- Bucknell SBDC Earns State SBDC Excellence and Innovation AwardBucknell SBDC Earns State SBDC Excellence and Innovation Award msf014 Mike Ferlazzo Tags Entrepreneurship University news News News May 10, 2024 Tags Entrepreneurship University news The Bucknell University Small Business Development Center (SBDC) is the state's finest. The U.S. Small Business Administration (SBA) presented the Bucknell SBDC its 2024 Pennsylvania Small Business Development Center Excellence and Innovation Award on April 30 in Lewisburg's Campus Theatre — and for good reason. Last year alone, the Bucknell SBDC engaged with more than 600 individuals, resulting in the launch of over 40 new businesses. Additionally, its consulting assistance — much of it provided by Bucknell students — helped businesses support more than 2,300 jobs across the region. The Bucknell SBDC provides entrepreneurs with the skills and knowledge they need to start and grow their ventures. Services are extended to small business owners throughout Union, Northumberland, Juniata, Montour, Perry and Snyder counties. Bucknell hosts the statewide Center of Excellence for Innovation Engineering, providing specialized innovation, engineering, and concept development services to small businesses in partnership with the University's College of Engineering. The center leads two community-based business incubators, StartUp Lewisburg and StartUp Danville, and will launch its third, StartUp Milton, in 2024. "It's wonderful to recognize the achievements of our resource partners such as Bucknell University SBDC and leaders like Director Steven Stumbris," said Steve Dixel, SBA Eastern Pennsylvania Director. "Under Steven's leadership, the center helped their rural clients access more than $10 million in capital in fiscal year 2023." Bucknell SBDC Director Steve Stumbris accepts the 2024 Pennsylvania Small Business Development Center Excellence and Innovation Award from Steve Dixel, SBA Eastern Pennsylvania Director. Photo by Melanie Ortiz, Lewisburg Studio Serving Area Small Businesses Since 1978 One of the longest-serving SBDCs in the nation, and the first to be hosted by a College of Engineering, Bucknell's center launched in 1978 and became an inaugural member of the Pennsylvania SBDC network upon its formation in 1979. The center has served over 8,000 entrepreneurs since its inception. Stumbris also serves as the moderator for WVIA-TV's Keystone Edition Business, a monthly public television program featuring insights from entrepreneurs, leaders and innovators in business throughout central and northeastern Pennsylvania, with episodes frequently featuring SBDC clients and consulting staff. "We are honored to be presented with the SBA's 2024 Pennsylvania Small Business Development Center Excellence and Innovation Award," says Stumbris. "Our team is dedicated to helping our small businesses innovate and succeed. We thank the SBA, Pennsylvania’s Department of Community and Economic Development, USDA Rural Development, our colleagues across the Pennsylvania SBDC Network, and our host Bucknell University for their support and collaboration." Bucknell SBDC Assistant Director Denny Hummer leads the center's startup incubators, which will soon include StartUp Milton. Resilite, a leading producer of wrestling mats, is working with Innovation Engineering Manager Ian Proud, an engineering student team and faculty adviser, in designing, manufacturing and commissioning a new production machine. Business Consultant Amber Guerrero leads the center's newly launched digital services, which helped 10 businesses create or enhance their online presence in the past year. Bucknell SBDC clients have frequently been recognized by the SBA. Last year Crest Haven Farm Market was awarded the 2023 Entrepreneurial Success of the Year. The year before, Susquehanna Fire Equipment Company was named the 2022 Family-owned Small Business of the Year. Prior awardees include Nick Gilson of Gilson Snow, named the 2018 Young Entrepreneur of the Year; and Elvin Stoltzfus of Pik Rite, named the 2017 Small Business Person of the Year. "It is a privilege to serve aspiring entrepreneurs and small business owners," Stumbris said. "These are the dreamers and doers of our country, and we take this responsibility and role as their trusted advisors very earnestly. It is rewarding to see them take our advice forward as they create new businesses and jobs — and contribute to our region's economy and health." A National Leader The Pennsylvania Small Business Development Centers are the only statewide, nationally accredited program that provides high-quality one-on-one consulting, training, and information resources to empower new and existing businesses. The SBDC program is a public/private partnership with the U.S. Small Business Administration, the Pennsylvania Department of Community and Economic Development, and 15 universities and colleges across the Commonwealth. The SBA's Pennsylvania Small Business Development Center Excellence and Innovation Award recipient is selected from among the Commonwealth's Small Business Development Center Network. Small Business Development Center-SBDCOffOff
- Outcomes 2024_Ready for Their Next ChapterOutcomes 2024_Ready for Their Next Chapter kw037 Tags Arts & Sciences Engineering Management News News May 9, 2024 Tags Arts & Sciences Engineering Management After four years of perseverance and commitment, Bucknell University's Class of 2024 is ready to embark on a bright and promising future. These soon-to-be graduates have not only embraced academic challenges but have nurtured a wide range of passions and interests, evident in the diverse paths they are about to pursue. Whether they're stepping into full-time positions, advancing their education in graduate programs or dedicating themselves to volunteer endeavors, these seniors are equipped with the skills and character they need to thrive in an ever-evolving world. We're confident they'll be successful and make a positive impact wherever they go. Maya Asante '24 Studied: environmental studies What's Next? "As a business technology solutions analyst in the Government and Public Services division of Deloitte Touche Tohmatsu Limited in Harrisburg, Pa., I will collaborate with team members to solve multidimensional problems using technology-enabled approaches. While consulting may not be a conventional career path associated with my major, I was drawn to it to explore how my expertise in environmental studies could intersect with technology to create sustainable solutions. At Bucknell, environmental science majors learn to not only consider the natural impact of environmental issues but also the social impacts that can affect the public sector." The Bucknell Advantage: "I was fortunate to have several experiences that prepared me for this role. My experience conducting biology research helped me develop my analytical and critical thinking skills, which will enable me to tackle complex problems I'll face in the workplace. My four years of work at the Bucknell Farm, where I served as a Student Farmer Leader, advanced my communication and collaboration skills. Interacting with a range of individuals from diverse backgrounds and with different leadership styles taught me the importance of being flexible and adaptable. These experiences helped me grow personally and provided a foundation for me to be a lifelong learner." Lea Codispot '24 Studied: business analytics & operations What's Next? "I will be entering into the Analytics Development Program at Dick's Sporting Goods at their Coraopolis, Pa., location. Through a series of rotations in different departments, I'll learn about the business and become accustomed to the software that each analytics division uses. I worked as an intern for Dick's after my junior year and was positioned in the People and Purpose department — their version of Human Resources. I analyzed and found solutions for Dick's distribution center employee turnover by accessing a wide range of data including survey responses, demographic data and historical turnover trends. It gave me a taste of what will be expected of me in a full-time role, and I am excited to use the skills I sharpened to be a valuable asset to the company." The Bucknell Advantage: "During my business analytics practicum course with Joe Wilck, [associate professor of practice in analytics & operations management], I had the opportunity to conduct analytics work and research for a client. We worked directly with the company's CEO and used company data to help them develop an AI-generated marketing solution that will assist sales representatives in pursuing leads. Every skill that I have learned in past analytics courses has proved to be pertinent to our work. I also worked with the Student Managed Investment Fund. Over two semesters, I and 19 other students managed $3 million of the University's endowment. In April 2023, six of us had the opportunity to present our portfolio to over 100 alumni and donors in New York City. The experience taught me financial skills that will help me speak intelligently outside of my analytics role in the workplace. The experience also helped me develop extensive research tactics and sharpened my decision-making skills." Amber Cutler '24 Studied: psychology and English — creative writing What's Next? "I will be a teaching assistant in the English Department at the University of Reno in Nevada, where I will also pursue my MFA in Creative Writing. I have been passionate about writing for almost 20 years. When I told people I wanted to be a writer, I'd often hear that I should pursue a 'real job.' But Bucknell helped me to manifest my dreams and set me on the path to success within the field." The Bucknell Advantage: "I was fortunate to be part of the Bucknell Community College Scholars Program, which gave me access to all of the University's wonderful resources and enabled me to pursue my creative endeavors. I would have never attended Bucknell without the aid provided for scholars through this program. After transferring from Lehigh County Community College, I found a nurturing environment within Bucknell's English — Creative Writing department, where I received guidance and mentorship from English—creative writing professors Robert Rosenberg, Bix Gabriel, Joe Scapellato and others. Interning with Bucknell's literary journal West Branch exposed me to the publishing world and helped me gain hands-on experience in a professional capacity that will serve me beyond Bucknell." Keri Gilligan '24 Studied: business analytics & operations What's Next? "I will join Deloitte's Boston office as a business technology analyst in their Government & Public Services (GPS) consulting division. During my first year, I learned that Deloitte recruits for its GPS division directly from Bucknell, so through engaging with alumni mentors and career resources, I was able to secure an internship with the firm for summer 2023. For my full-time role, I will be supporting various government agencies in projects that can range from updating a legacy system to implementing change management. I am eager to apply the technical and interpersonal skills I have developed at Bucknell as I navigate the beginning of my professional career." The Bucknell Advantage: "Through my coursework with the exceptional faculty in the Department of Analytics & Operations Management, I have learned how to break down complex problems, be comfortable with the uncomfortable and fail forward. My business analytics major has been rounded out by a wide range of courses in humanities and the social sciences to make me a more curious and practiced critical thinker. But it is what happens beyond the classroom that develops and roots learning. During my junior year, I joined Bucknell's inaugural Management in the Asia Pacific program. Through that experience, I grasped the importance of personal relationships in Asian business, gained firsthand insight into client interactions, and explored the distinct nuances of financial and technology markets in the Asia Pacific region. I became skilled at networking and business etiquette thanks to the Freeman College's Office of Experiential Learning, and have gained invaluable mentors — notably Nick Palmer '17, Laura Lanwermeyer and Trey Lauletta '15 — who have instilled confidence and given me the self-assurance to tackle challenges in the future." Lucas Hill '24 Studied: international relations What's Next? "I will be an Armor Lieutenant with the U.S. Army. l will report first at Fort Knox in Kentucky, and later at Fort Moore in Georgia. After four years in that role, I'll transition to becoming a military intelligence officer. My inclination toward military service has always been strong. I've wanted to build upon the sacrifice of veterans who worked to uphold and protect democracy after 9/11. This was a significant factor in my decision to enroll in Bucknell's ROTC program. As an Army officer, I anticipate being constantly challenged, and tasked with troubleshooting and leading soldiers, which will be extremely fulfilling." The Bucknell Advantage: "The Bucknell Army ROTC Program had a major impact on my life. It provided me with valuable career opportunities and facilitated my personal growth. I participated in the Project Global Officer Arabic program, funded by the Defense Language and National Security Education Office, which fully immersed me in studying Arabic. I also attended Cadet Summer Training at Fort Knox, and did a Defense Threat Reduction Agency Wargaming internship in Arlington, Va., — all possible through my ROTC connections. Beyond those experiences, I received consistent guidance from Lieutenant Colonel Jason Rock, who took a personal interest in helping me become a better officer and leader. On the academic side, Professor David Mitchell [political science and international relations] provoked my intellectual curiosity and challenged me academically. His National Security Policy course influenced my decision to pursue a career in national security." Lydia Hybels '24 Studied: economics and international relations What's Next? "I will be a client services associate at AlphaSights, a firm that connects investors and business leaders with the information they need to succeed. I'll be based in New York City and will be supporting blue-chip clients by identifying experts across the globe who can help them on time-sensitive projects. The goal is to provide my clients with knowledge that will enable them to make the best possible business decisions and contribute to a productive economy." The Bucknell Advantage: "I first encountered AlphaSights at a Bucknell Center for Career Advancement career fair, where I landed an internship opportunity for the summer of 2023. At that point, I wasn't familiar with expert