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.
News Article | May 19, 2017
Arizona Connections Academy, an online school that serves students statewide in kindergarten through 12th grades, celebrated its senior class this week in a traditional graduation ceremony at the Scottsdale Center for the Performing Arts. The class of 2017 includes 100 students from all over the state who made the choice to enroll in online school to better meet their academic and social needs. The graduating class includes a number of high achieving students, including several seniors who received full-ride athletic and academic scholarships. Other graduates are choosing to pursue vocational training at cosmetology or other institutions, enter the military, or commit to a volunteer mission after graduation. “It is always a point of pride to witness the achievements of our graduating class,” Kerri Wright, Arizona Connections Academy principal, said. “Online school, with its flexibility and its personalized curriculum, delivers on a need for certain students, and it’s humbling to be a part of a student’s success story.” Success stories of note include Taylor Bridges of Mesa, who will be attending North Carolina State University on a tennis scholarship, while her classmate Bojana Vuksan, also of Mesa, received a tennis scholarship to attend Missouri Western State University. Senior Gabrielle Igo plans to attend Utica College on a four-year Merit scholarship, and Harley Barton was invited to attend the esteemed American Musical and Dramatic Academy in New York City after wrapping up a summer performance with Arizona Broadway Theatre. The Class of 2017 has been accepted to numerous colleges and universities, including Arizona State University, Northern Arizona University, and the University of Arizona, among others. Students attend Arizona Connections Academy for a variety of reasons. Some students seek flexibility in their school day in order to pursue other passions such as competitive athletics or performing arts. Others seek a more personalized learning environment, desire more family time, or are searching for an education model that will allow them to either catch up or get ahead of their grade level. About Arizona Connections Academy Arizona Connections Academy (ACA) is a tuition-free, K–12 online public school serving students statewide. The online school provides students with the flexibility to learn from anywhere with an innovative curriculum that meets rigorous state education standards. Arizona Connections Academy is authorized by the Arizona State Board of Charter Schools and accredited by the North Central Association Commission on Accreditation and School Improvement (NCA CASI), an accrediting division of AdvancED. For more information, visit http://www.ArizonaConnectionsAcademy.com.
News Article | May 23, 2017
Beginning this fall, Utica College will offer an online master’s degree in data science to address the growing need for professionals with strong analytical skills. This emerging field, which is projected to have a significant effect on how businesses, health care organizations, educational institutions and government agencies approach strategy and policy making, was named one of the “sexiest careers of the 21st century” by the Harvard Business Review. “Data analysis skills have been taught in a variety of disciplines,” said Michael McCarthy, professor and director of the data science program, “but the unique confluence of the vast amount of data being collected, the increasing sophistication of the global population, and the rapid advances in technology have significantly increased the demand for specialists in this field.” “Data is everywhere in our lives,” said McCarthy. “Organizations need people who can collect data, analyze it and apply its findings to affect meaningful change. We’re going to teach our students how to do that.” This program is designed to meet a growing need for individuals with data science expertise in research methods and analysis, as well as the skills to help organizations implement their findings. While many institutions offer programs in data science, the online master’s program at Utica College focuses specifically on social data, which supports an understanding of the impact of data analysis within an organizational and societal context. To ensure that the data science curriculum meets the needs of employers, the program was developed in collaboration with the regional Data Analytics Consortium, representing many of the largest employers in Central New York. Core courses emphasize research design and critical evaluation of data using theoretical models, as well as the social process of making decisions and implementing solutions based on data. Other courses examine the limits of data as well as issues related to laws, privacy and ethics. “In addition to mastering the technical skills of data analysis, our students will learn how to present the data, to help stakeholders determine the best course of action,” McCarthy said. Taught by a faculty of expert practitioners with years of experience, the online MS in Data Science at Utica College offers a competitively priced and convenient graduate degree option for adults who wish to take advantage of the exciting opportunities in this rapidly growing field. The Master of Science in Data Science also offers several specializations so students can focus on their areas of professional interest. In Social Science Analytics, students learn to apply data science to social science research and policy development. The online MS in Data Science program is now accepting applications for the Fall semester. For more information call toll-free 866.295.3106 or go to programs.online.utica.edu. About Utica College – Utica College, founded in 1946, is a comprehensive private institution offering bachelors, masters and doctoral degrees. The College, located in upstate central New York, approximately 90 miles west of Albany and 50 miles east of Syracuse, currently enrolls more than 5,000 students in 38 undergraduate majors, 31 minors, 21 graduate programs and a number of pre-professional and special programs.
News Article | May 24, 2017
Utica College announces the addition of the Bachelor of Science in Criminal Justice degree to its high-profile suite of online programs. “We’re excited to be able to expand this degree to working professionals around the globe. We support students’ passion for criminal justice issues by providing a proven program within a flexible online format, so that they can earn the specialized degree they need to move into precisely the career they want,” said William (Bill) Virkler, Associate Dean, School of Business and Justice Studies. The online criminal justice bachelor’s offers these five specializations: The online BS in Criminal Justice degree prepares students for numerous career options at the local, county, state and federal levels. Utica College’s suite of specializations in the Economic and Justice Studies programs is formally recognized for excellence by the International Association of Law Enforcement Intelligence Analysts (IALEIA). The largest professional organization in the world representing law enforcement analysts, IALEIA aims to advance high standards of professionalism in law enforcement intelligence analysis at the local, state/provincial, national and international levels. If you’d like to know more about the new online BS in Criminal Justice degree and how Utica College prepares you to reach your career goals to fight crime at all levels, request more information now. You can also call us today at 315.732.2640, or toll-free at 866.295.3106 to speak with a Program Manager who can answer your immediate questions. About Utica College Utica College, founded in 1946, is a comprehensive private institution offering bachelors, masters and doctoral degrees. The College, located in upstate central New York, approximately 90 miles west of Albany and 50 miles east of Syracuse, currently enrolls more than 5,000 students in 38 undergraduate majors, 31 minors, 21 graduate programs and a number of pre-professional and special programs.
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.
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
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.