The University of West Georgia is a comprehensive doctoral-granting university in Carrollton, Georgia, approximately 45 miles west of Atlanta, Georgia. The University is built on 645 acres including a recent land gift of 246 acres from the city of Carrollton in 2003. Off-campus classes are available in Dalton, Newnan, Georgia Highlands College in Rome, and at several other community locations throughout the state. It has an enrollment of about 11,700 students. For the past ten years, the University has been repeatedly named as one of the Best Southeastern Colleges by The Princeton Review. Wikipedia.
News Article | May 8, 2017
eazyScripts, an electronic prescription platform, announces new CEO Reed Liggin. Reed is a Pharmacist with over 20 years of experience in the HIT industry Reed Liggin, was President and CEO of RazorInsights, the industry’s first single-database, SaaS complete hospital information system. In January 2015, RazorInsights was acquired by athenahealth and Reed served as Vice President of Hospital Sales until April 2017. Prior to the startup of RazorInsights, he served as Vice President of Sales for AssistMed. After leaving full-time pharmacy practice in 1997, he joined startup DocPlanet.com as Vice President of Sales-East Region. While at DocPlanet.com, he was part of a team that developed one of the industry's first ePrescribing systems. During his career, he has served in sales and sales management roles for McKesson, Purkinje, and Allscripts in both the acute and ambulatory care markets. Additionally, he served as the Director of ePrescribing at McKesson and its RelayHealth subsidiary, and has spoken on the topic at several industry events nationwide. He holds a B.A. in Biology from the University of West Georgia, a B.S. in Pharmacy from the University of Georgia, and a M.B.A. from the University of Massachusetts-Amherst. “Electronic health records are becoming the norm and ePrescribing is gaining traction due to access to doctors at your fingertips through telehealth. eazyScripts allows doctors to send a script in 25 seconds or less, and this is crucial for telehealth organizations. Medication history is another vital part of managing patients and their care plans, and doctors need access,” said Mr. Liggin. “We've selected a very strong leader at a time when eazyScripts is in a very strong position. We is pleased to be able to bring on an industry expert in ePrescribing and grow our team. We are growing at a very fast pace and Reed joins us at a very opportune time,” said Dr. Occomy, Co-founder of eazyScripts. About eazyScripts The eazyScripts software provides telemedicine providers with the ability to submit electronic prescriptions, check prescription fill data, formulary, secure electronic prior authorization at the touch of a button, reducing inefficiencies and errors. eazyScripts offers medication adherence options which has increased patient satisfaction. Providers can now send an electronic prescription in 25 seconds or less, allowing physicians to put a greater focus on patient health outcomes.
News Article | April 14, 2017
The International Nurses Association is pleased to welcome Gladys Epote Sone-Ebeloue, MBA, DNP, MSN, APRN, AGPCNP-BC, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Gladys Epote Sone-Ebeloue is a Doctor of Nursing Practice with more than 16 years of experience in her field and an extensive expertise in all facets of nursing, especially geriatrics and post-acute care. Dr. Sone–Ebeloue is currently serving a Clinical & Regulatory Monitoring Manager for Formation Healthcare Group, a division of Formation Capital LLC with headquarters in Atlanta, Georgia. Dr. Sone-Ebelouegained her Licensed Practical Nursing Diploma in 2001 from Coastal Carolina Community College in Jacksonville, North Carolina, and then obtained her Associate Degree in Nursing from Georgia Highlands College in 2005. A Bachelor of Science Degree in Nursing was later gained at the University of West Georgia. Dr. Sone-Ebeloue then proceeded to obtain her Master of Science Degree in Nursing at Valdosta State University, Georgia with concentration in Adult- Gerontology Primary Care Nurse Practitioner. An advocate for continuing education, she also holds a Master of Business Administration Degree, and in 2014 graduated with her Doctor of Nursing Practice Degree from Georgia College and State University. Dr. Sone-Ebeloue has occupied increasingly senior positions throughout her career, and she is a board certified Adult-Gerontology Primary Care Nurse Practitioner. For her wealth of experience and knowledge, she has published her dissertation on Raising Awareness for Interventions to Reduce Acute Care Transfers in Skilled Nursing Facilities. She attributes her success to her passion for knowledge acquisition and for becoming the best nurse she can be. When she is not working, Dr. Sone-Ebeloue enjoys reading, travelling and taking cruises. Learn more about Gladys Epote Sone-Ebeloue here: http://inanurse.org/network/index.php?do=/4136213/info/ and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 229.70K | Year: 2013