network firms; I only knew that I was interested in the field of economics or international relations. At AlphaSights, I learned about their commitment to providing 'knowledge on demand,' and working in that environment helped me become more proactive, curious and adaptable. During my internship, I could draw upon my experience as an admissions ambassador. Through conducting campus tours, I honed my ability to communicate effectively, build connections and problem-solve autonomously. These skills will continue to benefit me beyond Bucknell." Abigail Kates '24 Studied: markets, innovation & design What's Next? "After spending the summer of 2023 as a business marketing intern in the product office of Barclays U.S. Consumer Bank segment, I am thrilled to be returning full-time as a graduate analyst. Through the Barclays rotational program, I will work in three different areas of the business over the next two years. These areas will range from the innovation center, product development, partnership management, face-to-face marketing and more! Barclays prides itself on its innovative culture and rich history, so I am extremely excited to join such a forward-thinking environment." The Bucknell Advantage: "This summer my managers complimented me on my diligence and attention to detail, which my experience at Bucknell helped cultivate. The Freeman College of Management, particularly MGMT 101 and MIDE 300, enhanced my presentation skills and confidence in public speaking. My poised delivery of key information to stakeholders this summer set me apart from other interns. Something extraordinary about Bucknell is the faculty's attentiveness to students. I always felt comfortable approaching my professors with questions and ideas. This gave me the confidence to speak up in meetings at Barclays to offer new perspectives. Further, being a student-athlete at such a rigorous university has instilled in me immense time-management skills. Lastly, being named a captain of Bucknell's Track & Field team has afforded me the invaluable opportunity to grow in my leadership and teamwork skills." Emma Lamberti '24 Studied: music What's Next? "I will be earning a master's of music education at Indiana University Bloomington at the Jacobs School of Music while serving as an associate instructor. My specific interest and overall career goal is to focus on music education accessibility for students with disabilities. My journey toward this goal traces back to high school. During voice lessons, my instructor noticed my struggles with reading sheet music. After some tests, I learned I have a learning disability that requires me to both hear and read information to secure it within my long-term memory. Having a music teacher who understood and accommodated my disability was profoundly impactful and sparked my interest in enhancing educational opportunities for all students." The Bucknell Advantage: "At Bucknell, I have had so many opportunities to develop as a musician. From conducting the Bucknell University Choir, to being the student manager of the handbells, to engaging in the Voice Lab and directing the acapella group Two Past Midnight, each experience has been instrumental in shaping me into the musician I am today. These experiences not only helped me develop my musical skills but also equipped me with the academic rigor that will enable me to succeed at the conservatory level." Taylor LaMantia '24 Studied: engineering and management for engineers What's Next? "I will be working as a software engineer as part of Netflix's New Grad Program Software Engineer Team in Los Angeles. I am hoping to continue doing work that is data-focused and can provide analytical insights and models on the content or consumer side. When I received the offer from Netflix, it wasn't even a question for me to say yes to a role where I would be able to work in an industry environment in the entertainment space whose product is centered around people, and where I could tie in the creative and technical skills that I got from marketing classes in the Freeman College of Management." The Bucknell Advantage: "I chose Bucknell my junior year of high school when I was going through the recruiting process for lacrosse. I was unsure of exactly what I wanted to be doing with my future at the moment, but knew I had an interest in engineering as someone very inclined toward math and science. I also liked working with people and thought I could see myself potentially pursuing a role in finance. As soon as I heard about the 5-year engineering and management dual bachelor's degree program, where I could receive both a bachelor's in engineering and a bachelor's in management, I knew Bucknell was the perfect school for me. My courses, particularly the electrical and computer engineering design courses, were always geared very specifically to the kind of thinking and representations that a software engineer would need to be able to provide in the industry. I could not have been more prepared for my final round of Netflix interviews, which consisted of designing a solution to a problem by utilizing these very representations that we had been working to improve for our Senior Design course problem. Bucknell has truly prepared me for reaching the career goals that I strived for." Bernadette Maramis '24 Studied: political science and minored in philosophy What's Next? "I will be working as a litigation paralegal in New York City for Paul, Weiss, Rifkind, Wharton & Garrison LLP. I will support attorneys throughout each phase of the litigation process, playing a role in the behind-the-scenes work necessary for a successful trial, including conducting factual research, producing legal documentation and preparing for deposition. My parents inspired me to pursue a career in law and advocacy work. Their decision to leave their home and start anew in America instilled in me a strong sense of purpose and responsibility that ultimately inspired me to use my education, voice and background as an Indonesian-American to effect positive change through advocacy work." The Bucknell Advantage: "My classes and engagement in Bucknell Student Government have been instrumental in preparing me for this next chapter of my life. My academic coursework has taught me how to engage in efficient research and writing practices that will be quintessential to my role as a litigation paralegal. Serving as the 2022 Executive President of Bucknell Student Government provided me with invaluable leadership experience. We held quarterly meetings with President Bravman, the dean of students and the provost, in which we engaged in dialogue and tangible action plans to ensure that the needs and concerns of all Bucknellians — especially those of underserved communities — were heard. Holistically, my experiences at Bucknell strengthened my organizational, communication and leadership skills, which will help me be successful in the legal profession." Dylan Matase '24 Studied: civil engineering What's Next? "At Traylor Brothers, Inc., I will be working as a field engineer in their underground construction division. This means that I will be a part of the team managing the everyday construction activities to build tunnels, shafts and other underground structures. Tunnels made by Traylor are used for subways, wastewater and municipal water. I am excited to be a part of the delivery of such monumental infrastructure projects and have a lasting positive effect on communities across the nation." The Bucknell Advantage: "I had an internship at H&K Group, a civil contracting and construction materials firm, which helped me gain real experience in the heavy civil construction industry on the management side of things. This helped me in my post-graduation job search by giving me leverage to access opportunities that wouldn't have been previously available to me. I also feel that my senior design project has given me a taste of the real world by allowing me to work on a real project preparing a schedule, cost estimate and a construction animation. The technical skills I've gained at Bucknell, along with learning how to work effectively on teams and settle differences, has set me on a good path for my career." Ryleigh McGaw '24 Studied: accounting What's Next? "I will be an incoming audit associate at PwC in their private division in New York City. In my position, I'll have a variety of client service responsibilities, including conducting full financial statement audits for clients while working within a team. During my internship this past summer, I had the opportunity to work on three different accounts that exposed me to the range of private companies PwC has as clients. I was part of a small team that helped with the planning phase of the audit. This experience allowed me to learn about PwC's internal systems and also showed me the company's tight-knit community and client-oriented focus." The Bucknell Advantage: "At Bucknell, I had access to amazing academic resources, small classes and hands-on learning. I realized my passion for accounting when I took Accounting 101 with Professor Kate Suslava [accounting] during my first year. Through her advice, I learned about the possible career opportunities in accounting and how the Freeman College could help me prepare for career success. In particular, through my audit course with Professor Amber Lawson, I learned the phases of a financial statement audit and how to work within a team to reach a deadline. Many of my courses had a focus on teamwork and collaboration, which translates greatly to the real world." Nikhil Patel '24 Studied: finance What's Next? "As an analyst on the investment team at LLR Partners in Philadelphia, I will be focused on making investments in growth-stage software companies as well as monitoring these investments and helping to improve the companies in our portfolio. A key part of my job is completing financial analyses on potential investments and building relationships with the management teams of these companies. During my internship with the company in the summer of 2023, I was immediately treated as a professional and given responsibility early on. I honed my skills in financial analyses, learned many new ways to analyze a company, and built my knowledge of private equity. I'm excited to use this experience in my role as an analyst to make myself useful right away." The Bucknell Advantage: "The holistic nature of the Freeman College curriculum is extremely beneficial. While I initially wanted to focus purely on finance classes, getting exposure to all aspects of business is what made me stand out as a job candidate. Even in my finance role, I'm using things I learned in my marketing and business analytics classes. After just my first year, I interned with TekniPlex, where I focused on corporate development mergers and acquisitions and learned what it was like to grow a company. I loved that work, and after many conversations with mentors and Bucknell alumni, realized that private equity was an area where I could have this same experience on a larger scale. I found a great Bucknell community at LLR Partners, which led to my internship and now my full-time role there." Reece Pauling '24 Studied: environmental studies and critical Black studies What's Next? "I'll be attending the Yale School of the Environment to pursue a master's degree in environmental management with a specialization in people, equity and the environment. At Bucknell, I conducted research and took on leadership roles that enabled me to learn that I possess the power to persuade, inspire, communicate and lead others who share a common goal for the good of all people and the environment. At Yale, I will also learn about policy and the power it holds, which will allow me to navigate tough decisions and equip myself to face worldwide environmental issues. My long-term goal is to work with the Environmental Protection Agency in the Department of Environmental Justice and/or Laws and Regulations. I hope that I can serve as a resource to decrease the overall racial disparity in environmentalism regarding the lack of clean, green outdoor spaces and recreation areas for communities of color." The Bucknell Advantage: "At Bucknell, I focused on community-engaged learning within the environmental realm to address the position in which communities of color, especially the Black community, can benefit from environmental initiatives. I implemented a prison garden project, which uses horticultural therapy techniques to promote the mental and physical well-being of incarcerated individuals. Additionally, I participated in a research project in Kenya, which focused on the comparative advantage of land use options for community members. As a member of Delta Sigma Theta Sorority Incorporated and a Black Student Union executive board member, I expanded my leadership experience and learned that leadership isn't only about setting an example but engaging others in your goals and mission so that you can develop more leaders who are in pursuit of the same goals." Matt Repke '24 Studied: biology What's Next? "I'll be embarking on a two-year gap period before pursuing medical school, during which I'll serve as an emergency medical technician (EMT) for Good Fellowship Ambulance & EMS Training Institute in West Chester, Pa. I'm eager to enhance my skills by progressing from an EMT to an advanced EMT, which will broaden my scope of practice and allow me to administer more advanced life support interventions to patients. After obtaining that certification, I plan to volunteer as an advanced EMT, responding to 911 calls while also pursuing two research projects — one focusing on emergency medicine and another on cancer pulmonology." The Bucknell Advantage: "I initially chose Bucknell because of its small class sizes, which allow students to form meaningful connections with professors. I also knew that I wanted to get involved with biology research early in my college career, and Bucknell provided me with the resources to achieve that goal. Through Bucknell's partnership with Lewisburg's William Cameron Engine Company and my involvement with the Student Emergency Response Volunteers club, I gained invaluable exposure to emergency medical care. The time I have spent with this first responder community deepened my desire to work in EMS and affirmed my goal of pursuing a career as a physician." Colbey Russell '24 Studied: education and psychology What's Next? "I'm continuing my role as Deputy Director of Bucknell's Department of Public Safety and as a community educator who works to increase awareness around self-defense, de-escalation, leadership development and mental health first aid. Balancing my responsibilities as a full-time employee and student at the University has provided me with a unique perspective and skill set that I will carry forward in my professional life." The Bucknell Advantage: "When I graduated from Mifflinburg High School in 2011, I aspired to become a secondary education teacher in physics and mathematics. I attended two semesters of college before life took me in a different direction. I wanted to have a positive role in my community, which led me to a position with Bucknell's Department of Public Safety. As my time with Bucknell progressed, I recognized the opportunity to further my education while continuing to contribute to the University community. I was fortunate to be able to build positive relationships with faculty and students inside and outside the classroom. It enhanced my sense of belonging at Bucknell while also strengthening my commitment to the University and making the campus more equitable and inclusive." Jake Schaefer '24 Studied: mechanical engineering What's Next? "I'll be joining Northrop Grumman as a structural analysis engineer in Baltimore. I've always loved physics and have been fascinated with figuring out why the world was built in the unique way it was. Studying mechanical engineering at Bucknell has provided me the opportunity to answer the most basic questions about the world." The Bucknell Advantage: "As a Presidential Fellow, I have been doing research with Professor Benjamin Wheatley [mechanical engineering], since freshman year and he's taught me countless skills, ranging from public speaking to finite element analysis. Both of these things in particular helped me to stand out amongst other interns in the past summer, and will continue to be valuable skills in the future." Celebrating Bucknell's Class of 2024 Learn about Bucknell's Commencement activities OffOff
