University City, MO, United States
University City, MO, United States

Southeast Missouri State University, is a public, accredited university located in Cape Girardeau, Missouri, United States, near the banks of the Mississippi River. The institution, having started as a normal school, has a traditional strength in teacher education. The recent addition of the River Campus, housing the Holland School of Visual and Performing Arts, has increased the university's commitment to education in the arts. As a comprehensive institution, the institution offers over 200 areas of study, including undergraduate degrees as well as master's degrees and a cooperative Ed.D. program with the University of Missouri. Wikipedia.

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News Article | November 4, 2016

Pearson today announced a new series of complimentary webinars exploring the ways that digital learning solutions can support successful course redesign in developmental mathematics at colleges and universities. Highlighting course redesign solutions at institutions in multiple states, including Iowa, Missouri, and West Virginia, the series will feature live webinars the week of November 7 and recorded webinars that are available on demand. This series is part of Pearson’s year-long “Learning Makes Us” Professional Development Webinar Series, which is designed to provide educators with the latest educational trends, learning designs, pedagogical approaches and research in higher education and the professional world. Educators who register and attend a live webinar will have the opportunity to earn Acclaim professional development badges, a web-enabled version of a credential, certification, or learning outcome. As part of this course redesign solutions webinar series, a new case study detailing how a Non-STEM Pathways course using MyMathLab® demonstrates success at Des Moines Area Community College, will be featured in the kick-off webinar on Tuesday, November 8. Leveraging the Pathways instructional model and MyMathLab from Pearson, Professor Dan Petrak prepared students in College Prep Math to be successful in Liberal Arts Math. Student Success for Non-STEM Students at Des Moines Area Community College Using a Pathways Approach Tuesday, November 8, 2-3 p.m. EST Presenter: Dan Petrak, professor, Des Moines Area Community College Pathways is a national movement offering alternative mathematics courses and curriculum for non-STEM majors at the community college level. This student-centered, highly interactive curricular approach engages developmental math students and prepares them for math for liberal arts or statistics in one semester. This interactive webinar will present the rationale, methods, and outstanding results of this approach at Des Moines Area Community College. Co-Requisite Courses: A Panel Discussion of What’s Working Tuesday, November 8, 4-5 p.m. EST Presenters: Valentin Dragos, professor, Wilbur Wright College; Kevin Kenady, professor, Southcentral Kentucky Community and Technical College; and Tamela Randolph, professor, Southeast Missouri State University Co-requisite/co-curricular courses are a growing trend across the country as a way to address redesign and acceleration. Participants will hear from faculty at institutions who have implemented co-requisite courses and found success. Presenters will share what their co-requisite course(s) looks like, obstacles they’ve encountered, and meaningful lessons they’ve learned. Leveraging Technology to Support the Transition From Student to Learner Wednesday, November 9, 3-4 p.m. EST Presenter: Connie Richardson, Charles A. Dana Center Participants will experience the Dana Center’s pathways curricular materials for developmental and gateway mathematics courses, which contain features that help students become self-directed and self-regulating, while providing the instructor with information about student progress. Using Technology to Accelerate Learning Thursday, November 10, 11 a.m.-12 p.m. EST Presenter: Diane Hollister, professor, Reading Area Community College Hollister will discuss tools embedded in MyMathLab that can help facilitate an effective co-requisite course structure. These tools include Integrated Review MyMathLab courses and workbooks, Skill Builder Exercises, a Companion Study Plan, and customizing a learning path specific for course/student needs. Course Redesign 101: The Good… the Bad… and the Ugly... Thursday, November 10, 3-4 p.m. EST Presenter: Andreana Grimaldo, professor, Quinsigamond Community College Institutions are being encouraged (mandated) to redesign their developmental math sequence or to employ other initiatives into the curriculum. What does “course redesign” mean? In this session, Grimaldo will define and introduce the basics of course redesign that would apply to any redesign project. For more information or to register for the webinars, visit this website. About Pearson Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit

News Article | November 13, 2016

A list ranking Missouri’s Best Online Colleges has been released by leading online higher education information provider More than 30 two- and four-year schools were highlighted for affordability and overall excellence in online education, with Columbia College, Missouri State University Springfield, Park University, Missouri Southern State University and Lindenwood University placing highest for four-year programs and Crowder College, State Fair Community College, North Central Missouri College, Three Rivers Community College and Jefferson college placing highest for two-year schools. "The Missouri higher education system’s biggest goal is to have 60 percent of all adults in the state to hold a certificate or other college degree by the year 2025,” said Dan Schuessler, CEO and Founder of "A great way to maximize college learning is to provide more flexible options, such as online programs. This list shows the Missouri schools who are going the extra mile to ensure student successes by providing affordable, quality degree programs online.” To qualify for the Best Online Colleges in Missouri ranking, schools must meet specific baseline criteria. Only colleges and universities who are accredited, public or private not-for-profit entities are eligible. Cost efficiency requirements are also set; only two-year schools who provide in-state tuition for under $5,000 per year and four-year schools who provide in-state tuition under $25,000 per year are considered. All eligible schools are analyzed and compared on more than a dozen different data points ranging from financial aid availability to variety of online programs to determine an overall score and rank. For more details on the methodology and data used to determine Missouri’s Best Online Colleges ranking, and to see where each school falls on the list, visit the following page: Barnes-Jewish College Goldfarb School of Nursing Calvary Bible College and Theological Seminary Central Christian College of the Bible City Vision College Columbia College Culver-Stockton College Drury University Evangel University Fontbonne University Hannibal-LaGrange University Lincoln University Lindenwood University Midwestern Baptist Theological Seminary Missouri Southern State University Missouri State University - Springfield Northwest Missouri State University Park University Southeast Missouri State University University of Central Missouri University of Missouri - Columbia University of Missouri - Kansas City Webster University William Woods University began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.

News Article | November 25, 2016

The nation’s best Online Engineering Degree Programs are being highlighted by leading higher education information and resource provider for 2016-2017. The site released its ranking of the top 50 four-year schools and top 33 two-year schools offering engineering degrees online, honoring Siena Heights University, Eastern Michigan University, Texas A&M University, Indiana State University and Missouri State University Springfield as the highest scoring four-year schools and Holmes Community College, East Mississippi Community College, Crowder College, Tulsa Community College and Diablo Valley College as the highest scoring two-year schools. "Surveys show one of the most popular college major choices for high school seniors is engineering,” said Dan Schuessler, CEO and Founder of “As we see more colleges take their programs online to meet the growing demand, it’s important for us to highlight schools going the extra mile by offering the best combination of affordability and quality online engineering curriculum for students.” Colleges must meet specific minimum requirements to qualify for a spot on the ranking. Each must be regionally accredited and hold public or private not-for-profit status. Maximum in-state tuition cost requirements are also set at $5,000 or less annually for two-year schools and $25,000 or less annually for four-year schools. Eligible colleges are scored based on more than a dozen unique data points, including financial aid offerings, graduation rates and variety of online programs. Final rankings are determined based on these school-specific scores. An alphabetical list of the schools on the 2016-2017 Best Online Engineering Degrees list can be found below. See the attached map for school count by state. Full rankings and further details on data and methodology can be found at the link below: Two-Year Schools on the 2016-2017 Best Online Engineering Degrees list: Arapahoe Community College Big Sandy Community and Technical College Bluegrass Community and Technical College Central Georgia Technical College Central Texas College College of the Siskiyous Columbus State Community College Cowley County Community College Crowder College Diablo Valley College East Mississippi Community College Eastern Iowa Community College District Elizabethtown Community and Technical College Gateway Community and Technical College Holmes Community College Hudson Valley Community College Iowa Central Community College Ivy Tech Community College Kansas City Kansas Community College Merced College North Dakota State College of Science Ocean County College Odessa College Ozarks Technical Community College Schoolcraft College Stark State College State Fair Community College Three Rivers Community College Truckee Meadows Community College Tulsa Community College Wake Technical Community College Washtenaw Community College Western Wyoming Community College Four-Year Schools on the 2016-2017 Best Online Engineering Degrees list: Arkansas State University - Main Campus Baker College of Muskegon Bemidji State University Clarion University of Pennsylvania Clemson University Daytona State College Delta State University East Carolina University Eastern Michigan University Eastern New Mexico University - Main Campus Embry-Riddle Aeronautical University - Worldwide Ferris State University Florida Atlantic University Fort Hays State University Indiana State University Indiana University - East Kennesaw State University Liberty University Missouri State University - Springfield Morehead State University National University Northern Arizona University Oklahoma State University - Main Campus Old Dominion University Pittsburg State University Saint Cloud State University Siena Heights University Southeast Missouri State University State College of Florida - Manatee-Sarasota Stony Brook University Texas A & M University - College Station The University of Alabama The University of Texas of the Permian Basin University of Arizona University of Arkansas at Little Rock University of Central Florida University of Delaware University of Massachusetts - Lowell University of Minnesota - Twin Cities University of Nebraska at Omaha University of North Carolina at Charlotte University of North Dakota University of South Carolina - Upstate University of Southern Mississippi University of Toledo University of Virginia-Main Campus Utah Valley University Vaughn College of Aeronautics and Technology Washburn University Western Kentucky University began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.