The University of West Georgia campus, in Carrollton, Georgia, will be the site of a Research Experiences for Undergraduates program for eight weeks during the summers of 2014, 2015, and 2016. Eight students will be invited each year, with one student coming from within the University of West Georgia by means of a competitive selection process. The program will be led by Professors Bruce Landman and Abdollah Khodkar, and involve research in the areas of combinatorics, number theory, and graph theory. The research problems will stem from the main areas of interest of the two faculty mentors, combinatorial Ramsey theory and graph theory. The problems presented to students will represent active and recent areas in these disciplines. Both graph theory and the area of combinatorial number theory are well-suited for the undergraduate student to begin the exploration into their own research activities, as very minimal background is needed to work on the problems. Furthermore, these are relevant, active areas of mathematical research with many applications and connections to other branches of the mathematical sciences.
The participants will work in teams of two or three students, with each student being a member of two different teams. The program will include weekly seminars in which the students will give presentations concerning the problems they are working on and their progress on these problems. The students will be encouraged and guided, incrementally over the 8-week period, toward more independent work. However, demonstration of the value of effective communication among the students, working in small teams on research problems, will be one of the main goals of the program. The program is designed to introduce the students to mathematical research, and to give them the ability to pose and prove original conjectures, to learn independently, to collaborate with others on research projects, and to effectively communicate their findings, both orally and in writing. The program is intended to help prepare students for graduate study or employment in a mathematical career.
Agency: NSF | Branch: Standard Grant | Program: | Phase: GALACTIC ASTRONOMY PROGRAM | Award Amount: 320.40K | Year: 2014
The slow-neutron-capture-process or s-process, which occurs in stars near the ends of their evolutionary lifetimes, is a major contributor to the chemical evolution of our Universe, producing roughly half of all isotopes of elements heavier than iron. The abundances and distribution of these neutron-capture elements in nebulae and stars within our galaxy are not well determined mainly due to a lack of atomic data. This project will combine theoretical, laboratory, and observational astrophysics to study the s-process in two such heavy elements; bromine (Br) and rubidium (Rb), in order to determine the process and rate by which these elements are synthesized within evolved stars.
The project will investigate the details of asymptotic giant branch (AGB) nucleosynthesis through the study of Br and Rb, which have been recently been detected in planetary nebulae (PNe), HII regions and the interstellar medium of other galaxies. The project will compute photoionization cross-sections for the neutral state and first six ions of both Br and Rb. The calculated cross sections will then be verified through experiments on the Advanced Light Source (ALS) at the Lawrence Berkeley National Laboratory. The new atomic data will be incorporated into the Cloudy photoionization code where it will be used to derived corrections for the abundances of unobserved ions of Br and Rb in astrophysical nebulae. The Cloudy abundances, in turn, will be applied to high-resolution PNe spectra that were previously observed by the PI.
This Research in Undergraduate Institutions (RUI) project offers numerous and wide-ranging opportunities to train new scientists with a strong emphasis on recruiting students from underrepresented groups into STEM fields. This will be the first RUI award at the PI?s institution and should help to build the infrastructure necessary to facilitate further faculty-student research collaboration. The project will communicate its results to the public through public open houses held at the observatory on the campus of the PIs home institution and through public demonstration nights organized through the PI?s department. The PI gives lectures at local K-12 schools and will incorporated the results of the research into those presentations.