- Bucknell Set to Celebrate Class of 2024 CommencementBucknell Set to Celebrate Class of 2024 Commencement msf014 Mike Ferlazzo Tags University news News News May 8, 2024 Tags University news More than 870 students representing 32 states and 21 countries from the Class of 2024 will be awarded degrees during Bucknell University's 174th Commencement on Sunday, May 12, beginning at 10 a.m. on Malesardi Quadrangle. Nadia Sasso '11 — a creative producer and digital storyteller whose work has been recognized by former President Barack Obama and former network news anchor Katie Couric, among others — will deliver the keynote address. The University will tentatively confer 874 degrees — 862 bachelor's degrees and 12 master's degrees. The College of Arts & Sciences will confer 544 undergraduate degrees, the College of Engineering will award 157, and the Freeman College of Management will confer 161. The student speaker for Commencement will be Lea Tarzy '24, an accounting major from Medford, N.J. Alexandra Slofkiss '24, a biology major from Marlboro, N.J., will sing the national anthem. || Read more about Tarzy and Slofkiss. As in past years, the ceremony will be livestreamed on Bucknell's Commencement web page and Facebook page. Commencement Speaker Sasso develops engaging, cross-platform cultural content, utilizing various media forms to connect people around the world. She was featured in the cover story of the Fall 2019 issue of Bucknell Magazine for her success as a digital storyteller. She is also advancing inclusivity in the entertainment industry through her app BlaytorBox, which connects companies, brands and filmmakers to Black, Indigenous and other people of color professionals working in creative fields. The BlaytorBox project earned her a semifinalist position for the Black Ambition Prize, which provides capital and resources to high-growth startups founded by Black and Hispanic entrepreneurs. Through her entrepreneurial and creative ventures along with her passion for making connections, Sasso has worked with award-winning actress, writer and producer Issa Rae; New York Times bestselling Nigerian-American author Luvvie Ajayi; and award-winning journalist and filmmaker/producer Jose Antonio Vargas. She also has led creative campaigns working with such clients as Viacom, Nielsen, UBS, the Peace Corps and the United Nations. She has leveraged her background in diversity, marketing, communications and new media with the White House, the Smithsonian and universities all over the world. Sasso is also a documentary filmmaker who focuses on advocating for the Black experience in the United States. She made her creative debut in 2015 with the independent film Am I Too African to be American, Too American to be African, which she produced and directed. The film featured Rae and was celebrated for its impact on Afro-millennials around the world. Sasso was also a writing-room consultant and occasional host for the PBS show Say It Loud. More recently, she released an experiential art campaign, #BCuzSheSaidSo, which featured her #13AlbumsTo31 Instagram visual social campaign to inspire Black women to be unapologetic about their identity. Because of her leadership potential, Sasso was selected by the Posse Foundation to attend Bucknell, where she majored in English and sociology with a concentration in media and culture before graduating in 2011. At Bucknell, she was awarded a Project for Peace grant, which supports projects that contribute to resolving conflict and maintaining peace. She was the recipient of Bucknell's Young Alumni Award in 2021. Weather Updates If severe weather is likely, including thunderstorms with lightning, high winds, heavy or prolonged rain, Commencement may be delayed or moved indoors. This will be determined by 6:30 a.m. on Sunday. Announcements about the change will be made through campus email notification and on the Commencement website. Signs will be posted at the entrances to Malesardi Quadrangle and the lobby of the Elaine Langone Center. The University telephone operators will also be providing information at 570-577-2000. The procession and Ceremony may also be delayed by up to two hours, then remain outdoors as planned. If the ceremony is forced indoors, it will be held in Gerhard Fieldhouse at 10 a.m. Only graduates and ticket holders will be permitted. Other guests will be able to view a live broadcast of the event at one of several locations, including the Weis Center for the Performing Arts, Trout Auditorium in the Vaughan Literature Building and several classrooms. || Campus map For more information, including a complete schedule of all Commencement Weekend events, registration and general information, visit Commencement 2024. Student AffairsOffOff
- Shaping Tomorrow Today: Bucknell Celebrates Inclusion AdvocatesShaping Tomorrow Today: Bucknell Celebrates Inclusion Advocates kan008 Tags Student experience University news News News May 2, 2024 Tags Student experience University news On Thursday, April 18, members of the Bucknell community gathered to celebrate the achievements of those honored with the Bucknell Inclusive Excellence Awards, the Burma-Bucknell Award, the Virginia Travis Lectureship in Social Justice Award, and the Gregory E. Wright Award. These accolades recognize individuals and groups on campus who work to bridge divides, challenge stereotypes and cultivate a sense of belonging. Whether it's through innovative programs, impactful research or dedicated advocacy, the following recipients have made meaningful contributions to their peers and the overall campus environment. "Our goal isn't only to acknowledge the award recipients' contributions," says Vernese Edghill-Walden '87, Bucknell's vice president of equity and inclusive excellence. "We are also hoping to inspire others on campus to join in our efforts. Together, we can create a campus culture where inclusion isn't just a goal but a reality." Bucknell Inclusive Excellence Awards These annual awards are designed to recognize those who make significant contributions to Bucknell University's efforts to build and nurture an inclusive campus community that embraces and respects diversity in all its forms. Student recipient: Endia Scales '26, education Scales was recognized for her campus leadership and advocacy, particularly in promoting diversity, equity, inclusion and social justice. As a residential adviser, Scales cultivated an inclusive and supportive living environment for her peers within residence halls, ensuring that every student felt valued, heard and respected. She took the initiative to establish a dedicated residential space for Black students, helping to ensure that the campus culture fostered a sense of understanding and acceptance. Marcus Scales, director of multicultural student services; Vernese Edghill-Walden '87, vice president of equity & inclusive excellence; Endia Scales '24, award recipient; and Denelle Brown, associate dean of students, diversity & inclusion. Photo by Devin Whalen '22, M'24 Staff recipient: Jessica Cowden, interlibrary loan specialist Since 2022, Cowden has spearheaded initiatives to enhance accessibility and disability services at the library. She proposed and developed a new webpage focused on these services, drawing on industry research and input from colleagues. Cowden also contributed to the creation of a detailed library map, improving navigation for all users. These efforts promote campus diversity and inclusion by ensuring that students, faculty and staff with disabilities feel welcome and supported in using library resources. Additionally, Cowden is actively involved in a collaborative group dedicated to improving accessibility across campus and creating equitable education experiences for individuals with disabilities. Furthermore, she has joined the library's Diversity, Equity, and Inclusion Council, where she is involved in initiatives such as creating sensory-friendly study rooms and diversifying room names to honor a wider range of artists and figures. Faculty recipient: Professor Gulay Guzel, markets, innovation & design Guzel’s nominators said that she is deeply committed to promoting diversity and inclusion through her research, teaching and service endeavors. Her research focuses on exploring the role of social media in fostering a sense of belonging, which she integrates into her classroom instruction and service activities. In Spring 2023, Guzel represented the Freeman College of Management at the inaugural Business School Diversity Equity and Inclusion Collaborative Conference in Knoxville, Tenn. During the conference, she was invited to participate in a national diversity case competition for North American business schools. Faculty recipient: Professor Nicholas Brady, critical Black studies Brady was praised by a nominator as an exceptional educator and mentor, known for his compassionate nature. He is credited for creating "a warm and inclusive atmosphere" that fosters enlightening discussions that link theoretical concepts to real-world examples. Beyond academics, Brady addresses important issues of diversity and inclusivity, drawing from personal experiences to create a meaningful connection with students. Brady's support extends beyond the classroom, making a lasting impact on students' lives. Office recipient: The Office of Civic Engagement Bucknell's Civic Engagement Office is dedicated to advancing the institution's commitment to diversity and inclusion. Its staff’s proactive efforts have addressed both historical and emerging barriers to equity and inclusion on campus. The office has supported underrepresented students, faculty and staff by developing targeted programs and mentorship initiatives. Additionally, its initiatives in community-based learning and community-engaged learning categories have provided students with opportunities to engage with local nonprofit organizations, contributing to both personal and collective growth. The office's commitment to diversity extends to organizing cultural competency workshops and facilitating community engagement projects, fostering a more inclusive campus environment. Their annual workshop on civically engaged course offerings showcases their dedication to collaboration between community partners and Bucknell faculty/staff, ensuring the best educational experience for students while uplifting the community. Vernese Edghill-Walden '87, vice president of equity & inclusive excellence with members of the Office of Civic Engagement. Photo by Devin Whalen '22, M'24 Collaborative group recipient: Social Justice Lunch Seminar This group established a supportive environment for addressing social justice matters both on and off campus. By organizing speaker events, they educated students about various social justice issues, fostered lively discussions and created a safe environment for critical dialogues. Social Justice Lunch Seminar organizers Professor Chase Gregory, English; Nikash Kale '25; and Ninah Jackson '25 with Vernese Edghill-Walden '87, vice president of equity & inclusive excellence. Photo by Devin Whalen '22, M'24 Student organization recipient: Global Student Council (GSC) The GSC plays a crucial role in advancing the university's commitment to create a diverse, equitable, and inclusive community. The GSC has demonstrated a nuanced understanding of power dynamics and privilege through active engagement in equity and inclusion initiatives. By facilitating positive interactions between international and U.S. students, the GSC works to bridge divides and foster an environment where diverse perspectives are respected. The introduction of the My Culture, My Country, and Me speaker series provided a platform for sharing diverse experiences and promoting understanding. Student members of the Global Student Council with advisers Jennifer Figueroa, director of international student and scholar services; and Professor Felipe Perrone, computer science; and Vernese Edghill-Walden '87, vice president of equity & inclusive excellence. Photo by Devin Whalen '22, M'24 Burma-Bucknell Award Given each year, the Burma-Bucknell Award recognizes an organization or University community member who has made outstanding contributions to intercultural and international understanding. The original Burma bowl was presented to the University by President Win Maung of Burma in 1958 as a symbol of the historic partnership between Bucknell and the nation of Burma, now known as Myanmar. Recipient: Mark Elliott, senior development adviser Throughout his four decades of service in University Advancement, Elliott has been steadfast in his advocacy for international student financial aid. He consistently emphasizes how international students enrich the Bucknell community and the significant sacrifices they make to attend the university. Elliott highlights the contributions of international students both on campus and beyond, citing their education at Bucknell as instrumental in their future success. His dedicated efforts have ensured that generations of international students have had the financial support necessary to attend Bucknell, which has helped to diversify the campus community. The Virginia Travis Lectureship in Social Justice Award Recipient: Farida Zaid, a member of the social isolation task force with the Pennsylvania Council on Aging This award, dating to 1996, honors a member of the Bucknell or Lewisburg communities who has worked diligently and compassionately to promote social justice and progressive change at the local, state, national, or global levels. The recipient must have demonstrated a commitment to one or more of the following principles: social, economic, educational, or political equality and opportunity; civil liberties; racial, gender, ethnic, sexuality, and religious freedom and dignity; ecological equality, or non-violence and conflict resolution. (Zaid won the award in 2020 but was unable to receive it due to the pandemic.) Gregory E. Wright Award Recipient: Ibrahim Tahir '24, computer science and economics This award is given annually to a graduating senior who champions diversity and inclusion within the Bucknell community and beyond. This student leader demonstrates compassion, advocacy and vision to make the Bucknell community welcoming and nurturing for all students, particularly students of color. The award is presented by the Bucknell Black Alumni Association on behalf of Gregory Wright '73, M'76. Diversity, Equity, and InclusionOffOff