Loenneke J.P.,Southeast Missouri State University | Wilson G.J.,University of Illinois at Urbana - Champaign | Wilson J.M.,Florida State University
International Journal of Sports Medicine | Year: 2010

Low-Intensity occlusion training provides a unique beneficial training mode for promoting muscle hypertrophy. Training at intensities as low as 20% 1RM with moderate vascular occlusion results in muscle hypertrophy in as little as three weeks. The primary mechanisms by which occlusion training is thought to stimulate growth include, metabolic accumulation, which stimulates a subsequent increase in anabolic growth factors, fast-twitch fiber recruitment (FT), and increased protein synthesis through the mammalian target of rapamycin (mTOR) pathway. Heat shock proteins, Nitric oxide synthase-1 (NOS-1) and Myostatin have also been shown to be affected by an occlusion stimulus. In conclusion, low-intensity occlusion training appears to work through a variety of mechanisms. The research behind these mechanisms is incomplete thus far, and requires further examination, primarily to identify the actual metabolite responsible for the increase in GH with occlusion, and determine which mechanisms are associated to a greater degree with the hypertrophic/anti- catabolic changes seen with blood flow restriction. © Georg Thieme Verlag KG Stuttgart - New York.

Ghosh S.,Southeast Missouri State University | Cai T.,University of North Texas
Journal of Physics D: Applied Physics | Year: 2010

The feasibility of using tunable magnetic nano-particles embedded in cylindrical hydrogel materials for guided actuation via controlled modulation of oscillating magnetic field and frequency is investigated. Ferromagnetic nano-particles (Fe3O4) encapsulated within a thermo-sensitive polymer network [-poly(N-isopropylacrylamide) (PNIPAM)] were polymerized inside 1.5 mm diameter capillary tubes. Inside alternating magnetic field (25-70 Oe, 150-280 kHz), the polymer monolith quickly bends along the longitudinal axis. The bending behaviour of the polymer monolith was influenced by the following factors: (a) mechanical strength of the monolith, (b) ac field-induced temperature regulation and (c) the surface evaporation. The equilibrium bending angle reached a maximum value of 74° at 30 Oe, 200 kHz, between 15% and 35% relative humidity conditions. In addition, we found that micro-scale monolith (300 μm diameter) exhibited significantly faster actuation response compared with the 1500 μm diameter hydrogel cylinder. Both de-swelling efficiency and volumetric transition temperature were not affected due to the nano-magnet incorporation. As ac magnetic field-induced controlled modulation can directly transform the absorbed energy into bending and shrinkage simultaneously for temperature sensitive polymers, i.e. the absorbed energy is converted into mechanical work, this novel approach may lead to a new category of magnetically responsive polymeric structures for potential applications in the field of smart gel-based devices, such as micro-sensors and actuators, and particularly in biomedical fields. © 2010 IOP Publishing Ltd.

Vanteddu G.,Southeast Missouri State University | Chinnam R.B.,Wayne State University | Gushikin O.,Ford Motor Company
International Journal of Production Economics | Year: 2011

Increasing globalization, diversity of the product range, and increasing customer awareness are making the market(s) highly competitive thereby forcing different supply chains to adapt to different stimuli on a continuous basis. It is also well recognized that overall supply chain focus should be given an overriding priority over the individual goals of the players, if one were to improve overall supply chain surplus. Among all the possible order winners, 'cost' and 'responsiveness' seem to be the most significant metrics based on which majority of the supply chains compete with each other. Supplier selection problem is one of the crucial problems that need to be addressed in configuring a supply chain that could have far reaching ramifications on the total supply chain costs and order winnability. Our model, that considers inventory costs and the supply chain 'cycle time' reduction costs, would aid a supply chain manager to make informed decisions with regard to supplier selection problem at any stage, dependent upon the priorities attached to supply chain costs and cycle time. Inventory related costs and responsiveness related costs are the two primary cost elements that are considered in this model. We are also making use of a novel dimensionless quantity called the 'coefficient of inverse responsiveness' that not only facilitates the introduction of responsiveness related costs into the model but also improves the scalability and simplifies the analysis and interpretation of the results. Based on the strategic model developed, we offer some very interesting managerial insights with respect to the effect of cost efficient operations and/or location and cost of volume related flexibility at a stage on alternate suppliers, which in turn affects the overall supply chain performance. © 2010 Elsevier B.V. All rights reserved.

