Findlay, OH, United States
Findlay, OH, United States

The University of Findlay is a private university in Findlay, Ohio. It was affiliated with the Churches of God General Conference. Nearly 3,700 students are enrolled at Findlay, with more than 2,700 undergraduate and nearly 1,000 graduate students. Approximately 1,300 students live on campus in University housing. Approximately 340 full-time and part-time faculty teach regular and online classes, with a student-to-faculty ratio of 15:1.The University of Findlay encompasses more than 388 acres, including its 73-acre main campus and six off-campus facilities.UF has been recognized as a “Best in the Midwest” college by the Princeton Review. UF ranks consistently in the top tier of U.S. News & World Report’s “America’s Best Colleges” in the Midwest and was also named to the “A+ Schools for B Students” list for the second year. UF has been recognized as one of “America’s Best Private Colleges” by Institutional Research and Evaluation Inc., an independent research organization specializing in higher education. In addition, the city of Findlay was chosen as one of Ohio’s Best Hometowns for 2012-2013 by the editors of Ohio Magazine. Wikipedia.


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

The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best two- and four-year colleges with online programs in the state of Ohio for 2017. Among four-year schools a total of 41 made the list, with University of Akron, University of Toledo, University of Cincinnati, Ohio University and Ashland University coming in as the top five schools. The state’s top 18 two-year schools were also honored, with Sinclair College, Cincinnati State Technical and Community College, Belmont College, Edison State Community College and Columbus State Community College taking the top five spots. Schools were ranked based on over a dozen different data points. “Student enrollment in schools within the University System of Ohio has grown 8 percent over the past decade,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “As more students pursue post-secondary degrees, the schools on our list are providing more flexible, high-quality learning opportunities outside the traditional classroom.” To be included on the Best Online Schools list, colleges must meet specific base requirements, including being institutionally accredited and public or private not-for-profit institutions. Each college is scored based on additional criteria that includes its employment and counseling resources, student/teacher ratios, graduation rates and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Ohio’s Best Online Four-Year Schools for 2017 include the following: Ashland University Baldwin Wallace University Bowling Green State University-Main Campus Case Western Reserve University Cedarville University Cleveland State University Defiance College Franciscan University of Steubenville Franklin University God’s Bible School and College Hiram College Kent State University at Kent Kent State University at Salem Kettering College Malone University Miami University-Oxford Mount Carmel College of Nursing Mount Saint Joseph University Mount Vernon Nazarene University Muskingum University Notre Dame College Ohio Christian University Ohio University-Main Campus Otterbein University Shawnee State University The University of Findlay Tiffin University Union Institute & University University of Akron Main Campus University of Cincinnati-Main Campus University of Dayton University of Mount Union University of Northwestern Ohio University of Rio Grande University of Toledo Urbana University Ursuline College Walsh University Wright State University-Lake Campus Wright State University-Main Campus Youngstown State University Ohio’s Best Online Two-Year Schools for 2017 include the following: Belmont College Bowling Green State University-Firelands Central Ohio Technical College Cincinnati State Technical and Community College Clark State Community College Columbus State Community College Cuyahoga Community College Edison State Community College Hocking College Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Rhodes State College Sinclair College Stark State College University of Akron Wayne College ### 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.


Hong W.,University of Nevada, Las Vegas | Thong J.Y.L.,Hong Kong University of Science and Technology | Chasalow L.,The University of Findlay | Dhillon G.,Virginia Commonwealth University
Journal of Management Information Systems | Year: 2011

In response to the rapid changes in users' requirements, a new generation of information systems (IS), namely, agile IS, has emerged. Agile IS, defined as information systems developed using agile methods, are characterized by frequent upgrades with a small number of new features released periodically. The existing research on agile IS has mainly focused on the developers' perspective with little research into end users' responses to these agile IS. Drawing upon the tripartite model of attitude, the status quo and the omission bias theories, and the availability heuristic, we propose a model that utilizes constructs from the unified theory of acceptance and use of technology, the IS continuance model, habit, and individual differences to examine the drivers of user acceptance of agile IS. Further, we investigate not only users' intentions to continue using the agile IS but also their intentions to use new features when they are released, which is a surrogate for the ultimate success of agile IS. Data from 477 users of an agile IS showed that users' level of comfort with constant changes, the facilitating conditions provided, and users' habit are predictors of both types of intentions, with users' level of comfort with constant changes being the strongest predictor. Users' intentions to continue using agile IS are also determined by users' satisfaction with and perceived usefulness of the past upgrades. Finally, users who are innovative are more likely to use future releases of new features. The present work fills a gap in the software engineering literature and contributes a technology acceptance model specific to agile IS, which are becoming a mainstay of companies' IT portfolio in a fast-changing business environment. © 2011 M.E. Sharpe, Inc.