- Annie Seibold Drapeau '88 Elected Next Chair of Bucknell's Board of TrusteesAnnie Seibold Drapeau '88 Elected Next Chair of Bucknell's Board of Trustees msf014 Mike Ferlazzo Tags University news News News May 2, 2024 Tags University news The Bucknell University Board of Trustees unanimously voted to elect Trustee Annie Seibold Drapeau '88 as its next chair, President John Bravman announced today. "Annie is an excellent collaborator and deeply respected leader on the Board of Trustees," Bravman says. "Her professional experience has been beneficial in her role as chair of the Human Resources Committee and the Executive Resources Subcommittee. Her contributions to the Board have proven invaluable, and I look forward to working with her in this new leadership capacity as we strive to advance Bucknell's mission." Drapeau earned a bachelor's of science in chemical engineering from Bucknell in 1988. As a student, she was active in the American Institute for Chemical Engineers, Bucknell Student Government, University Chorale and Kappa Kappa Gamma sorority. She went on to earn a master's of business administration from the Tuck School of Business at Dartmouth College in 1992. In addition to her trustee roles, Drapeau has served as a member of the Freeman College of Management Advisory Board, the Bucknell WE DO Campaign cabinet and the Alumni Association Board of Directors. She also has served as an admissions volunteer, Annual Fund volunteer, class gift chair and College of Engineering volunteer. A trustee since July 2019, Drapeau currently serves as Board vice chair. In addition to chairing the Human Resources Committee and the Executive Resources Subcommittee, she has also served on the Academic Affairs Committee, Executive Committee, and the Nominating & Governance Committee. "I am deeply honored to have been elected the next chair of the Board of Trustees at Bucknell University," Drapeau says. "Bucknell's distinctive academic depth and breadth, vibrant community, and dedication to ensuring every voice is valued and heard make it a truly exceptional institution. I am excited to work alongside President Bravman and the talented faculty, staff, students and fellow trustees to further advance Bucknell's mission and ensure its continued success." Drapeau will assume the role of chair effective July 1. She will succeed Chris O'Brien '80, P'18, P'20, who is completing his second term as Board chair. "On behalf of the Bucknell community, I extend my deep gratitude to Chris O'Brien for his service to the University as chair of the Board of Trustees for the past six years," Bravman says. "His dedication and leadership helped guide Bucknell through a period of unprecedented challenges to higher education, including the COVID-19 pandemic, and I am forever thankful for his guidance, leadership and partnership." Drapeau is the chief people officer at Toast, a cloud-based restaurant management software company based in Boston, where she leads the People and Places team. She has led organizations through rapid growth as the chief people officer at Moderna, VistaPrint and Digitas, and led both Talent and Corporate Strategy teams at Iron Mountain. She also spent time as an operating partner at Bain Capital. She began her career in finance and strategy roles. A published author, Drapeau has written a book and several articles about trust and leadership. She also serves on the board of directors of the Posse Foundation, a nonprofit organization that partners with select colleges and universities in the United States, including Bucknell, to provide student scholarships and leadership training. She also chairs the Posse Boston Advisory Board. PresidentOffOff
- Bucknell's Lower Co-authors Study Finding Climate Change's Impact on Firefly PopulationBucknell's Lower Co-authors Study Finding Climate Change's Impact on Firefly Population msf014 Mike Ferlazzo Tags Arts & Sciences Math & Science News News April 29, 2024 Tags Arts & Sciences Math & Science Your eyes aren't deceiving you; some firefly species may be declining due to environmental forces. Now a team of researchers — including Bucknell University Professor Sarah Lower, biology — have analyzed data from the citizen science program Firefly Watch and machine learning models to find that climate change may pose a greater threat than previously thought to firefly populations. "One of the top things I've heard in the audience at firefly festivals is about how people are not seeing as many fireflies as they used to," Lower says. "This meta-analysis gets to the data and the reasons for that observation in some species." Professor Sarah Lower, biology, participates in firefly collection. Photo by Carla Long Lower collaborated with Darin McNeil, the lead author, assistant professor, forestry and natural resources at the University of Kentucky; Sarah Goslee and Melanie Kammerer of the United States Department of Agriculture – Agricultural Research Service, Pasture Systems and Watershed Management Research Unit at University Park, Pa.; and John Tooker and Christina Grozinger from the Department of Entomology, Insect Biodiversity Center, Huck Institutes of the Life Sciences, Pennsylvania State University, on the research. They used machine learning models to analyze more than 24,000 Firefly Watch surveys. Their study, published in Science of the Total Environment, identified the factors likely responsible for troubling declines in firefly populations across North America. The researchers trained machine learning models to evaluate the relative importance of a variety of factors within the data collected on firefly populations, including pesticides, artificial lights at night, land cover, soil/topography, short-term weather and long-term climate. Their analyses revealed that firefly abundance was driven by complex interactions among soil conditions, climate/weather and land-cover characteristics — with climate change and habitat loss having the greatest impact. Due to the impact that climate and weather conditions have on firefly abundance, they concluded that there is a strong likelihood that firefly populations will be significantly influenced by climate change, with some regions becoming higher quality and supporting larger firefly populations, and others potentially losing populations altogether. "We're the first to show a whole myriad of factors that drive firefly populations," McNeil says. "The machine learning models we used let us look at the relative difference of factors. Climate is one of the major drivers. It's more important than other factors. The fireflies may be more sensitive to climate change than we previously thought." The researchers also found that other factors — especially land-cover characteristics and landscape context — remain strong predictors of firefly abundance in the eastern United States. They conclude that future conservation of North American firefly populations will depend upon: Consistent and continued monitoring of populations via programs like Firefly Watch (Mass Audubon) and Firefly Atlas (Xerces Society) Efforts to mitigate the impacts of climate change Insect-friendly conservation practices Given that many firefly species are habitat specialists, the researchers write that species-specific monitoring efforts — either via citizen science or biologist-led censuses — would also help provide greater detail on the habitat patterns revealed by their analyses and address the risks to individual species. "Each species has its own habitat requirement and things it needs to succeed," Lower says. "With the citizen science data in this study, we're looking at fireflies in the aggregate, but we would like people in citizen science to get more training in species identification. If we can get species-level information, we can provide more specifics on species living in a particular area and how best to protect them." Still, the new study is the first to address some specific reasons fireflies persist in some places, but not others, in hopes of conserving firefly populations. BiologyOffOff
- Episode 79: Pursuing the Arts In CollegeEpisode 79: Pursuing the Arts In College bdw008 Brooke Thames Tags University news Admissions Podcast April 29, 2024 Tags University news Maybe you sketch in your free time, have a leading role in community theater production or dance in a semi-professional company. Whatever your arts interest, there are abundant opportunities to pursue it in college. On this episode of College Admissions Insider, we're chatting with two current Bucknell students about their involvement in the arts. We'll talk about how they found opportunities on campus to get involved, what their activities look like and more. If you have a question, comment or idea for a future episode, email podcast@bucknell.edu. Stay up to date throughout your Bucknell journey Join our contact list Links for the Episode Learn about Bucknell's Arts Merit Scholarships Resources for students who've been admitted to Bucknell Info about applying to Bucknell Application dates and deadlines Plan a visit to Bucknell @iamraybucknell, our student-run Instagram Build a Bucknell Custom Viewbook Latest news for prospective students Bucknell Virtual Welcome Center Episode 79 Episode 79 Transcript [EPISODE] [0:00:06] BT: Maybe you sketch in your free time, have a leading role in community theater production or dance in a semi-professional company. Whatever your arts interest, there are abundant opportunities to pursue it in college. I'm Brooke Thames from Bucknell University. [0:00:19] BHA: I'm Becca, also from Bucknell University. On this episode of College Admissions Insider, we're covering a topic that was recommended by you, our listeners. We'll be chatting with two current Bucknell students about their involvement in the arts. We'll talk about how they found opportunities on campus to get involved, what their activities look like and more. [0:00:40] BT: Let's start with some introductions. Can you give us your name, major and an overview of the arts that you're involved in outside of the classroom? [0:00:48] JK: I'm Jordan. I'm a sophomore mechanical engineering major, and I'm minoring in dance and math. On campus, I am an Arts Merit Scholar in dance, so I'm involved in Bucknell Dance Company. I'm also involved in Showcase. Just this past semester, I danced in Showcase, as well as, I was a choreographer. I'll be in Mainstage, which is Bucknell Dance Company Show's at the end of the semester. [0:01:11] CJ: Exciting! Awesome. My name is Claire. I'm a junior at Bucknell. I'm a history major in film and a media studies minor. I'm the president of the first all-gender acapella group at Bucknell called Two Past Midnight. I'm a member of the Cap & Dagger Theater and Dance Club. I've also previously participated in Cocktail Theater, Bucknell choir, and I was also in the Arts Residential College. [0:01:33] BHA: Wow. Before we dive into all of your arts activities here at Bucknell, let's take things back to before college. Did you explore your arts interests in high school or discover them once you got here? [0:01:47] CJ: A lot of my experience with the arts started when I was really, really young. My dad was in a band, and my mom played piano and sang. They were really involved in music. When I was three years old, my mom put me in dance class, and so that's kind of what introduced me to it. A lot of my passion for music, and the arts, and stuff like that kind of stemmed from dance class and also my parents. Then, they also put me in community theater when I was seven, so I've been continuing with dance classes and participating in music, like choir, piano lessons, as well as doing different theater productions like community theater, and school productions from elementary school to high school. It really has been like such a huge part of my life. [0:02:25] JK: I was very similar. I started dancing from a very young age at the YMCA, which I'm sure lots of people can relate to. I kind of kept dancing not too much throughout my middle school and elementary school experience, just one or two times a week. I did a whole lot of other sports, pretty much every other sport you can think of, so I had lots of different things I was up to. But my freshman year in high school, I decided I really wanted to start devoting myself to dance, I decided to start doing more ballet. I started going on pointe shoes. Just throughout my high school experience, I ended up doing a huge amount more dance, and I even danced competitively. I did find a lot of my interest in the arts and dance specifically through high school. But going to Bucknell, I've kind of gotten into a wider scope within dance. [0:03:14] BT: It's awesome to hear a bit about your history with your different interests. While you've been heavily involved in the arts over the years, you're both currently majoring in disciplines outside of the arts. But did you ever consider pursuing dance, music or theater before selecting a major on your application? And what led you to choose differently? [0:03:32] JK: I definitely thought about it a lot. I definitely thought about pursuing it just as a major for a little bit, but that did not get very far because I just didn't really want to be a part of the professional dance world. I also had a lot of injuries throughout my senior year, so I just didn't really feel like I was super equipped