The University of Indianapolis, or "UIndy", is a university located in Indianapolis, Indiana, United States, which is affiliated with the United Methodist Church. Established in 1902, the university offers associate's, bachelor's, master's, and doctoral degrees, and has more than 5,400 students.The main campus is located on the south side of Indianapolis at 1400 East Hanna Avenue, just east of Shelby Street. UIndy also offers degree programs through partnerships in China and Belize.The colors of the university are crimson and grey. Wikipedia.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of Indiana’s best colleges for 2017. Of the 46 schools honored, 44 four-year schools made the list with University of Notre Dame, Purdue University, DePauw University, Valparaiso University and Butler University taking the top five spots. Ivy Tech Community College and Ancilla College were also included as the best two-year schools in the state. A list of all schools is included below. “Education can make a huge difference when it comes to the job market,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These schools in Indiana have not only shown a commitment to providing quality degree programs, but also the employment services that contribute to student success as they pursue careers.” To be included on the “Best Colleges in Indiana” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes annual alumni earnings 10 years after entering college, employment and academic services offered, student/teacher ratio, graduation rate and the availability of financial aid. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Indiana” list, visit: Indiana’s Best Colleges for 2017 include: Ancilla College Anderson University Ball State University Bethel College-Indiana Butler University Calumet College of Saint Joseph DePauw University Earlham College Franklin College Goshen College Grace College and Theological Seminary Hanover College Huntington University Indiana Institute of Technology Indiana State University Indiana University-Bloomington Indiana University-East Indiana University-Kokomo Indiana University-Northwest Indiana University-Purdue University-Fort Wayne Indiana University-Purdue University-Indianapolis Indiana University-South Bend Indiana University-Southeast Indiana Wesleyan University Ivy Tech Community College Manchester University Marian University Martin University Oakland City University Purdue University-Calumet Campus Purdue University-Main Campus Purdue University-North Central Campus Rose-Hulman Institute of Technology Saint Joseph’s College Saint Mary-of-the-Woods College Saint Mary's College Taylor University Trine University Trine University-Regional/Non-Traditional Campuses University of Evansville University of Indianapolis University of Notre Dame University of Saint Francis-Fort Wayne University of Southern Indiana Valparaiso University Wabash 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 | March 2, 2017
KnowledgeWorks joins more than 35 national and state organizations in effort to advance policies that support dual enrollment, concurrent enrollment, and early college high school opportunities WASHINGTON, DC--(Marketwired - March 02, 2017) - A new policy coalition launched on Capitol Hill today to advocate for policies that increase student access to high quality college options in high school including dual enrollment, concurrent enrollment and early college high schools (ECHS). The College in High School Alliance (CHSA), a coalition comprised of more than 35 leading organizations, is committed to raising awareness and support for college pathway options that ensure students are more likely to graduate high school and persist to completion of a postsecondary degree. KnowledgeWorks is one of CHSA's five founding members. "Scaling approaches like ECHS is essential to our nation's long-term economic viability," said Judy Peppler, president and CEO at KnowledgeWorks. "But more importantly, ECHS opens the door for low-income, first-generation students to go to college. We are excited to be a part of CHSA and look forward to working with policymakers to grow these opportunities for students." ECHS, along with high-quality dual enrollment and concurrent enrollment, offers opportunities for high school students to take college courses for college credit. Students who participate in these school designs are more likely than their peers to graduate high school, immediately enroll in a post-secondary institution and persist to completion. KnowledgeWorks has nearly 15 years of experience partnering with schools throughout the country to build and implement highly successful ECHS environments, which have been field tested in 50 school districts across eight states. In those districts, 79 percent of students complete at least one year of college credit before they graduate high school. In addition, one in three earns an associate's degree or 60 hours of transferable college credit. "ECHS is a whole-school transformation approach that can effectively target students at risk of dropping out of high school," KnowledgeWorks Vice President of Policy and Advocacy Matt Williams said. "But without the necessary policy supports on a state and federal level, scaling ECHS will be nearly impossible. With our partner organizations through CHSA, we will have the collective power to hopefully improve the policy environment for these schools." CHSA advocates for greater support for these models at the federal, state, and local levels to significantly improve the secondary and postsecondary outcomes of students, particularly those from low-income and middle-class backgrounds. Its goals include: CHSA consists of over 35 national and state organizations committed to advancing the goals above. A steering committee comprised of Bard College, Jobs for the Future, KnowledgeWorks, the Middle College National Consortium, and the National Alliance of Concurrent Enrollment Partnerships helps guide the work of the coalition. Additionally, the following organizations have joined CHSA as Associate Members: ACT, Inc.; Advance CTE; Alliance for Excellent Education; America Forward; American Association of Community Colleges; American Indian Higher Education Consortium; American Youth Policy Forum; Arkansas Alliance of Concurrent Enrollment Partnerships; Association for Career and Technical Education; AVID Center; California Coalition of Early & Middle Colleges (CCEMC); Center for American Progress; Center for Excellence in Leadership and Learning -- University of Indianapolis; Complete College America; Educate Texas; Education Commission of the States; Foundation for Excellence in Education; Gateway to College; IBM; Indiana Alliance of Concurrent Enrollment Partnerships (INCEP); The Institute for Evidence-Based Change (IEBC); Michigan Concurrent Enrollment Partnerships; Michigan Early/Middle College Association (MEMCA); Missouri Alliance of Concurrent Enrollment Partnerships; National Association of Secondary School Principals (NASSP); National Council for Community and Education Partnerships (NCCEP); New America; New England Alliance of Concurrent Enrollment Partnerships; New York Concurrent Enrollment Partnerships (NYCEP); Ohio Alliance of Dual Enrollment Partnerships; Ohio Early College Association; SERVE Center, University of North Carolina at Greensboro; State Higher Education Executive officers Association (SHEEO); and the Western Interstate Commission for Higher Education (WICHE). About the College in High School Alliance The College in High School Alliance (CHSA) is a coalition of leading national organizations committed to policies that support high-quality dual enrollment, concurrent enrollment, and early college high schools. CHSA believes that greater support for these models at the federal, state, and local levels will significantly improve the secondary and postsecondary outcomes of students, particularly those from low-income and middle-class backgrounds. The Alliance welcomes the participation of any organization supportive of these issues as an Associate Member by contacting Alex Perry of the Majority Group.