Edelbrock M.A.,The University of Findlay | Kaliyaperumal S.,New Hill | Williams K.J.,University of Toledo
Mutation Research - Fundamental and Molecular Mechanisms of Mutagenesis | Year: 2013

The field of DNA mismatch repair (MMR) has rapidly expanded after the discovery of the MutHLS repair system in bacteria. By the mid 1990s yeast and human homologues to bacterial MutL and MutS had been identified and their contribution to hereditary non-polyposis colorectal cancer (HNPCC; Lynch syndrome) was under intense investigation. The human MutS homologue 6 protein (hMSH6), was first reported in 1995 as a G:T binding partner (GTBP) of hMSH2, forming the hMutSα mismatch-binding complex. Signal transduction from each DNA-bound hMutSα complex is accomplished by the hMutLα heterodimer (hMLH1 and hPMS2). Molecular mechanisms and cellular regulation of individual MMR proteins are now areas of intensive research. This review will focus on molecular mechanisms associated with mismatch binding, as well as emerging evidence that MutSα, and in particular, MSH6, is a key protein in MMR-dependent DNA damage response and communication with other DNA repair pathways within the cell. MSH6 is unstable in the absence of MSH2, however it is the DNA lesion-binding partner of this heterodimer. MSH6, but not MSH2, has a conserved Phe-X-Glu motif that recognizes and binds several different DNA structural distortions, initiating different cellular responses. hMSH6 also contains the nuclear localization sequences required to shuttle hMutSα into the nucleus. For example, upon binding to O6meG:T, MSH6 triggers a DNA damage response that involves altered phosphorylation within the N-terminal disordered domain of this unique protein. While many investigations have focused on MMR as a post-replication DNA repair mechanism, MMR proteins are expressed and active in all phases of the cell cycle. There is much more to be discovered about regulatory cellular roles that require the presence of MutSα and, in particular, MSH6. © 2013 Elsevier B.V.


Wooten J.A.,The University of Findlay | Gibbs H.L.,Ohio State University
Journal of Evolutionary Biology | Year: 2012

Comparing niche divergence among closely related taxa can yield important insights into the ecological distinctiveness of genetically similar forms, and identify the processes that are responsible for diversification in such organisms. Here, we apply newly developed techniques for analysing niche divergence to assess how ecologically distinct a group of closely related rattlesnakes (Sistrurus sp.) are and to explore the role that niche divergence may have played in their diversification. We find that all taxa even the most recently evolved subspecies (approximately 100000years old) are now ecologically distinct, implying a role for ecology in the diversification process. Statistical analysis based on comparisons with null models show that niche divergence between forms is more common than niche conservation. Finally, there is nonlinear relationship between phylogenetic and niche divergence in this group whereby niche divergence develops more rapidly between recently diverged subspecies than more distantly related forms. Overall, our results argue that ecology may play an important role in the diversification process in these snakes. © 2011 The Authors. Journal of Evolutionary Biology © 2011 European Society For Evolutionary Biology.


Larson A.M.,The University of Findlay | Freeman T.E.,Kansas State University | Ringer R.V.,Kansas State University | Loschky L.C.,Kansas State University
Journal of Experimental Psychology: Human Perception and Performance | Year: 2014

Viewers can rapidly extract a holistic semantic representation of a real-world scene within a single eye fixation, an ability called recognizing the gist of a scene, and operationally defined here as recognizing an image's basic-level scene category. However, it is unknown how scene gist recognition unfolds over both time and space-within a fixation and across the visual field. Thus, in 3 experiments, the current study investigated the spatiotemporal dynamics of basic-level scene categorization from central vision to peripheral vision over the time course of the critical first fixation on a novel scene. The method used a window/scotoma paradigm in which images were briefly presented and processing times were varied using visual masking. The results of Experiments 1 and 2 showed that during the first 100 ms of processing, there was an advantage for processing the scene category from central vision, with the relative contributions of peripheral vision increasing thereafter. Experiment 3 tested whether this pattern could be explained by spatiotemporal changes in selective attention. The results showed that manipulating the probability of information being presented centrally or peripherally selectively maintained or eliminated the early central vision advantage. Across the 3 experiments, the results are consistent with a zoom-out hypothesis, in which, during the first fixation on a scene, gist extraction extends from central vision to peripheral vision as covert attention expands outward. © 2013 American Psychological Association.


Carter W.S.,The University of Findlay
The Annals of occupational hygiene | Year: 2010

From January to July of 2009, an investigation was conducted on Occupational Health in Nepal. An evaluation of occupational health and safety in Nepal is compared to that in other South Asian countries. The analysis includes an evaluation of what is in place and a multi-tiered recommendation to define and enact a modern legal framework, implement enforcement policies, develop forums, educate professional workforce, train and thus empower workers and management, and ensure an effective workers compensation program.