to handle just how much it is physically to be in professional dance. I did think about doing it as a double major, but there's very few places where you can do engineering and dance, and have them both be very high-quality majors. Then, I looked more into minoring in dance or just being part of a really serious dance club at one of the schools I was looking at. But I ended up finding Arts Merit and just the dance minor program in general at Bucknell, and I really fell in love with the scholarship. I loved my experience here for Arts Merit Weekend, so I just ended up going for the Bucknell program. [0:04:22] BT: Can you describe what Arts Merit is for our listeners? [0:04:25] JK: Yes. Arts Merit is a scholarship that they have set up for pretty much anyone who has any kind of interest in the arts. You apply for it before you come here. You can do it on your application, separate scholarship application. For dance, specifically, we sent in a dance reel. Then, from there, they invited us to audition over Arts Merit Weekend. But it completely depends on what you're doing it for, and there's an incredibly wide variety of different arts that you can do it with. I know there's film creative, writing, theater, of course. Lots of different options and I recommend it to every single person I give a tour to. [0:05:00] CJ: Awesome, that's really cool. I know a lot of really awesome people in the Arts Merit Scholarship area. For me, it's kind of similar for me, I actually really thought I would be a theater major, especially when I was in elementary school and middle school. Fun fact, I specifically wanted to be an actress/historian/author — that's the order I wanted it to be in when I was younger. My passion for history was always there, but the arts was such a big part of my life, but I really thought that was what I wanted to do. A lot of people also told me, "Oh, you should pursue that, that would be great for you." But then, kind of once high school came around, I'm not going to lie, I kind of realized, at least for me, it wasn't the most realistic supportive path. That kind of led me to the conclusion that even though I would be majoring in something else like history, because I'm really, really passionate about that, I could still participate and do the things that I love. I could still do community theater, I could still participate in different musical groups, and take dance classes, and stuff like that. That was really important to me, was making sure I can do it all, but I didn't necessarily have to major in it. [0:06:04] BHA: Even though you made the decision not to major in your art form, was it important for you to be able to continue it in college? How did that affect your college search process, and ultimately, your decision to choose Bucknell? [0:06:18] CJ: It definitely was important for me to participate in a lot of my artistic interests in college. That's really the reason why like the Arts Residential program at Bucknell really drew me to the school. Because not only what I be surrounded by and living with people who are interested in the same things as me — like who were interested in music, musical theater, dance — but I also would be participating in a lot of artistic events. What's cool is that they have a section called Common Hour, and that's just basically a block of time where you get to hang out with everyone in the program, and you get to participate in a lot of different artistic events. We did a lot of dance workshops; we even delved into poetry and stuff like that. That was really awesome. I also was drawn to Bucknell's curriculum as well because a lot of our curriculum…what is kind of stressed is this idea of taking classes that are required for your major, but also taking classes that are outside of your major. In that way, I would have the opportunity to take classes in theater, music and dance. But also, I think our curriculum also allowed me to focus on a lot of new interests outside of the artistic interest I had. It definitely was an important part in choosing Bucknell. [0:07:26] BT: Jordan, you mentioned that you are an Arts Merit Scholar, so you were embedded in arts from the very start. I'm curious, can you tell us a little bit about your experience, once you got on campus? Were there opportunities that you discovered more organically? [0:07:39] JK: Arts Merit, it really is its own little core group of people. We all really know each other within every year. Pretty much the second you get on campus, Professor Knox — who is our modern dance professor here — she set up a meeting with all of us, talked to us about what classes we were taking, figured it out. It is part of the requirements, at least for me, as of my scholarship — I believe they have changed a few things for the year below us — it was a requirement that we are in a dance class every semester. I did already have support in being in a dance class. I remember I had a really difficult schedule. Being in engineering, you tend to have a little bit of a pack for semester, just because of one of the classes we take just has a very large block in it. It made it a little bit difficult for me to enroll in a dance class. But they were incredibly helpful with it, which is a big part of why I loved Bucknell so much, because they actually let me take half of a ballet class and a half of a modern class to fill up my semester requirement. But throughout Arts Merit with the requirements it has, you are required to be in a show. I know it used to be that you were required to be in Showcase, so all the first year Arts Merit scholars in dance would be in Showcase. That was already something that you were expected to be a part of, you got to be part of. It's a really great introduction into Bucknell dance, and arts, and everything along those lines. But they just kind of keep recommending new things for you to do every single semester. I can't even begin to be a part of every single opportunity that I have within dance here. [0:09:13] BHA: Just from what you've described, so far, you are both incredibly involved. Can you help give our listeners some perspective? How would you gauge your level of involvement? How do you balance your academics with everything that you're doing outside of that? [0:09:28] JK: For me, personally, it really depends on the semester. Some semesters, I'm much more heavily involved because I do have a little bit of a lighter schedule. But some semesters, I have a much heavier schedule, of course, and I'm a little bit less involved. This semester, I had some credits for a couple of math classes, so I was taking a few less engineering classes, so I thought it would be a good chance for me to get a little bit more involved. It is also traditional for Arts Merit in dance, and just people who are minoring in dance in general, to choreograph and showcase during their second semester of their sophomore year. I did get to do that this semester, that was my way of being a little bit more involved. Obviously, taking on an opportunity that you really don't have it a lot of other schools. I was really excited to choreograph, definitely going to do it again. But personally, for me, I don't think I'm going to be part of Showcase again as a dancer. I would definitely like to do it again as a choreographer. I'll probably always be involved in Mainstage, which is Bucknell Dance Company's show that they have every semester. I'm not quite as involved as I technically could be. I'm not in really any executive or leadership positions within dance. But that does tend to come as you move up in the years, so like junior and senior year. I'd say, I'm 50% involved maybe right now, but I could definitely kick it up a notch if I chose to, which is a really nice option to have. [0:10:49] CJ: Yes, that's definitely a really good point. I know, for me, I feel like honestly, I kind of have actually taken a little bit of a step back in some of my interests, at least in dance and theater. Because, I feel like music, I'm really a big part of it. I have a lot of friends in the music department, and also being in Two Past Midnight. That's just been such an amazing outlet. I also did act in Cocktail Theater, which is basically like a 10-minute play directed by a fellow student, which was super fun. But overall, I actually have been doing a lot less dance and theater performances than I thought I would prior to college. It's been really interesting for me, and I think it's kind of been nice to kind of take a step back, and also just kind of find new interests, like my interest in film, and creative writing, and stuff like that. While also still, supporting the arts by seeing the theater and dance performances. Hopefully, in the future, I can audition for the dance Showcase, I think that'd be really awesome. Kind of like dip my toes in that again. But yes, for me, I think, especially being the president of an a capella group who has to schedule a lot of things. I think, like Jordan said, one of the most important things is time management. I really do think that Bucknell does have a good support system for that, especially because we're a liberal arts school, like they really do encourage getting involved in so many different types of activities. I think that's also one of my favorite things about Bucknell, is just having that availability to be involved in so many things. The main thing to do is just to really manage your time, but it's okay to take time off of stuff like I did. But you always have the option to go back to it if you want. [0:12:28] BT: Along with involvement in any activity at any level comes community. So can you tell us how your involvement in the arts has helped you become embedded in Bucknell and find belonging here. [0:12:38] CJ: For me, a lot of my community and support system really stems from the Arts Res College, Two Past Midnight, and then also Cap & Dagger Theater and Dance Club. I have to say, my best friends to this day, were the people that I met through the Arts Residential College, right on my first day of Orientation at Bucknell. They have been such a great support system. Two Past Midnight has also been super welcoming, really, really strong support system for me. I think there's something really special about getting to connect with other students through creating music, without any instruments, just using your vocals. That has just been really awesome, and they truly are like the most welcoming people. That's also with Cap & Dagger as well. I think what's really great about with Cap & Dagger is that they welcome people who participate in theater and dance, but they also accept people who are just really enthusiastic about theater and dance. You don't have to participate in it, but you can just be really enthusiastic about it. You find all those commonalities, which I think is really, really cool. So those groups for me have been absolutely amazing. There's just something really special about creating art with so many different people. [0:13:48] JK: I definitely had a very similar experience. I was not in the Arts Residential College, though, definitely something I recommend, especially they really encouraged it for Arts Merit Scholars. I was in a different res college, I was in Discovery, which I did find a lot of my friends through the Discovery Residential College. But what's really nice about being so involved here with dance — and with lots of other things, of course — is that you can kind of have a foot in a lot of different circles. You don't have to just choose one thing to be a part of on campus. I would say. I'm just as close with my friends from my first-year hall, as I am with the people in dance. One of the people I dance with, actually, I'm going to be rooming with her next year. I'd say, it's just a really nice community to have, because like you said, it really is, you're creating art with all these other people. It's also really nice that it's a group of… it's not a group of first years, of sophomores, or juniors, it's everyone. Kind of, everyone's the same, everyone's there to make their art. Again, for me, it's dance. Everyone just is really there to have fun, enjoy what they're doing. Especially at Bucknell, because we have so many different arts programs, and the dance minor is really nice because no one's really there looking to necessarily try and go professionally. They're all here because they just really love to dance and want to keep it in their life. [0:15:01] BHA: I appreciate so much how each of you have described the community and support that you've received from being a part of the arts community at Bucknell. I'd love to end with maybe just a snippet of what has been your favorite part in your time so far. [0:15:17] JK: Easily, it has been the chance to choreograph a dance. That's something I've wanted to do for a really long time. I got to choreograph a little bit of my final solo my senior year [of high school], and I absolutely loved it ever since. I'm really grateful that we have the choreography class, it's called Dance Composition. I got to choreograph for absolutely amazing dancers this semester. We just had Showcase about a week ago. It's a really incredible opportunity to have, as well as all the different leadership positions we have here. We have student directors, assistant directors that are students. The dance program in general has given me so many opportunities that I really never expected to have, which I'm really incredibly grateful for. [0:16:01] CJ: Yes, that's so awesome. I definitely agree with all that. This might be a little cheesy, we kind of already talked about it. But I know, for me, my favorite part about the arts community at Bucknell truly is the people that you meet. I really think that a lot of these bonds that you make, they truly do last a long time, like a whole lifetime. Especially at Bucknell, our alumni connections are super strong, especially because we do have that smaller population. With that, you'll find yourself connecting with a lot of our alumni who were involved in the same groups as you. I know, for me, I've connected with so many people who were in Two Past Midnight, and they're such cool people, and you get to hear about what they're doing career-wise, and getting to learn about their experiences being in the same group that you were in. In the future, you might find yourself returning to these communities as an alum yourself, which I think is really, really cool. I definitely think like the people that you not only meet at your time, but also all the alumni you meet, and all the people who were involved in the same things as you. That connection definitely bridges across time, which I think is really nice. [0:17:09] BT: I've loved hearing about all of your experiences in dance and theater and music and beyond. I'm sure this will be a really inspiring episode for the high schoolers who are listening. Thanks again for joining us. [0:17:19] JK: Thank you. [0:17:20] CJ: Thank you so much. [0:17:21] BHA: Thanks to everyone out there listening. If you're a fan of the podcast, please take a moment to rate, subscribe and share this episode with the artists in your life. [0:17:30] BT: We'll be back with another episode in a few weeks. In the meantime, send your questions, comments and episode ideas to podcast@bucknell.edu. We read every note. [0:17:42] BHA: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @BucknellU on Instagram, Facebook, Twitter, YouTube, and TikTok. You can also follow our student-run Instagram account which is, @iamraybucknell. [0:17:57] BT: Definitely check out some more artists on there. Until next time, keep on reaching for your dreams and your dream school. [END] Subscribe to the College Admissions Insider Podcast Apple Podcasts Google Podcasts Pandora Spotify Stitcher TuneIn Radio Contact Details Office of Admissions Location One Dent Drive Contact 570-577-3000 admissions@bucknell.edu Hours Monday – Friday: 08:30 a.m. - 04:30 p.m. Saturday: Varies Sunday: Closed AdmissionsOffOff
