education. Randolph–Macon College is a member of the Annapolis Group of colleges in the United States, as well as the Virginia Foundation for Independent Colleges. Wikipedia.

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News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has determined its list of Virginia’s best colleges and universities for 2017. Of the four-year schools that were analyzed, 40 made the list, with University of Richmond, University of Virginia, Virginia Military Institute, Washington and Lee University and Hampton University ranked as the top five. Of the 23 two-year schools that were also included, Tidewater Community College, Lord Fairfax Community College, Southwest Virginia Community College, Danville Community College and Central Virginia Community College were the top five. A full list of schools is included below. “Virginia’s unemployment rate recently reached its lowest point since before the Great Recession, which is great news for career-minded students,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have shown that they offer the educational experience and resources that leave their students career-ready.” To be included on the “Best Colleges in Virginia” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes employment and academic resources, annual alumni earnings 10 years after entering college, opportunities for financial aid and such additional statistics as student/teacher ratios and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Virginia” list, visit: Best Four-Year Colleges in Virginia for 2017 include: Averett University Bluefield College Bridgewater College Christopher Newport University College of William and Mary Eastern Mennonite University Emory & Henry College Ferrum College George Mason University Hampden-Sydney College Hampton University Hollins University James Madison University Jefferson College of Health Sciences Liberty University Longwood University Lynchburg College Mary Baldwin College Marymount University Norfolk State University Old Dominion University Radford University Randolph College Randolph-Macon College Regent University Roanoke College Shenandoah University Southern Virginia University Sweet Briar College The University of Virginia's College at Wise University of Mary Washington University of Richmond University of Virginia-Main Campus Virginia Commonwealth University Virginia Military Institute Virginia Polytechnic Institute and State University Virginia State University Virginia Union University Virginia Wesleyan College Washington and Lee University Best Two-Year Colleges in Virginia for 2017 include: Blue Ridge Community College Central Virginia Community College Dabney S Lancaster Community College Danville Community College Eastern Shore Community College Germanna Community College John Tyler Community College Lord Fairfax Community College Mountain Empire Community College New River Community College Northern Virginia Community College Patrick Henry Community College Paul D Camp Community College Piedmont Virginia Community College Rappahannock Community College Reynolds Community College Southside Virginia Community College Southwest Virginia Community College Thomas Nelson Community College Tidewater Community College Virginia Highlands Community College Virginia Western Community College Wytheville Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.

News Article | May 16, 2017
Site: www.prnewswire.com

Formerly Voxeo CEO and a veteran of over 30 years in the telecommunications industry, Bob Ingalls pioneered Verizon's FiOS and TV products offerings, and led Voxeo through acquisition by Aspect. Ingalls received a BS in Economics from Randolph-Macon College, and a MBA in Marketing and Finance from George Mason University. "Bob brings a wealth of experience, from enterprise customers to individual consumers, as well as the insights that come from running a successful large global telecommunications company. He will be a great addition to our board," said Kerry Robinson, VoxGen's chief executive officer. "I am honored to join the VoxGen board and work with this exceptional team," Ingalls said. "I look forward to sharing my experiences and contributing to the future direction and growth of this innovative organization." VoxGen is a company on a mission: to rid the world of bad IVR. We're an experienced group of design experts and technologists who believe there's a better way of delivering automated customer experiences. And we've successfully accomplished that for a wide range of consumer brands around the world. We help big brands see the customer experience through their customers' eyes and get their automated and self-serve channels working more effectively and more efficiently. If you're serious about putting your customer first, while keeping costs down, we can help. For more information, visit: http://www.voxgen.com/ To view the original version on PR Newswire, visit:http://www.prnewswire.com/news-releases/voxgen-names-bob-ingalls-as-chairman-of-the-board-300458228.html

Lambert K.G.,Randolph-Macon College | Nelson R.J.,Ohio State University | Jovanovic T.,Emory University | Cerda M.,Columbia University
Neuroscience and Biobehavioral Reviews | Year: 2015

With a majority of humans now living in cities, strategic research is necessary to elucidate the impact of this evolutionarily unfamiliar habitat on neural functions and well-being. In this review, both rodent and human models are considered in the evaluation of the changing physical and social landscapes associated with urban dwellings. Animal models assessing increased exposure to artificial physical elements characteristic of urban settings, as well as exposure to unnatural sources of light for extended durations, are reviewed. In both cases, increased biomarkers of mental illnesses such as major depression have been observed. Additionally, applied human research emphasizing the emotional impact of environmental threats associated with urban habitats is considered. Subjects evaluated in an inner-city hospital reveal the impact of combined specific genetic vulnerabilities and heightened stress responses in the expression of posttraumatic stress disorder. Finally, algorithm-based models of cities have been developed utilizing population-level analyses to identify risk factors for psychiatric illness. Although complex, the use of multiple research approaches, as described herein, results in an enhanced understanding of urbanization and its far-reaching effects - confirming the importance of continued research directed toward the identification of putative risk factors associated with psychiatric illness in urban settings. © 2015 Elsevier Ltd.