Goodwin C.L.,The University of Findlay
Activities, Adaptation and Aging | Year: 2013

Computers have become an important technology in today's society. Older adults face physical, mental, and other challenges when using them. This study sought to identify experiences of older adults receiving computer and Internet training. Subjects participated voluntarily for 10 sessions of computer and Internet training provided by occupational therapy students. Pre- and post-session surveys gathered qualitative data relating to how older adults feel about learning computer skills. Results indicated that older adults are interested in using computers and that individualized training and modifications and adaptations can decrease their anxiety and boost confidence when working with this technology. © 2013 Copyright Taylor & Francis Group, LLC.


Trademark
The University of Findlay | Date: 2016-03-09

pens, pencils, notebooks, binders and folders. drinking glasses, beverage glassware, coffee mugs, beer mugs, plastic beverage bottles sold empty, and aluminum beverage bottles sold empty. clothing and athletic clothing.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 64.47K | Year: 2012

The Applied Biosystems 310 Genetic Analyzer will provide researchers with instrumentation to promote and foster the advancement of individual and collaborative research opportunities in the dynamic and growing areas of genomics, molecular evolutionary biology and systematic, cell and molecular biology, microbiology, and forensic science at The University of Findlay. The genetic analyzer will provide opportunities to enhance the current research of faculty and undergraduate researchers, and provide exciting opportunities to develop and implement new research ideas and techniques possible only through advanced sequencing and fragment generation and analysis. Specific projects that will require extensive use of the genetic analyzer include investigations into: 1) evolutionary biology using sequence and fragment data, including phylogeography and population genetics, of amphibians and reptiles; 2) mutation frequencies and structural rearrangements of chromosomes; 3) the discovery and prevalence of Ranavirus in a natural preserve and a restored wetland in northern Ohio; 4) antibiotic resistance using bioflims in commercial and organic farms; and 5) in silico and in vitro Analysis of Protein Intrinsic Disorder. As a predominantly undergraduate institution, instrumentation, such as the requested Genetic Analyzer, is crucial in assisting us to integrate research into our curriculum where we train the next generation of scientists and foster faculty?s research interests.

The broader impacts of the proposed activities for the faculty and undergraduate researchers at The University of Findlay, the scientific community, and society are on par with the goals of the NSF-MRI program and include: 1) providing access to shared scientific instrumentation for research and training of faculty and to the broader scientific community through training sessions; 2) developing interdisciplinary and collaborative research opportunities among researchers; 3) enhancing opportunities for basic research techniques (e.g., experimental design, molecular methodologies and techniques), as well as teaching, training, and learning related to modern sequencing techniques and fragment analysis; 4) disseminating novel research findings, methods, and training opportunities to the broader scientific research community through peer-reviewed publications in scientific journals and attendance and presentations at scientific meetings; 5) providing exceptional access and hands-on training using advanced instrumentation to undergraduate students, who encounter such equipment rarely or only upon study at the graduate level; 6) developing critical thinking and problem-solving skills, which augments the learning experiences for undergraduate students; and 7) offering outreach opportunities for area primary, middle, and secondary schools, as well as area college students, to learn basic sequencing techniques from research scientists in their field of interest.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.19M | Year: 2014

Developing more, highly qualified mathematics and science teachers is a national priority. This Phase I, Track I Noyce Teacher Scholarship project, Acquiring Teaching Opportunities in Mathematics and Science (ATOMS), will recruit 24 juniors who are majoring in biology or mathematics who have not considered a career in teaching and will provide them with three-year scholarships to complete the requirements for a baccalaureate degree in their discipline and Ohios Adolescent/Young Adult (AYA) Integrated Mathematics or Life Science licensure for grades 7-12. The program will also recruit and financially support eight individuals who have completed an undergraduate and/or graduate degree in mathematics, science, or a related field through a one-year rapid post-baccalaureate program to become AYA licensed in Integrated Mathematics or Life Science. The ATOMS program will bring together a strong team of faculty from biology, mathematics, and education, as well as leaders and teachers in high-needs partner schools, to prepare these ATOMS scholars with strong content knowledge; commitment to inquiry-based science; and an understanding of how to inspire, evaluate, and measure student learning. The ATOMS program will involve its scholars in early field experiences in high-needs schools, education internships at the collegiate level, workshop series focusing on integrating content and pedagogy and developing high-leverage practices, mentorship programs, and robust interactive communities of practice. Collectively, the ATOMS program will aim to generate knowledge on the benefits of coupling best practices with rigorous preparation for future teachers.

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