Utica, NY, United States
Utica, NY, United States

Utica College is a private university located in Utica, in the U.S. state of New York. The history of the college dates back to the 1930s when Syracuse University began offering extension courses in the Utica area. Syracuse University established Utica College as a four-year institution in 1946, and in 1995, UC became a financially and legally independent institution. UC is officially mentioned in Syracuse's Charter, Article 1, Section 3: "Utica College shall be represented by the President, appointed ex officio, and by the dean of the college, and another representative selected by the college." Utica began offering its own graduate degrees in 1999 and its own undergraduate degrees in 2011. Wikipedia.

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Termination V, the transition from glacial marine isotope stage 12 to interglacial stage 11–425 ka, is the largest deglaciation of the late Pleistocene and culminated with temperatures potentially warmer than present. Coastal geomorphic and stratigraphic evidence provides estimates of a sea-level high-stand 20 m above present at the time (Hearty et al. in Geology 27(4):375–378, 1999). Such sea-level rise would require disintegration of the Greenland Ice Sheet and West Antarctic Ice Sheet as well as part of the East Antarctic Ice Sheet (Raynaud et al. in Earth’s climate and orbital eccentricity: the marine isotope stage 11 question. Geophysical monograph 137. American Geophysical Union, Washington, 2003). Lithic fragments in deep-sea sediments >150 μm at Site 704 in the South Atlantic Ocean were quantified. A large multipronged peak in concentration of this ice-rafted debris consisting of clear minerals, rose-colored transparent minerals, and ash punctuates glacial Termination V. It coincides with a brief two-pronged 1 ‰ reversal to heavier isotopic values from ~2.4 to ~3.4 ‰ at ~416 ka interpreted to reflect cooling resulting from influx of a large number of icebergs. The peak in ice-rafted debris also coincides with a 1 ‰ decrease in carbon isotopic ratios interrupting the ~2 ‰ increase in carbon isotope values across the entirety of Termination V. This is interpreted to reflect a reduction or shutdown in North Atlantic Deep Water formation and attendant Circumpolar Deep Water upwelling at the site and is also consistent with a shift in storage of carbon and carbonate from the deep sea to continental shelves resulting from a dramatic sea-level high-stand. Consequently, the lithic record at Site 704 lends support for the upper end of sea-level estimates based upon land-based evidence that requires a substantial contribution from the East Antarctic Ice Sheet. However, caution is warranted as differences with lithic records from Site 1089, 1090 and 1094 suggest sea-surface temperatures may have also affected lithic concentration through controls on iceberg trajectories and decay. © 2015, Springer Science+Business Media Dordrecht.

Russek L.N.,Clarkson University | Errico D.M.,Utica College
Clinical Rheumatology | Year: 2016

Generalized joint hypermobility (GJH) and joint hypermobility syndrome (JHS) are gaining increased attention as potential sources of pain and injury. The aims of this study were to evaluate prevalence of GJH and JHS and to determine whether musculoskeletal injuries and symptoms commonly attributed to GJH and JHS were more common within a “healthy” college student population. The study involved a convenience sample of 267 college and graduate students, aged 17–26. GJH was assessed using the Beighton score with a cutoff of 5/9, while JHS was assessed using the Brighton criteria. Injury history and symptoms were assessed by recall. Prevalence of GJH was 26.2%overall (females 36.7%, males 13.7%). Prevalence of JHS was 19.5% overall (females 24.5%, males 13.7%). Injury rates were not significantly different for individuals who had GJH vs. those who did not have GJH. Individuals with JHS were significantly more likely to have had sprains, back pain, and stress fractures. Symptoms were no different between those with GJH and those who did not have GJH. However, individuals with JHS were significantly more likely to report clumsiness, easy bruising, and balance problems than those who did not have JHS. GJH and JHS were relatively common in this healthy college student population; GJH was not associated with increased incidence of injury or symptoms commonly attributed to JHS, but JHS was associated with increased incidence of some injuries and symptoms. © International League of Associations for Rheumatology (ILAR) 2015.