Agency: NSF | Branch: Continuing grant | Program: | Phase: Core R&D Programs | Award Amount: 147.04K | Year: 2016
African American male students stories of mathematics success are critically needed in the research literature, and it is important to gain insights from African American male science, technology, engineering and mathematics (STEM) majors to improve efforts to recruit, retain, and graduate these students. Furthermore, African American male students STEM career decisions can provide insights concerning persistence and career trajectories in STEM fields. This project awarded to a CAREER scholar has the goal to understand, synthesize, document, and highlight the mathematics experiences and career decisions of forty African American male STEM majors. Additionally, an African American Male Mathematics Network (AAMMN) will be established to influence and capitalize on students mathematical strengths, and this network will serve as a national model for other stakeholders with similar research and education goals. The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This award is supported by the EHR Core Research (ECR) program. ECR emphasizes fundamental STEM education research that generates foundational knowledge in the field.
This work is guided by three goals: 1) to identify and examine the experiences, barriers and successes of African American male STEM majors; 2) to broaden the participation of African American male students in mathematics; and 3) to disseminate the results broadly. Critical Race Theory and the Socio-Ecological Outcome Model are used as the theoretical framework to conduct this research. The study employs qualitative methods such as a pre-survey, an interview, and artifacts to examine the nuances of African American mens mathematics experiences and career decisions. The intellectual distinction of this work lies in its anti-deficit perspective and thus will add to the body of research highlighting the strengths of this population. The forty students who will be selected for the study will come from Clark Atlanta University, Georgia State University, Georgia Tech, and Morehouse College. This work is exemplary in integrating research and education. A graduate capstone course will be developed, students are involved in the research, and an African American Male Mathematics Network will be created. The findings from this project will make a significant contribution to the field by providing a nuanced understanding, interpretation, and analysis of African American male STEM majors mathematics experiences and career decisions to inform national strategies, policies, interventions, and initiatives for African American male students.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.20M | Year: 2012
The Noyce project at the University of West Georgia (UWG) in partnership with the Carroll County School System and the Carrollton City Schools provides scholarships to 32 undergraduate students who pursue their professional certification as juniors and seniors and complete their STEM baccalaureate degrees. In addition, the recruitment component of the UWG Noyce project gives merit-based stipends of $150 each to 500 freshman and sophomore students to test-drive STEM teaching by enrolling in an introductory teaching course, participating in course-embedded early field experiences, and earning a B or better in the course. It also supports 50 internships, which enables freshman and sophomore students to work in STEM summer programs with in-service teachers and K-12 students. Finally, the UWG Noyce project affords Noyce Scholars induction workshops and mentoring during their first year of teaching.
The UWG Noyce project employs the UTeach teacher preparation model. Students major in mathematics or a science discipline and earn their teaching credential through specially designed, inquiry-based education courses. The project contributes to new knowledge by exploring two broad questions: 1) What is the impact of student support systems on the teacher preparation experience for Noyce Scholars? and 2) What is the impact of participation as a Noyce Scholar on their teaching and on student learning? In order to answer these questions, long term data about students are collected to assess supports that lead to graduation; pedagogical approaches for preparing STEM teachers; and the impact on P-12 student achievement. Some of the data from this project contribute to UTeach national data bases on STEM teacher preparation methods. Noyce Scholars, therefore, not only participate in research-based preparation for teaching themselves, they also are part of ongoing research that informs teacher preparation across the country.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 19.62K | Year: 2013
This award will provide funding for Integers 2013: The Erdos Centennial Conference, which will be held at the University of West Georgia,in Carrollton, Georgia, October 24-27, 2013. The Integers conferences, held bi-annually since 2003, serve to bring together mathematicians and students interested in combinatorics and number theory. The 2013 Integers conference will focus on the area broadlydefined as combinatorial number theory, a field in which Paul Erdos was vastly influential, and will pay tribute to his legacy. The conference will include talks on such topics as additive number theory, multiplicative number theory, combinatorial games, Ramsey theory, elementary number theory, and sequences.