News Article | February 27, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has released its list of Indiana’s Best Online Schools for 2017. Of the 31 four-year schools ranked, Purdue University, Indiana University, Ball State University, Valparaiso University and Indiana University Purdue University Indianapolis came in as the top five. Two of Indiana’s two-year universities, Ancilla College and Ivy Tech Community College, were also honored. “As online educational technology improves, students in Indiana are becoming more inclined to earn degrees outside of a traditional classroom,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The schools on our list exemplify the best aspects of an online education: high quality curriculum, strong graduation rates and post-college career resources.” To earn a spot on the Best Online Schools list, Iowa colleges and universities must be institutionally accredited, public or private not-for-profit schools. Each college is also ranked on more than a dozen unique data points that include student resources, total online program offerings 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: The Best Online Four-Year Schools in Indiana for 2017 include the following: Anderson University Ball State University Bethel College-Indiana Calumet College of Saint Joseph Grace College and Theological Seminary Huntington University Indiana Institute of Technology Indiana State University Indiana University Indiana University-East Indiana University-Kokomo Indiana University-Northwest Indiana University-Purdue University-Fort Wayne Indiana University-Purdue University-Indianapolis Indiana University-South Bend Indiana University-Southeast Indiana Wesleyan University Manchester University Marian University Oakland City University Ottawa University-Jeffersonville Purdue University Northwest Purdue University-Main Campus Saint Mary-of-the-Woods College Taylor University Trine University-Regional/Non-Traditional Campuses University of Indianapolis University of Saint Francis-Fort Wayne University of Southern Indiana Valparaiso University Vincennes University ### 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.
Berg M.T.,University of Indianapolis |
Huebner B.M.,University of Missouri-St. Louis
Justice Quarterly | Year: 2011
Scholars consistently find that reentering offenders who obtain steady work and maintain social ties to family are less likely to recidivate. Some theorize that familial ties may operate through employment to influence recidivism and that such ties may also serve a moderating role. The current study employs an integrated conceptual framework in order to test hypotheses about the link between familial ties, post-release employment, and recidivism. The findings suggest that family ties have implications for both recidivism and job attainment. In fact, the results suggest that good quality social ties may be particularly important for men with histories of frequent unemployment. The implications of these findings are discussed with regard to theory and future research on prisoner reentry and recidivism. © 2011 Academy of Criminal Justice Sciences.
Liaquat H.,University of Indianapolis |
Rohn E.,University of Indianapolis |
Rex D.K.,University of Indianapolis
Gastrointestinal Endoscopy | Year: 2013
Background: Endoscopic resection of large colorectal lesions is associated with high complication rates. Objective: To evaluate the effect of prophylactic clip closure of polypectomy sites after resection of large (≥2 cm) sessile and flat colorectal lesions. Design: Retrospective study. Setting: Tertiary referral center. Patients and Interventions: Patients with lesions 2 cm or larger who underwent EMR performed by using low-power coagulation current between January 2000 and February 2012. Beginning in June 2006, polypectomy sites were prophylactically closed with clips when possible. Patients had telephone follow-up at 30 days or later to track complications. Main Outcome Measurements: Delayed hemorrhage, postpolypectomy syndrome, and perforation. Results: There were 524 lesions 2 cm or larger in 463 patients, of which 247 (47.1%) were not clipped, 52 (9.9%) were partially clipped, and 225 (42.9%) were fully clipped. There were 31 delayed hemorrhages, 2 perforations, and 6 cases of postpolypectomy syndrome. The delayed hemorrhage rate was 9.7% in the not clipped group versus 1.8% in the fully clipped group. Multivariate analysis showed that not clipping (odds ratio [OR] 6.0; 95% CI, 2.0-18.5), location proximal to the splenic flexure (OR 2.9; 95% CI, 1.05-8.1), and polyp size (OR 1.3; 95% CI, 1.1-1.7 for each 10-mm increase in size) were associated with delayed bleeding. Limitation: Retrospective design. Conclusions: Prophylactic clipping of resection sites after endoscopic removal of large (≥2 cm) colorectal lesions using low-power coagulation current reduced the risk of delayed postpolypectomy hemorrhage. A randomized, prospective trial of clipping large polypectomy sites is warranted. © 2013 American Society for Gastrointestinal Endoscopy.