McHarris D.M.,Utica College | Barr D.A.,Utica College
Journal of Chemical Information and Modeling | Year: 2014

The yeast protein GCN4 is a transcriptional activator in the basic leucine zipper (bZip) family, whose distinguishing feature is the "chopstick-like" homodimer of alpha helices formed at the DNA-binding interface. While experiments have shown that truncated versions of the protein retain biologically relevant DNA-binding affinity, we present the results of a computational study revealing that these variants show a wide variety of dynamical modes in their interaction with the target DNA sequence. We have performed all-atom molecular dynamics simulations of the full-length GCN4 protein as well as three truncated variants; our data indicate that the truncated mutants show dramatically different correlation patterns. We conclude that although the truncated mutants still retain DNA-binding ability, the bZip interface present in the full-length protein provides important stability for the protein-DNA complex. © 2014 American Chemical Society.

Riddle C.A.,Utica College
Medicine, Health Care and Philosophy | Year: 2013

Recent discussions surrounding the conceptualising of disability has resulted in a stalemate between British sociologists and philosophers. The stagnation of theorizing that has occurred threatens not only academic pursuits and the advancement of theoretical interpretations within the Disability Studies community, but also how we educate and advocate politically, legally, and socially. More pointedly, many activists and theorists in the UK appear to believe the British social model is the only effective means of understanding and advocating on behalf of people with disabilities. This model, largely reliant upon materialist research traditions, contends that disability is a form of social oppression and hence, is a phenomenon that should be conceptualised in social terms. Individual properties such as impairments are disregarded as they are viewed to be unimportant in the analysis of the social causes of disability. Concurrently, many bioethicists and philosophers have embraced what Tom Shakespeare has classified as an 'Interactional Approach' to disability-that "the experience of a disabled person results from the relationship between factors intrinsic to the individual, and the extrinsic factors arising from the wider context in which she finds herself". I intend to demonstrate that the benefits of the British social model are now outweighed by its burdens. I suggest, as Jerome Bickenbach has, that while it may be somewhat churlish to critique the social model in light of its political success, taken literally, it implies that people with disabilities require no additional health resources by virtue of their impairments. Despite the eloquent arguments that have preceded me by interactional theorists, none have been accepted as evidence of fallacious reasoning by British social model theorists. This article is an attempt to clarify why it is that the types of arguments British social model theorists have been offering are misguided. I suggest that the British social model, unlike an interactional approach, is unable to provide a realistic account of the experience of disability, and subsequently, unable to be properly utilized to ensure justice for people with disabilities. © 2012 Springer Science+Business Media B.V.

Agency: NSF | Branch: Continuing grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 748.64K | Year: 2016

Implementation Projects provide support to Historically Black Colleges and Universities (HBCUs) to design, implement, study, and assess comprehensive institutional efforts to increase the number of students receiving undergraduate degrees in science, technology, engineering and mathematics (STEM) and enhance the quality of their preparation by strengthening STEM education and research. The project at Hinds Community College-Utica seeks to build on previous successful efforts to facilitate students transition from high school to community college to four year institutions and to increase their success rate in STEM disciplines. The goal is to assist students in navigating their educational path and to increase retention and graduation rates of students with STEM associate degrees. The project aims to specifically increase the placement of community college students into four-year institutions through academic partnerships with Jackson State University and Alcorn State University. The project is expected to create a pathway model for student matriculation from community colleges to four-year degree granting institutions which can be adapted and scaled by other institutions of higher education.