- Michael Hardyway '25, Environmental StudiesMichael Hardyway '25, Environmental Studies kan008 Tags Math & Science Student experience Student Story Student Stories April 26, 2024 Tags Math & Science Student experience "I love what I do, and I have amazing people around me who support me." Some students at Bucknell pursue athletics, some research, and others get involved in clubs and organizations on campus. Michael Hardyway '25 chose to maximize his time on campus by pursuing all three. As a first-year student, he earned his position as a walk-on quarterback on Bucknell's football team. Although the Oceanside, Calif., native grew up playing football, he wanted to prioritize his academics when applying to Bucknell. It wasn't until after he received an academic scholarship to attend the University that he decided to ask the football coaches about joining the team. The transition to college life so far from home was a challenge for Hardyway, who was only 17 when he arrived on campus. He says getting involved with campus organizations helped him develop a sense of community. Even before arriving on campus, a mentor from Bucknell's GenFirst! program reached out to Hardyway. "They wanted me to know that they understood what it's like to feel worried," Hardyway says. "They made me feel welcomed." The Fellowship of Christian Athletes has also provided Hardyway support. Once a week, fellow football players huddle for a JTO — a "Jesus Time-out" — to share a positive message. "It doesn't matter where you come from, what position you play or where you're at in life," he says. "It's a time to express something you want your teammates to hear." Michael Hardyway '25 earned his position as a Bison quarterback as a walk-on athlete. Photo by Emily Paine, Marketing & Communications While balancing his athletic commitments, Hardyway excels academically as an environmental studies major and biology minor who has pursued two summer research projects with Milton Newberry, sustainable technology director of Bucknell's Center for Sustainability and the Environment. In the summer of 2022, he worked to develop a public opinion survey for local residents following the construction of Bucknell’s Solar Project. The following summer, he returned to study carbon sequestration on Bucknell's campus. He used different tools to measure trees' carbon capacity and created maps of campus greenery. He found certain types of trees, and the ones planted closer to student hubs like the Elaine Langone Center, do the heavy lifting when it comes to storing emissions. His research will inform future campus plantings to help Bucknell achieve its carbon neutrality goal. Through his research, Hardyway has developed a bond with campus and the surrounding area. He has always had a deep appreciation for nature, which guided his decision to major in environmental science. Though he says he misses the California waves, immersing himself in the beautiful places on campus allows him to reflect and recharge. Hardyway works to improve other students' connections to campus as a student ambassador in the Center for Sustainability and the Environment. He promotes sustainability initiatives and shares the center’s work on their social media accounts, aiming to spark fellow students’ passion for environmental stewardship. For Hardyway, achieving balance at Bucknell is all about prioritizing what matters most to him. "Making the most out of college involves putting yourself out there," he says. "I love what I do. I have amazing people around me who support me." How will you find your community at Bucknell? See all the ways you can be involved on campus Environmental StudiesOffOff
- Stadler Center Provides National Poetry Month Workshops with Lewisburg Area SchoolsStadler Center Provides National Poetry Month Workshops with Lewisburg Area Schools msf014 Megan Collins '24 Tags Humanities News News April 26, 2024 Tags Humanities Students and faculty from Bucknell University's Stadler Center for Poetry and Literary Arts have been visiting every school in the Lewisburg Area School District to offer engaging, generative poetry workshops to students in celebration of April's National Poetry Month. A dozen Bucknell undergraduates have been leading the workshops throughout the month, accompanied by Jessica Nirvana Ram, Stadler Center publicity & outreach manager; and Bucknell Director of the Arts and Professor Joe Scapellato, English, director of the Stadler Center. The group is visiting every classroom from first grade through 12th grade. "We trained our students to teach a poetry lesson in every grade in the school district," Scapellato says. "Now we're all helping the local students learn to write poems, and then they have the opportunity to submit them to us for a chance to read aloud at the Bucknell Hall community reading on May 1." Rebecca Heintzelman '24, an English — creative writing, French & Francophone studies and psychology triple-major, is one of the Stadler Center students who has visited schools to teach poetry. She starts each workshop by reading a poem specifically chosen for that grade level. "Afterward, we ask the students what they thought about it, their favorite lines and specific words, and what they disliked about it," Heintzelman says. The Bucknell students then provide a prompt relating to the poem’s technique and themes so each child has the opportunity to write their own poem. "We want the Lewisburg students to gather the skills to think like poets," she says. The poetry tutors encourage students to describe colors using vivid adjectives and to associate those colors with emotions and objects that come to mind. The exercise is designed to help young learners begin to view the world through the eyes of a poet. They finish each workshop by passing out a survey from the Stadler Center about what each student thinks about poetry, and how each student plans to use the skills they just learned. "The younger grades are very excited when we come into the classroom. They seem to love it and have a lot of fun," says Julia Schaer '26, psychology, who has also been a Stadler Center poetry tutor. "It is such a rewarding experience. I love receiving positive feedback from the students and seeing their enjoyment. It reassures me that their time was well spent." Interested Lewisburg Area students are now submitting their original poems to the Stadler Center. One student from each grade level will then be selected and invited to read their poetry to an audience during the community reading, a free, public event on Wednesday, May 1, at 5 p.m. in Bucknell Hall, home to the Stadler Center. Bucknell Hall will be the location for a free, public community reading of select poems by Lewisburg Area students May 1. Photo by Emily Paine, Marketing & Communications The Stadler Center seeks to foster an appreciation for the diversity and richness of contemporary poetry and other literary arts in the Lewisburg Area students. The rationale behind this project is that by introducing and teaching poetry to students at an early age, they are more likely to continue engaging with it throughout their educational journey. "Our goal is to get poetry into the community, and this feels like a concrete way to do that," says Ram. "All of the teachers we've been working with have been enthusiastic and on board." "My favorite part is watching the students who really connect with the poetry and are enthusiastic about it," Heintzelman says. She loves playing a role in helping students to start thiking in a poetic way. Ram and Scapellato would like to make the Stadler Center's National Poetry Month Project with Lewisburg Area schools an annual event in hopes of inspiring future young poets. Stadler Center for PoetryOffOff
- Meet the Student Speaker and Soloist for Bucknell's 174th CommencementMeet the Student Speaker and Soloist for Bucknell's 174th Commencement bet008 Brooke Thames Tags University news News News April 25, 2024 Tags University news With an alumni network 56,000 strong, it's not uncommon to run into a Bucknellian virtually anywhere. For Lea Tarzy '24, a chance encounter with an alum made all the difference in her college plans. Tarzy was a freshman in high school when she visited campus as a soccer recruit. In the airport, while chatting about Bucknell with her parents, a stranger cut in. "He said he majored in English here before going to medical school. He spoke so highly of his time at Bucknell, specifically how the liberal arts education broadened his mind," says Tarzy, an accounting major from Medford, N.J. "Everyone I talked to through the admissions process emphasized that this school doesn't make you choose one path, and you can pursue so many different things." Tarzy's four years have embodied that sense of exploration. In addition to her management studies, she pursued a minor in legal studies through the College of Arts & Sciences and conducted independent research — all while maintaining a cumulative 4.0 GPA. She also served as a tour guide within the Office of Admissions, worked as a teaching assistant in classrooms, and played outside back on the women's soccer team — which won three consecutive Patriot League Championships during Tarzy's time. The final role she'll take on before earning her diploma: Class of 2024 student Commencement speaker. Following an open audition process, Tarzy was selected by a committee of students, faculty and staff to share a parting message with her fellow graduates. "Over winter break, I was looking back on all of my college experiences and how it was all coming to a close," Tarzy says. "Bucknell has given me so much. I thought it would be nice if I could give back by talking about how much the school has meant to me." In her speech, Tarzy will reflect on the ways Bucknell has encouraged her — and other members of the graduating class — to explore every avenue, and how these invaluable experiences have prepared them for what lies ahead. "You can be a star player on the team and the star of the musical. You can be a teaching assistant, on the dance team, involved in research and the president of your sorority … It is now up to us to take all we’ve acquired and apply it on our own." Tarzy's future plans include a position at the accounting firm RSM in New York City, working in transaction advisory services and pursuing CPA certification, before attending law school. The Soloist Joining Tarzy on the Commencement stage will be biology major Alexandra Slofkiss '24, whose rendition of the national anthem will open the ceremony. Like the student speaker, the soloist is also chosen through an audition process by a committee of students, faculty and staff. Slofkiss began vocal lessons through her childhood dance school in Marlboro, N.J., before taking leading roles in musical theatre productions like Grease and Peter Pan. She went on to attend the Fine and Performing Arts program at Howell High School through the Freehold Regional High School District, where she concentrated in acting. "I just took singing and ran with it," Slofkiss says. "I had lots of opportunities to perform from when I was little, all the way through high school, which served me really well." Alongside her passion for performance, Slofkiss fostered an interest in the natural sciences but was unsure of where she wanted to pursue collegiate studies — until she toured Bucknell. Slofkiss began vocal lessons through her childhood dance school in Marlboro, N.J., before taking leading roles in musical theatre productions like Grease and Peter Pan. Photo by Emily Paine, Marketing & Communications "I got to attend a biology class and a lab during my tour, and everyone was extremely friendly. The professors actually made an effort to have me engage in what the students were learning," she says. "Here, you're not just one of 200 people in a lecture hall. I loved it so much that I submitted an Early Decision application on the car ride home." While at Bucknell, Slofkiss has continued to dabble in artistic expression through the annual choreographer’s showcase, singing on her church’s worship team, and even starring in a fellow student's self-written musical. She owes each exciting experience to her family, whose support has made it all possible, Slofkiss says. "Music is something that can connect communities, and I've seen how it touches people, especially my parents. So singing at graduation is my way of honoring my family for all the time and support they invested in me." Commencement is far from Slofkiss' swan song. She'll return to the stage as a finalist in the Miss New Jersey USA pageant in June, where she'll draw from her vocal performance experiences during the interview portion. Slofkiss then plans to translate her biology degree into a career in biotechnology sales. Bucknell's 174th Commencement This year's Commencement, celebrating the Class of 2024, is scheduled for Sunday, May 12, 2024, at 10 a.m. Tickets are not required for Commencement if held outside on Malesardi Quad. As in past years, the ceremonies will be livestreamed on Bucknell's Commencement webpage and Facebook page. See all that's happening at Commencement 2024 Commencement 2024 OffOff