Inui T.S.,University of Indianapolis
Academic Medicine | Year: 2015
A collection of articles in this issue examine the concept of mastery learning, underscoring that our journey is from a 19th-century construct for assuring skill development (i.e., completing a schedule of rotations driven by the calendar) to a 21st-century sequence of learning opportunities focused on acquiring mastery of special key competencies within clerkships or other activities. Mastery learning processes and standards have the potential to clarify learning goals and competency measurement issues in medical education. Although mastery learning methods originally focused on developing learners' competency with skillful procedures, the author of this Commentary posits that mastery learning methods may be usefully applied more extensively to broader domains of skillful practice, especially those practices that can be linked to outcomes of care. The transition to mastery-focused criteria for educational advancement is laudatory, but challenges will be encountered in the journey to mastery education. The author examines several of these potential challenges, including expansion of mastery learning approaches to effective but relational clinician advice-giving and counseling behaviors, developing criteria for choosing critical competencies that can be linked to outcomes, avoiding a excessively fragmented approach to mastery measurement, and dealing with "educational comorbidity.". © 2015 Association of American Medical Colleges.
Imperiale T.F.,University of Indianapolis
Digestive Diseases | Year: 2012
Background: Identifying an accurate, reliable, affordable, and acceptable noninvasive screening test for colorectal cancer (CRC) would greatly facilitate population screening. Methods: Published literature from 2000 through February 2012 on noninvasive CRC screening tests was identified, reviewed, and summarized. Results: The highest quality evidence for noninvasive screening exists for guaiac-based fecal occult blood tests (gFOBTs), for which the CRC-specific incidence and mortality reductions are modest. Fecal immunochemical tests (FITs) offer better sensitivity and comparable specificity. Cross-sectional studies comparing gFOBTs and FITs suggest that FITs provide higher detection of advanced neoplasia. Modeling studies favor FITs over gFOBTs with respect to effectiveness and cost-effectiveness. A myriad of studies report the performance of fecal-based and blood-based genetic and protein-based biomarkers; the studies differ in patient population assembled, marker selection, and assay methods. Several markers and panels of markers are promising, although nearly all studies focus on new markers and/or assay methods on small sets of referred patients rather than validating markers using optimal assays in a screening setting. Conclusion: In the absence of long-term randomized trials, adoption of the noninvasive tests will require cross-sectional data on test characteristics obtained from the screening setting, where CRC prevalence is low and the full spectrum of colorectal findings exists, along with estimates of cumulative risks, benefits, and cost-effectiveness. Test adoption will ultimately depend on test characteristics, availability, affordability, and user appeal. There is no noninvasive substitute for the currently recommended screening tests. FITs should replace gFOBTs wherever gFOBTs are used for screening. © 2012 S. Karger AG, Basel.
Uversky V.N.,University of Indianapolis
Journal of molecular recognition : JMR | Year: 2011
An intriguing regulatory mechanism is the ability of some proteins to recognize their binding partners in an isoform-specific manner. In this study we undertook a systematic analysis of the specificity of the tropomodulin (Tmod) interaction with tropomyosin (TM) to show that affinities of different Tmod isoforms to TM are isoform-dependent. Intrinsic disorder predictions, alignment of sequences, and circular dichroism were utilized to establish a structural basis for these isoform-specific interactions. The affinity of model peptides derived from the N-terminus of different TM isoforms to protein fragments that correspond to the two TM-binding sites of different Tmod isoforms were analyzed. Several residues were determined to be responsible for the isoform-dependent differences in affinity. We suggest that changing a set of residues rather than a single residue is needed to alter the binding affinity of one isoform to mimic the affinity of another isoform. The general intrinsic disorder predictor, PONDR® VLXT, was shown to be a useful tool for analyzing regions involved in isoform-specific binding and for predicting the residues important for isoform differences in binding. Knowing the residues responsible for isoform-specific affinity creates a tool suitable for studying the influence of Tmod/TM interactions on sarcomere assembly in muscle cells or actin dynamics in non-muscle cells. Copyright © 2011 John Wiley & Sons, Ltd.