The following activities and strategies are designed to meet the projects goals: development of the Summer STEM Academic Integrated Learning Program for high schools students in Copiah, Claiborne, Hinds, and Vicksburg-Warren counties; a College Success Camp for entering freshmen; development of a support and mentoring program to assist students with transfer and enrollment in a four-year university of their choice while providing them with summer research experiences at the Hinds Community College-Utica campus or at participating universities; establishment of faculty professional development programs to assist faculty in restructuring the learning environment and in building new collaborations. A cyber-mentoring component will be established to continue providing support to graduates of the program once they transfer to a four-year program. The project strategies supporting these objectives are evidence-based and will be monitored and evaluated for effectiveness.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ITEST | Award Amount: 1.20M | Year: 2017

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by engaging in hands-on field experience, laboratory/project-based entrepreneurship tasks and mentorship experiences. This Hinds Community College project will involve junior and senior high school girls from four high schools from three Mississippi rural counties--Copiah, Claiborne, and Hinds--to participate in a summer apprenticeship program and other activities to increase their awareness about STEM and academic preparedness for a pathway to STEM related careers. The program will last three years and will engage up to 120 rising high school junior and senior female students intensively and introduce up to 300 female students to STEM education and careers. During the three year grant period, the project will implement the following activities: a four-week summer apprenticeship with a near-peer mentoring program; host an annual STEM Girls Rock Convocation; offer Spring Break STEM Tours for apprentices, their parents/caregivers and mentors, and Hinds Community College STEM instructors; offer after-school and Saturday science fair project assistance; and collaborate with the Shodor Foundation, a nonprofit research and education organization and a national resource for computational science education, to offer workshops for high school teachers, counselors and administrators.

The primary focus of the proposed project is to grow the pipeline of female students who are aware of STEM and computer science educational pathways and career opportunities. The goals of the project are to: 1) Provide evidence of engaging minority females in hands-on experiences in STEM-related technologies and practices; 2) Document evidence of advancing knowledge on how best to prepare minority females for STEM-related occupations; and 3) Build and expand the research foundation on STEM learning and learning environments, workforce development, and broadening participation in STEM. The project includes an infrastructure mechanism for teachers and administrators within the high school to support students by providing them opportunities to build their academic skills while participating in the project. A concurrent mixed methods research design will be used that combines quantitative and qualitative approaches to assess the latent variables.

Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 350.00K | Year: 2015

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) provides support for the design, implementation, and assessment of strategies that can lead to comprehensive institutional efforts to increase the number of students receiving undergraduate degrees in science, technology, engineering and mathematics (STEM) and enhance the quality of their preparation by strengthening STEM education and research. The project at Hinds Community College - Utica seeks to establish the foundation for a Cohesive Community College STEM Institutional Transformation Academy. The goals of the project are: to establish summer bridge programs, to strengthen the 2-year STEM curriculum at the college, and to facilitate entrance of students into 4-year STEM programs.

Activities that are part of this project are: meetings with the advisory boards and partnering school districts and universities for planning purposes; faculty development and training in redesigning of science, mathematics, and computer science courses; a two- week summer pre-college bridge program for rising 11th graders; a five-week summer pre-college component for entering STEM freshman; and collaborations with partnering 4-year institutions, such as Jackson State University and Alcorn University. The project will be guided by an on-going evaluation.

Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 399.87K | Year: 2016

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Hinds Community College-Utica Campus (UC3) seeks to establish strategies to strengthen interventions and instruction to enhance student performance of high school and college students in mathematics. Ninety-nine percent of the students on the Utica Campus are African-American, with 64% being first-generation college students and/or are from low socio-economic backgrounds. The project will contribute to the development of effective techniques by adding intrusive mathematics coaching to the developmental mathematics classes, outside STEM related experiences, and career exploration for college students. Effective techniques and approaches to be developed include providing ACT test preparation and state assessment boot-camps for high school/pre-college students. The project will also provide professional development for faculty, and include partnerships with industries and collaborations with 4-year HBCUs. Given the recognized and increasing importance of community colleges in the educational enterprise and ultimately the workforce, this project will contribute meaningfully to the knowledge base about the potential contributions and role of community colleges in developmental education, particularly mathematics.