Rao R.R.,Roswell Park Cancer Institute | Li Q.,Roswell Park Cancer Institute | Bupp M.,Randolph-Macon College | Shrikant P.,Roswell Park Cancer Institute
Immunity | Year: 2012

The evolutionary conserved Foxo transcription factors are important regulators of quiescence and longevity. Although, Foxo1 is known to be important in regulating CD8 + T cell trafficking and homeostasis, its role in functional differentiation of antigen-stimulated CD8 + T cells is unclear. Herein, we demonstrate that inactivation of Foxo1 was essential for instructing T-bet transcription factor-mediated effector differentiation of CD8 + T cells. The Foxo1 inactivation was dependent on mTORC1 kinase, given that blockade of mTORC1 abrogated mTORC2-mediated Akt (Ser473) kinase phosphorylation, resulting in Foxo1-dependent switch from T-bet to Eomesodermin transcription factor activation and increase in memory precursors. Silencing Foxo1 ablated interleukin-12- and rapamycin-enhanced CD8 + T cell memory responses and restored T-bet-mediated effector functions. These results demonstrate an essential role of Foxo1 in actively repressing effector or terminal differentiation processes to promote memory CD8 + T cell development and identify the functionally diverse mechanisms utilized by Foxo1 to promote quiescence and longevity. © 2012 Elsevier Inc..

Unilateral naris occlusion has long been the method of choice for effecting stimulus deprivation in studies of olfactory plasticity. A significant body of literature speaks to the myriad consequences of this manipulation on the ipsilateral olfactory pathway. Early experiments emphasized naris occlusion's deleterious and age-critical effects. More recent studies have focused on life-long vulnerability, particularly on neurogenesis, and compensatory responses to deprivation. Despite the abundance of empirical data, a theoretical framework in which to understand the many sequelae of naris occlusion on olfaction has been elusive. This paper focuses on recent data, new theories, and underappreciated caveats related to the use of this technique in studies of olfactory plasticity. Copyright © 2012 David M. Coppola.

Clabough E.B.D.,Randolph-Macon College
Yale Journal of Biology and Medicine | Year: 2013

Huntington's disease (HD†) is an autosomal dominant genetic disorder that specifically causes neurodegeneration of striatal neurons, resulting in a triad of symptoms that includes emotional, cognitive, and motor disturbances. The HD mutation causes a polyglutamine repeat expansion within the N-terminal of the huntingtin (Htt) protein. This expansion causes aggregate formation within the cytosol and nucleus due to the presence of misfolded mutant Htt, as well as altered interactions with Htt's multiple binding partners, and changes in post-translational Htt modifications. The present review charts efforts toward a therapy that delays age of onset or slows symptom progression in patients affected by HD, as there is currently no effective treatment. Although silencing Htt expression appears promising as a disease modifying treatment, it should be attempted with caution in light of Htt's essential roles in neural maintenance and development. Other therapeutic targets include those that boost aggregate dissolution, target excitotoxicity and metabolic issues, and supplement growth factors. © 2013.

Gubbels Bupp M.R.,Randolph-Macon College
Cellular Immunology | Year: 2015

The immune systems of men and women differ in significant ways, especially after puberty. In particular, females are generally more prone to autoimmunity, but experience lower rates of infections and chronic inflammatory disease. Sex hormones, genes encoded on the sex chromosomes, and gender-specific behaviors likely contribute to these differences. The aging process is associated with changes in the composition and function of the immune system and these changes may occur at an accelerated rate in men as compared to women. Moreover, after the age of menopause, the incidence of chronic inflammatory disease in women approaches or exceeds that observed in males. At the same time, the incidence of autoimmunity in post-menopausal women is decreased or equivalent to the rates observed in similarly-aged men. Additional studies addressing the influence of sex on the pathogenesis of chronic and autoimmune diseases in the aged are warranted. © 2015 Elsevier Inc.

Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 462.59K | Year: 2012

This NSF MRI grant funds the acquisition of a transmission electron microscope (TEM) at Randolph-Macon College (R-MC). R-MC is a small liberal arts and sciences institution with a long tradition of undergraduate student research. Faculty members maintain active research programs and mentor undergraduate research students in several ways, including credit-bearing independent studies, capstone research projects, and through the endowed Shapiro Undergraduate Research Fellowship (SURF) program during the summer. Acquisition of a TEM will greatly enhance the research and teaching environment at R-MC by enabling undergraduate researchers to use state of the art equipment that will promote recruitment of students from all backgrounds into the sciences. Research projects to be supported by the TEM span a broad range of the life sciences and include: compartmentalization of mammalian sperm acrosomal matrix proteins to understand their role in fertilization; evaluating how parenting responses affect neuroplasticity in rats; ultrastructural analysis of motile cells in new fungal species; characterization of host-symbiont interactions in the bryozoan Bugula neritina and its bacterial symbionts; and understanding the regulation of autophagy in T cells during calorie restriction in mice. Collaborative research with investigators at other institutions will also be enabled. In addition, the TEM will be used in several undergraduate courses, including a new Advanced Microscopy course in which students will learn specimen preparation, digital image acquisition, and analysis of electron micrographs. Existing and newly developed outreach programs will engage students from local public schools in projects and demonstrations to stimulate their interest in science.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.20M | Year: 2015

In 2010, the Presidents Council of Advisors on Science and Technology called for the education of at least 100,000 new STEM middle and high school teachers with majors in STEM fields and strong content-specific pedagogical preparation. This project is responsive to that call, and will support the education of 16 teachers with majors in the disciplines of biology, chemistry, or physics, and education minors. Randolph Macon College will leverage an existing successful teacher-preparation program in which all of the pre-service teachers passed their STEM-related PRAXIS II examination and achieved employment. The Noyce program will attract students to careers in STEM education through targeted recruitment, with special emphasis placed upon recruiting underrepresented students. The local area encompasses multiple high-needs school districts, including the city of Richmond, Caroline County, and Petersburg, VA; these districts struggle to find qualified, certified STEM instructors.

The Noyce scholars will gain experience working with youth from high-need school districts through field placements in local school districts, participation in a summer program designed to bring STEM education to students with high need, and seminar programs intended to give participants strategies to overcome challenges of working in a high-need school district. Program participants will receive dedicated induction support during their first years as STEM educators teaching in high-needs school districts; this support will include site visits, a stipend to fund classroom technology, monetary support for professional development, funds to travel back to the College to participate in a mentoring program for Noyce students still in residence, and the establishment of a social media group for Noyce participants to share their experiences and advice. The program will add to the broader base of knowledge on recruiting, training, and providing induction support to STEM educators by exploring the following topics: the effectiveness of targeted recruitment of STEM students, the effectiveness of financial incentive in attracting students to a Noyce program, how consistent field work effects teaching effectiveness, and the effect of endeavoring to create cohesive group dynamics on retention of Noyce Scholars. The project personnel will disseminate results of the Noyce program at various discipline-specific venues, allowing other institutions to adopt and adapt successful program strategies. The Noyce scholars will disseminate the results of their original scientific and educational research in the form of poster and oral presentations at professional conferences in the students areas of discipline.

Agency: NSF | Branch: Standard Grant | Program: | Phase: NSF INCLUDES | Award Amount: 299.96K | Year: 2016

General Summary

This project seeks to prepare female Hispanic students for leadership in the STEM workforce. The project seeks to determine if a blended set of STEM engagement activities including summer intensive laboratory-based experiential learning and out-of-school STEM activities, peer support, mentoring, and financial assistance can help to take target students through a traditional leaky workforce and educational pipeline resulting in matriculation to and graduation from undergraduate STEM programs. If successful, the work will increase participation and leadership of Hispanic women in the STEM workforce. To accomplish these goals, the PIs will: (1) work with partners to identify, recruit, and screen bright, energetic Hispanic females in their freshman year of high school who show promise and interest in STEM disciplines; (2) engage selected students and their families in formal and informal STEM learning both throughout the school year and during summer residential experiences to enable the students to further develop and clarify their STEM calling; (3)prepare the students to matriculate to undergraduate college; (4) provide program participants with full-tuition scholarships to ensure undergraduate education is attainable; and (5) at our institution and partner colleges, provide dedicated advisors and mentors and cohort activities to ensure undergraduate persistence and success.

Technical Summary

The PIs seek to prepare female Hispanic students for leadership in the STEM workforce. To compete in the global economy, maintain national security, and meet serious environmental challenges, more skilled graduates are needed to fill STEM jobs. An untapped source of talent exists in those populations that continue to be underrepresented in STEM fields, including women and people of color. This work will help to determine if a blended set of STEM engagement activities including summer intensive laboratory-based experiential learning and out-of-school STEM activities, peer support, mentoring, and financial assistance can help to take target students through a traditional leaky pipeline resulting in matriculation to and graduation from undergraduate STEM education. The work builds on research that shows that mentored research opportunities and peer support and interaction improves persistence in female students. It also builds on regional models of collective impact whereby a variety of corporate, nonprofit, and foundation organizations successfully join together for large-impact projects. If successful, the work will increase participation and leadership of Hispanic women in the STEM workforce.

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