- Bucknell Study Identifies Initial Rewarding Effects of Alcohol on Abuse RiskBucknell Study Identifies Initial Rewarding Effects of Alcohol on Abuse Risk msf014 Mike Ferlazzo Tags Social Sciences News News April 23, 2024 Tags Social Sciences About 20% of all people who consume alcohol develop an unhealthy use, accounting for over 5% of worldwide deaths. Bucknell University Professor Judy Grisel, psychology and neuroscience, was among those who developed an unhealthy relationship with these substances. Since beating her own addictions more than 30 years ago, Grisel has gone on to study the underlying reasons for addiction and now contends that her initial reaction to her first drink of wine when she was 12 had a lot to do with her eventually wanting more. She has theorized that her brain's positive reaction to that initial drink may have put her at more risk for later drug addictions — a struggle she chronicled in her New York Times best-selling book Never Enough, the Neuroscience and Experience of Addiction. The problem had been that there was no experimental way to study the brain’s reaction to an initial encounter with alcohol — until now. After decades of tinkering in the laboratory, Grisel's research team developed a way to carry out experiments in mice to assess individual differences in how much an individual likes alcohol or another drug, the first time they get it. Grisel; former Bucknell psychology graduate students Madison Waldron M'21 and Holly Jones M'23; and Susquehanna University Professor of Biology Erin Rhinehart have now authored a recent paper on that study. Entitled Sensitivity to the Initial Rewarding Effects of Alcohol: Influence of Age, Sex, and β-endorphin, the study was published last month in the journal Alcohol: Clinical & Experimental Research. It's the first research to examine brain activity associated with pleasurable effects from a single exposure to alcohol, and demonstrates that just one exposure to a moderate dose of alcohol initiates brain activity that stimulates drug-seeking behavior in potentially higher-risk groups. "Everyone doesn't feel the same reward from their initial encounter with alcohol," says Grisel, now one of the world's leading experts on addiction who was an invited panelist to the 2020 World Economic Forum. "In certain individuals, like myself, they experience the kind of positive response where they want to feel that way again and are drawn to more. And the reaction to that drug — in this case, alcohol — could put them at higher risk of disordered use." The testing methodology the researchers devised involved a three-chambered apparatus with distinct floor tile patterns in the two opposing conditioning chambers. The floor on one side consisted of circles of various sizes, and the other, of uniform square tiles. Both floors were painted the same color red, and there was a smaller center chamber intended to be stimulus-neutral, with a smooth white floor. On the first day of testing, half of the mice received alcohol associated with the circular floor tile, while the other half received saline, and then the protocol was reversed with the mice on the third day. On Day 5, mice were placed in the center stimulus neutral chamber immediately following a saline injection, with access to all three areas of the apparatus. The researchers recorded which mice were drawn to the alcohol chamber and those drawn to the saline chamber. They also compared the brain activity of the two groups. "We found that natural endorphin activity in the brains of mice influenced how much they liked the feeling of alcohol," Grisel says. "Learning the mechanisms underlying why someone would be drawn to drug-seeking behavior is critical for understanding what may lead to abuse." The researchers also found, in general, that adult mice were more sensitive to the effects of alcohol than adolescents, and outcomes depended on sex as well as the presence of endorphins. Among females, adolescents were stimulated by the drug, but insensitive to locomotor effects as adults, while among males, adolescents were insensitive and adults sedated. "Reduced sensitivity to alcohol's reward may reflect increased risk for alcohol use disorders, as organisms tend to increase self-medication in the absence of reward," Grisel says. "Reduced sensitivity to sedation and reward in adolescents may increase susceptibility for addiction, in line with current understanding that young people have exaggerated risk for developing drug use disorders." Grisel will discuss addiction research during a presentation at Seton Hill College in Greensburg, Pa., on Thursday, April 25, at 4 p.m. PsychologyOffOff
- Michael C. Pascucci '58 Team Center Opens at Bucknell UniversityMichael C. Pascucci '58 Team Center Opens at Bucknell University kw037 Tags University news News News April 19, 2024 Tags University news The final phase and keystone of the Pascucci Family Athletics Complex is now complete: The Michael C. Pascucci '58 Team Center, which officially opened its doors April 15, offers premier facilities tailored for Bucknell's Division 1 student-athletes. Standing prominently between the turf practice field and the north end zone of Christy Mathewson–Memorial Stadium, the new facility provides training and team space for varsity student-athletes. Enhancements in and around Christy Mathewson–Memorial Stadium were made possible through the generous support of Michael Pascucci '58, P'81, P'87, G'21, G'22. Pascucci's $40 million pledge in 2021 stands as the largest one-time commitment in the University's history, supporting student-athletes as well as advancing the University's goals for financial aid. Of his commitment, $10 million is dedicated to fostering the development of student-athletes with the transformative renovation of athletics facilities. In 2021, Michael Pascucci '58, P'81, P'87, G'21, G'22 and his wife Jocelyn P'81, P'87, G'21, G'22 made the largest one-time commitment to Bucknell in the University's history. Of their $40 million pledge, $10 million supported the development of the Pascucci Family Athletics Complex, including the Michael C. Pascucci '58 Team Center. Photo by Douglas Kilpatrick Earlier phases of the project included the installation of a modern LED video board at the south end zone of Christy Mathewson–Memorial Stadium in 2021 and the completion of a turf practice field in summer 2022. These additions have reshaped the landscape east of Pascucci Way — which has been renamed in recognition of the family's exceptional generosity — establishing an impressive athletics presence at the campus entrance. Supplemental support for the athletics complex ensured the project was 100% donor funded, including an endowment to offset operations. "The initial phases of the Pascucci Family Athletics Complex have already had a significant positive impact on student-athlete performance and the game-day atmosphere at Christy Mathewson–Memorial Stadium," says Jermaine Truax, vice president of athletics & recreation. "We are incredibly excited about the completion of the Pascucci Team Center, a modern training facility that will even further enhance the student-athlete experience for multiple Bison programs. We are profoundly grateful for the support of Michael Pascucci and all of the donors who helped make this beautiful team center a reality." The Christy Mathewson Gates flank the north sideline of the turf practice field. Completed in August 2022, the practice field offers additional training space for multiple Bison athletics teams, as well as intramural and club sports. Photo by Emily Paine, Marketing & Communications Pascucci's landmark pledge has also significantly impacted the University's access initiatives. The remaining $30 million supports unrestricted, need-based financial aid through the Pascucci Family Scholarship, bolstering the University's No. 1 fundraising priority. "Michael's extraordinary investment in need-based financial aid ensures that the Pascucci legacy will extend far beyond the athletics complex that bears his name," says Bucknell University President John Bravman. "By allowing us to consistently admit the best and brightest students each year, it will change the lives of generations of talented students with financial need. We are deeply grateful for the Pascucci family's dedication to the University and their transformational support of both academics and athletics." The Michael C. Pascucci '58 Team Center Slides The Pascucci Team Center sits between the practice turf and Christy Mathewson–Memorial Stadium, offering convenience for student-athletes to train in close proximity to their game-day field. Photo by James T. Giffen, Marketing & Communications Students enter the Pascucci Team Center into a comfortable lounge space which invites them to relax, study or socialize before and after practice. Photo by James T. Giffen, Marketing & Communications With a new, dedicated locker room space, the Bucknell men's lacrosse team will call the Pascucci Team Center home. Photo by James T. Giffen, Marketing & Communications The men's lacrosse locker room accommodates 50 players and was supported by men's lacrosse alumni. Photo by James T. Giffen, Marketing & Communications The team meeting room offers an exceptional view of the field at Christy Mathewson–Memorial Stadium, and will serve as a meeting space for athletics teams to view game film and conduct off-field training. The spacious room has the option to be divided by sound-proof panels, which will allow two teams to use the room simultaneously. Photo by James T. Giffen, Marketing & Communications The weight room in the Pascucci Team Center features 12 fully-customized and adjustable double-sided weight racks, eight HyperGlute machines and high-performance flooring. Photo by James T. Giffen, Marketing & Communications Each weight rack has two separate weight stacks, bars, weight trees, belt squat attachments and resistance bands. Photo by James T. Giffen, Marketing & Communications The frame of each weight rack also includes a multi-grip chin-up station, which will further enhance student athlete training. Photo by James T. Giffen, Marketing & Communications Adjustable weight dumbbells at each rack and a custom storage unit with a custom bridge, monkey bars and medicine ball storage will add to the Bison training regimen. Photo by James T. Giffen, Marketing & Communications Six custom plyo box sets will help student-athletes further develop their agility, strength and endurance. Photo by James T. Giffen, Markeing & Communications In the sports medicine center, student-athletes will find support to optimize their performance, minimize their risk of injury and rehab after injury. Photo by James T. Giffen, Marketing & Communications Slide 1 of 11 1 of 11 The Michael C. Pascucci '58 Team Center is a 16,000-square-foot athletics hub. It features a state-of-the-art strength and conditioning facility with an expansive weight room that overlooks the turf practice field. Adjacent to the weight room is a sports medicine center that provides student-athletes with preventative and rehabilitation treatments, including taping, stretching, hydrotherapy and injury evaluations. Specifically designed to bridge the practice and game-day fields, the team center's south facade offers sweeping views of Christy Mathewson–Memorial Stadium. Inside, a spacious team meeting room and conference room will allow teams to review film and gather for off-field training and learning events. A student-athlete landing spot provides a comfortable place for students awaiting the start of practice and other activities, and a Bison Fuel station ensures convenient access to nutritious snacks, supplements and hydration. The Bucknell men's lacrosse team will have a dedicated locker room space in the center, providing convenient access for both practice and games. In addition, the Bison football team and the men's and women's track & field teams will use the training, recovery and team spaces. While the Pascucci Team Center is exclusively available to varsity athletes, its opening will serve the entire athletics department as well as the greater Bucknell community by reducing varsity team use of strength training and locker room spaces in the Kenneth Langone Athletics & Recreation Center. In addition, the team meeting spaces in the Pascucci Team Center will be used for leadership and enrichment programming conducted by the athletics department. OffOff
- Chartwells Higher Education Chosen as New Bucknell Dining ProviderChartwells Higher Education Chosen as New Bucknell Dining Provider msf014 Mike Ferlazzo Tags University news News News April 16, 2024 Tags University news Bucknell University announced today its intention to award Chartwells Higher Education — a dining vendor that serves over 300 colleges and universities, employing more than 38,000 food service associates — a 10-year contract to enhance the Dining Services program on campus. Details of the contract are being finalized, with service expected to begin July 1, 2024. All hourly Dining Services staff employed by Parkhurst, the University's current dining vendor, will have the option to retain their positions after the transition at the same hourly rate. After engaging in a yearlong search process facilitated by an outside consultant, Envision Strategies, the Dining Steering Committee recommended the contract with Chartwells, which met all of the requirements in Bucknell's request for proposals. It was the top choice of students, faculty and staff according to surveys following onsite presentations and tastings from three potential dining providers last month, and was the steering committee's first choice as well. "Through their proposal and on-campus presentation, Chartwells demonstrated its ability to not only meet the diverse needs and wishes of our students, but also shared their creative vision for an engaged dining experience for the University," says Lisa Keegan, vice president for student enrollment, engagement & success and co-chair of the Dining Steering Committee. "Dining is a critical part of the student experience. It's important to not only meet our students' nutritional needs, but also to fully integrate dining into the residential educational experience," Keegan adds. "Food is an essential part of learning and building community, and we are excited by Chartwells' ideas for teaching-kitchen opportunities, engaging with the Bucknell Farm, and providing a culinary liaison who will work closely with students in our cultural clubs and organizations." Committee members said they were impressed by Chartwells' many exciting ideas to reimagine Bucknell's dining program, and are confident in its ability to provide the campus community with top-quality, creative and nutritious meals as well as outstanding service and a commitment to sustainability. Another artist's rendering of possible changes Chartwells Higher Education may suggest in the Bison Café. Courtesy Chartwells Higher Education Enhancing Dining Options Chartwells will partner with Bucknell to enhance the student experience, supporting the growing diversity of the campus community by offering a wide variety of cuisines. Additionally, they will support