The overall goal of the project is to recruit, support, retain and prepare developmental students who are interested in STEM to accelerate through mathematics developmental courses in order to complete associate degrees and transfer to 4-year institutions. The objectives are to: (1) increase high school students mathematics scores on state assessments, performance-based assessments and ACT/COMPASS; (2) increase developmental students mathematics performance and passing rates in developmental math and college level math scores; (3) increase developmental studentsknowledge and interest in STEM education and careers; and (4) create a dynamic math teaching and learning community that improves the performance of students in developmental and non-developmental math courses and which transforms the Hinds Community College-Utica Campus academic/educational environment. The project could serve as a national model to encourage other community colleges to intervene effectively and early in mathematics.

Agency: NSF | Branch: Continuing grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 1.81M | Year: 2010

The Utica Campus of the Hinds Community College Districts project entitled: The Utica Campus Community College Transformation HBCU-UP Initiative, seeks to develop educational bridges that provide greater opportunities in the science, technology, engineering, and mathematics (STEM) workforce for their students. The overarching goal of the UC3T initiative is to more than double the number of students who complete work at HCC prepared to pursue B.S. degrees at four-year institutions by strengthening bridges that support students matriculation from high school to community college and from community college to degree-granting institutions in pursuit of a B.S. degree in STEM. Jackson State University is forming an alliance to support students from the HCC district matriculating to JSU to pursue degrees STEM fields.

The UC3T Initiative addresses a number of aspects of student and faculty development in STEM. Seven components comprise the UC3T initiative: (1) pedagogical transformations involving process education strategies, (2) faculty preparedness bridges, (3) cyber-institutional renewal, (4) seamless articulation, (5) joint academic bridges, (6) research experiences for undergraduates, and (7) the creation of a STEM community college science diversity center ? all designed to increase the enrollment, retention, and graduation and transfer rate of Utica Campus STEM students. These components were selected based on a comprehensive needs assessment including faculty and student surveys.

This project can serve as a national model to encourage student matriculation from community colleges to degree granting institutions.

News Article | November 19, 2016
Site: www.prweb.com

Leading higher education information and resource site AffordableCollegesOnline.org has released its list of the Best Online Accelerated Nursing Degrees & Programs in the nation for 2016-2017. Using a variety of cost and educational outcome data to compare accredited programs side by side, the list rates the University of Saint Mary, University of Wyoming, The Sage Colleges, University of Indianapolis and Samford University as the top-scoring schools for accelerated nursing students. "As the demand for qualified nurses grows, more colleges are implementing fast-track education options for nursing students,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "These programs are rigorous, but the schools on our list stand out for providing the best quality education and support to help students comprehend quickly and ultimately start their careers in nursing sooner.” AffordableCollegesOnline.org required schools to meet several basic requirements to be considered for the Best Online Accelerated Nursing Degrees & Programs list. Each college must be accredited by the Collegiate Nursing Education (CCNE) or Accreditation Commission for Education in Nursing (ACEN) and be a public or private not-for-profit institution to be included. They must also offer students job placement and academic counseling services to qualify. Individual school scores are then determined by weighing a variety of qualitative and quantitative data points, such as nursing certification pass rates, tuition costs and more. The Top 50 list of schools, as well as specific details on data and methodology used to determine ranking and scoring can be found at the link below: An alphabetical list of schools on the Best Online Accelerated Nursing Programs list for 2016-2017: Adelphi University Albany State University Ball State University Barry University Baylor University Clemson University Creighton University DeSales University Drexel University Duquesne University East Carolina University Georgia Southwestern State University Indiana Wesleyan University Jacksonville University Lewis University Loyola University Chicago Lynchburg College New Mexico State University - Main Campus New York University Northern Arizona University Ohio University - Main Campus Olivet Nazarene University Quinnipiac University Robert Morris University Rutgers University - Newark Saint Xavier University Samford University Seton Hall University Shenandoah University Simmons College Southern Nazarene University Texas Christian University The College of Saint Scholastica The Sage Colleges University of Alabama at Birmingham University of Arizona University of Delaware University of Hawaii at Manoa University of Indianapolis University of Memphis University of Miami University of North Florida University of Northern Colorado University of Saint Joseph University of Saint Mary University of Wyoming Utica College Valparaiso University West Virginia University Wilkes University AffordableCollegesOnline.org 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.

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