The conference will feature several plenary speakers and about fifty additional speakers. In addition to the plenary speakers, a major portion of the funding will support a good number of graduate students, younger faculty, and female mathematicians. The conference will include at least ten student research talks. It will promote interaction among research mathematicians at all career stages from the talented undergraduate to the internationally distinguished researcher. The proceedings of the conference will be published as a special volume of the journal Integers.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ALGEBRA,NUMBER THEORY,AND COM | Award Amount: 23.38K | Year: 2016
This award will provide funding for the Integers Conference 2016: Spanning the Generations, which will be held October 6-9, 2016 at the University of West Georgia, in Carrollton, Georgia; the conference website is www.westga.edu/~math/IntegersConference2016. The Integers conferences serve to bring together mathematicians and students interested in combinatorics and number theory; this will be the seventh such conference. The 2016 Integers conference will place a particular emphasis on the recruitment of undergraduate students, graduate students, and early-career mathematicians.
The conference will include talks on such topics as additive number theory, multiplicative number theory, combinatorial games, Ramsey theory, elementary number theory, and sequences. It will feature three plenary speakers and about sixty additional speakers. In addition to the plenary speakers, a major portion of the funding will support a number of recent REU students, graduate students, and younger faculty. The conference plans to include at least twelve student research talks. It will promote interaction among research mathematicians at all career stages from the talented undergraduate to the internationally distinguished researcher. The proceedings of the conference will be published as a special volume of the journal Integers.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 250.00K | Year: 2013
This Widening Implementation & Demonstration of Evidence-Based Reforms (WIDER) planning grant provides faculty at the University of West Georgias College of Science and Mathematics (COSM) with increased support in the use of evidence-based teaching and learning practices. A Core Learning Team (CLT) comprised of at least ten faculty members from six departments (Biology, Chemistry, Computer Science, Geosciences, Mathematics, and Physics)is participating in professional development activities designed to increase their ability to develop and implement effective evidence-based teaching practices.
Aligning with best practices in facilitating institutional change, this program (Wider Implementation of STEM Educational Reforms, WISER) Practices] is focusing on changing the knowledge and attitudes of STEM faculty and university administrators with the goal of institutionalizing practices that will increase student success. Additionally, a rigorous evaluation of the program is providing both quantitative and qualitative data that will advance knowledge and contribute to the growing literature on evidence-based teaching and learning.
Broader Impacts: As COSM faculty increasingly value and engage in best practices in STEM learning, and as the University of West Georgia shows a commitment to rewarding these faculty, the institution expects to see significant increases in student learning, STEM majors, and retention in STEM courses. As a result, the University will be better able to meet the demands for graduates in STEM fields who can contribute to the economic growth of the state of Georgia and beyond.
Agency: NSF | Branch: Continuing grant | Program: | Phase: | Award Amount: 175.87K | Year: 2012
The University of West Georgia ADVANCE IT-Catalyst project has a unique focus on Master?s institutions that aspire to become more research intensive, and the impact of that transition on the retention and advancement of STEM women faculty. Specifically, this project is characterized by an in-depth examination of institutional policies and practices, and identification of those that may serve as barriers to tenured women faculty. The project is also expected to develop novel mechanisms for supporting and expanding the numbers of senior level STEM and STEM-related women faculty. The outcomes of the University of West Georgia ADVANCE IT-Catalyst project will be used as the foundation for a comprehensive strategic plan that will guide the institution toward sustainable institutional transformation aimed at eliminating the inequities inherent in the current academic culture. A robust dissemination plan, which includes Human Resources personnel, will allow the University of West Georgia to articulate best practices to a wide range of institutions of higher education and contribute to the knowledge base regarding how women faculty can be supported and advanced in similar institutional climates.