Eom S.B.,Southeast Missouri State University
Lecture Notes in Business Information Processing | Year: 2016

A number of prior studies have been conducted to assess the extent of progress within these stages in the BI area. Among them, a study of Eom [1] has provided bibliometric evidence that the decision support system has made meaningful progress over the past three and a half decades (1969-2004). The primary data for this study were gathered from a total of 498 citing articles in the BI/DSS area over the past eight years (2005-2012). This study, based on author cocitation analysis (ACA), presents two important findings. First, the empirical consensus of BI researchers reveals that the focus of business intelligence research is shifting to knowledge management and data mining. Second, since ACA is a supporting quantitative tool that must be used with further qualitative analysis of bibliographic data, we examined the foundational concepts of knowledge management provided by the most influential scholars and their most frequently cited publications. © Springer International Publishing Switzerland 2016.

Anderson W.D.,Southeast Missouri State University
Medical Education | Year: 2011

This article focuses on the current state of medical education as it relates to the reforms introduced in the wake of the Flexner Report of 1910. The usefulness of outsiders in both understanding and analysing any specialised endeavour, and, specifically, medical education, is carefully considered. No voices call more loudly for change in medical education today than those emanating from within the arena itself. Interestingly, however, the monumental reforms of the Flexner Report were impelled largely from outside the specific discipline of medical education.Observations Internal tensions exist between the natural and social sciences. These tensions present formidable obstacles to the balance between advances in biomedical knowledge and the humane and socially acceptable application of that knowledge. Medical education's responses to society's pressures for accessibility and humaneness occupy the next discussion point, named here as 're-democratisation' and 're-humanisation'. A final observation questions whether the current proliferation of literature about reforms in medical education can lead to real change, or whether it constitutes a self-referential agitation that, in the aggregate, holds little promise.Conclusions It is suggested that not only are outsiders useful, but they may perhaps represent the only channel through which medical education can align its current practice with both its internal ideals and the demands of the public, members of which live and die by its efforts. © Blackwell Publishing Ltd 2010.

Faber A.J.,Southeast Missouri State University | Wittenborn A.K.,Virginia Polytechnic Institute and State University
Journal of Family Psychotherapy | Year: 2010

It is not uncommon for children to exhibit adjustment problems following their parents' divorce or remarriage, with many children also demonstrating a sense of resiliency throughout the adjustment process. An often overlooked factor related to children's adjustment following martial transitions is the attachment bond children experience with their parents. Secure parents encourage effective affect regulation, are emotionally available and responsive, and provide appropriate discipline, most of which are factors that have been found to relate to resilience following divorce and remarriage. It may be that attachment security provides a buffer and encourages resiliency for children experiencing divorce. This article illustrates how attachment theory provides a strong theoretical foundation for clinically assessing and treating children of divorce and remarriage in terms of reducing adjustment problems and fostering resiliency. Copyright © Taylor & Francis Group, LLC.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 2 Project | Award Amount: 498.73K | Year: 2011

This project supports the development of a Research Coordination Network for Undergraduate Biology Education centered on expanding the use of and knowledge about two effective teaching approaches: case studies and problem based learning (PBL). Using these approaches, students collaboratively analyze a scenario that presents a biological issue within a realistic setting. Students then conduct investigations and report findings. Case studies or PBL have been shown to help undergraduates develop superior skills in question formulation and data analysis while they learn as much content as with traditional methods. The Case Study and PBL Network will stimulate pedagogical innovation while furthering understanding of the effectiveness of these methods.

Intellectual Merit: The Case Study and PBL network brings together the expertise and resources of several existing U.S. centers for case studies and PBL in a unified effort to engage other biology faculty in using, developing or conducting research on these teaching approaches. The network will bring to fruition the potential for these pedagogies to utilize emerging technologies, data analysis and quantitative reasoning in biology learning while addressing NRC recommendations for problem-based, interdisciplinary biology education.

Broader impacts: This project deliberately encourages and supports participation by members of traditionally underrepresented groups: minority faculty and minority serving institutions, community college faculty, graduate students and post docs. All institutional types from a wide range of geographic locations (including international members) are expected to participate. Recruitment will begin with existing mailing lists from the case study and PBL centers (over 10,000 people). The network will organize and stimulate the dissemination of resources, findings, and opportunities, and will encourage members to develop new projects and research proposals.

This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their Vision and Change in Undergraduate Biology Education efforts.

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