initiatives that ensure access to these culinary options, which will help the University foster a more equitable dining structure. As part of that structure, Chartwells will deliver a variety and diversity of options for the community to engage with on-campus dining. That will include partnerships with local and regional restaurants to provide rotating offerings of diverse cuisines to be represented in residential, retail, academic and catering offerings. Whenever possible, it will use locally sourced food and follow sustainable practices. That includes creating a working partnership with the Bucknell Farm. Chartwells will provide nutritious vegan/vegetarian options, honor nine major food allergens, and work with campus chaplains to address kosher and halal needs on campus. It will also partner with University leadership to improve food security on campus, designing meals/options and dining hours that support the needs of all students. "Chartwells' Bucknell-specific approach on food insecurity and plans to be a collaborative vendor with campus partners seems hopeful in taking the first steps to tackle student demands and needs," says Gabby Diaz '25, a student representative on the Dining Steering Committee. Chartwells explains how its dining operations will contribute to quality of life on campus in this promotional video from the dining vendor. Chartwells leadership will work with Bucknell's active student clubs and organizations to assist in the development of diverse and authentic resident, retail, academic and catered menu options that best represent the cultural, ethnic and religious diversity on campus. "I'm excited to become a part of the Bucknell community and share the joy I have for food and building connections around shared tables," says Prince Guye Johnson, resident district manager, Chartwells Higher Education. "We look forward to speaking with students and creating a customized dining experience that speaks to students' preferences and cultivates relationships with local farms and partners." Bucknell's current meal plan structure will continue for the time being, but Chartwells will partner with the University to reimagine meal plans by the second year of the contract. Bucknell Dining OperationsOffOff
- Episode 78: How I Chose A College, Student RoundtableEpisode 78: How I Chose A College, Student Roundtable bdw008 Brooke Thames Tags University news Admissions Podcast April 15, 2024 Tags University news In our last College Admissions Insider minisode, we shared some advice for weighing your admission offers and making a decision. But that was just the tip of the iceberg. There's no one better to walk high school seniors through the process than students who were in their shoes not too long ago. In this episode, we've invited our very own first-year college students to share how they chose the school that was best for them. We'll talk about their journey from applying to deciding, as well as some advice they have for current college-bound students. If you have a question, comment or idea for a future episode, email podcast@bucknell.edu. Stay up to date throughout your Bucknell journey Join our contact list Links for the Episode Resources for students who've been admitted to Bucknell Info about applying to Bucknell Application dates and deadlines Plan a visit to Bucknell @iamraybucknell, our student-run Instagram Build a Bucknell Custom Viewbook Latest news for prospective students Bucknell Virtual Welcome Center Episode 78 Episode 78 Transcript [0:00:07] BHA: In our last College Admissions Insider minisode, we shared some advice for weighing your admissions offers and making a decision. But that was just the tip of the iceberg. There's no one better to walk high school seniors through the process than students who were in their shoes not too long ago. I'm Becca Haupt Aldredge from Bucknell University. [0:00:24] BT: I'm Brooke Thames, also from Bucknell. In this episode, we've invited our very own first year college students to share how they chose the school that was best for them. We'll talk about their journey from applying to deciding, as well as some advice they have for current college-bound students. [0:00:39] BHA: Welcome to the podcast. [0:00:40] BT: Let's kick it off with introductions. Can you tell us your names, majors+ and home states? [0:00:46] BRS: Yes. Hey, everyone. My name is Brian. I'm from Newcastle, Delaware, and I'm majoring in mechanical engineering. [0:00:53] NT: Hi, everyone. My name is Nicole Trejo. I'm from Springfield, Virginia, and I'm majoring in business analytics. [0:00:58] BHA: Thank you both for joining us. We love when we can bring student voices onto the podcast. Before we dive into your decision-making process, I wonder how each of you heard about Bucknell to begin with? [0:01:10] NT: Well, I didn't hear about Bucknell until I entered into the Posse interview process early my senior year. So it was about the beginning in August of my senior year. As the nominees would progress throughout the rest of the first semester, we had to research schools on which ones we ranked, and I ended up ranking Bucknell as my number one. Because I liked what I saw when I was doing my research. But ultimately, I chose Bucknell and Bucknell chose me. [0:01:37] BRS: So I heard about Bucknell because of a program my advisor was telling me about, the program was an engineering camp. I was able to stay on campus for a week learning about the different branches of engineering. [0:01:49] BT: Brian, I would love to hear a little bit more about your experience in the engineering camp. What about that made you want to apply? [0:01:56] BRS: My experience on campus was great. The students and faculty were very welcoming. The campus was just a nice and enjoyable place to be at, especially during the summer. The connections I was able to make with some of the students were nice, and those are just some of the reasons why it made me apply. [0:02:13] BT: I'm curious, did you know going into engineering camp that was an area that you wanted to possibly major in or explore more in college? Or, did that camp really show you all the possibilities? [0:02:23] BRA: In my high school, I was already on the engineering path, and I kind of knew that I wanted to get into engineering. Just coming into the camp at Bucknell, just really solidified why I wanted to become an engineer. [0:02:36] BHA: Nicole, I loved when you said that you chose Bucknell and Bucknell chose you. What were some of the things that stood out to you and made you add Bucknell to your list? [0:02:44] NT: Ultimately, I really liked the size of Bucknell. I knew I wanted to go to a university where my class sizes would be smaller, around like almost any type of class I would take. I wanted professors who would know me, and notice when I'm there, if I'm not there, and check up on me. That has happened so far throughout my experience in my first year and I do really enjoy that. I also really like the liberal arts aspect of Bucknell's education. Since I wasn't 100% certain which major I was going to be 100% all in for. I originally came in as finance, and now, I'm business analytics. I just had some room for exploration. Bucknell is allowing me to explore even outside of my major because I'm currently taking an anthropology course that I really like along with all my business classes. [0:03:34] BT: I love hearing how you're making the most of Bucknell's liberal arts foundation. Now that we know what stood out to both of you, let's go back to the application process. Nicole, as an Early Decision applicant, you knew that Bucknell would be the place that you would be enrolling if admitted. What were some of the biggest factors that led you to decide that you were willing to commit that early? [0:03:56] NT: Right before my final round interview with the Posse Foundation — right before I had to commit to the Early Decision contract — I came to Bucknell on The Journey to Bucknell Program that I applied for. I came, and funny enough, I think Brian was on that same trip. So, that's a fun fact. But I got to see the campus, and it was a very intimate group, and it was small, and focused, and I really liked that. I liked how welcoming the campus was, like Brian said earlier, everybody seems so nice and friendly. It was a great experience, and I felt comfortable, and I felt that I could really see myself making the most of my time here. I just felt ready to be here. [0:04:40] BHA: Brian, you applied Regular Decision, which is a great option for students who want to compare and contrast their options before they make a final decision by that national decision deadline, which is May 1st. When looking at all of your options, how did you go about ranking them or prioritizing them? Was there any back and forth as you deliberated between two schools? Ultimately, how did you end up at Bucknell? [0:05:04] BRS: Yes, definitely. Like what Nicole said as well, one of the main factors in choosing Bucknell was the class size. I wanted to have a pretty good relationship with my professor, just in case if I ever needed help with any classwork, if I just wanted to talk to them about anything. Also, one of the big factors was, how much I had to pay for. They helped a lot with that. That's kind of what made Bucknell stand out at one of the higher spots. Talking about going back and forth with the school, I was in a situation where I was debating if I should stay in state or not. Mainly because, the amount of my friends that were staying in state, it made it a lot harder because I was debating on if I wanted to stay with them, or if I wanted to get out of my comfort zone. The final push that made me caught at Bucknell was definitely leaning more towards getting out of my comfort zone and getting to meet new people. I live about three hours away from Bucknell, and this has played a big role in my final decision. Mainly because I wanted to be far from home but not too far either. I like the feeling of being away from home. But at the same time, I like to know that my family and friends can come and visit me whenever they have a day available. That this just made Bucknell rank even higher on my decision list. [0:06:27] NT: Yes. I'm in the same situation as Brian. Bucknell is about a four-hour drive from my hometown. I think that was an ideal distance that I was looking for when I was applying to schools. It's far enough but not too far. My family can come up and visit over the weekend, if they want, or vice versa where I would go down. Also, one thing I like about Bucknel'sl location in Central Pennsylvania is the fact that it is close to major cities, or a three-hour drive to DC, New York, Philadelphia. So, there's a lot of opportunity for day bus trips that the campus does, which is something that I find really interesting. [0:07:04] BHA: It sounds like Bucknell kind of struck a nice balance in terms of distance —not too close but also not too far. While we're speaking about your families and your friends back at home, and what role they play in the decision process, I know that each of you are first-generation students, meaning that you're the first in your families to attend a four-year institution. Can you talk a little bit about how that influenced your process? Or, were you aware of that as you navigated the application process? [0:07:32] NT: I was definitely aware of that while applying, especially through the whole FAFSA situation. And just getting to the schools and learning about how everything works like a private versus public institution, for example. My family wasn't initially that involved until we started touring schools. That was normally just my mom and I. My mom got to see Bucknell with me for the first time I came up here. She was all in for me going out of state. She loved the school. But then the rest of my family didn't get to experience that, so they were still a little bit confused, and they fell out of the loop. It honestly wasn't until September, where I already moved in, and it was family weekend. They all came up. I got to just show them the study spots that I have around campus, where I eat, where I hang out, my dorm, and whatnot. I think that really helps move the transition of being the first, I guess, baby bird to leave the nest, because I am first generation and the oldest child as well. It's just helping smooth the transition over, and letting my parents have that peace of mind, and just bringing them into my little world over here at Bucknell. [0:08:45] BRS: As a first-generation student, I definitely wanted to take into consideration the schools that would help the students that are first gen. With that, my family wasn't too involved with my decision. What they did, they encouraged me to come out of my comfort zone and try something new. Other than that, they couldn't really help me on which college to choose because they weren't familiar with this process, or which college was the best one for me. They did support my decision because they knew that I would take advantage of any opportunities that came my way. All in all, we're all happy that I decided to come to Bucknell. [0:09:25] BT: Thank you so much both for sharing your experiences there as first-generation students. Family is just one area of support, even for students who aren't the first in their families to go to a four-year institution. There's so many other people ready and willing to kind of support students on their journey. I'm curious, did you both find other resources outside of your family, whether that was high school counselors, or even folks at Bucknell? [0:09:50] NT: As a Posse Scholar, it is a program that's attached to the scholarship that it comes with. It was my entire senior year from January to July, I had weakly pre-collegiate training sessions in DC that I had to go to. There were a lot of sessions based on writing resumes, how to write an informative and argumentative essay. We did a lot of training like that throughout the summers. We had a retreat, a bonding experience. Because we're a cohort initially with 10 kids going to university together, meant to support each other throughout our four years. I have Posse back home in DC, but then I also have my actual Posse — my 10 peers — with me on campus as well. [0:10:34] BRS: Yes, I have both at home and in school. At home, I had my advisor, which is Anna Morgan. She helped me a good amount with how to transition, or what schools to really look for, and just programs to apply for as well. I didn't really have what Nicole had, the Posse Foundation. I didn't really have that, but I did have friends who would encourage or lead me to the right path. I also had my sister, who is a senior in college right now. She definitely helped me a lot with the process of college. At Bucknell, I'm a Gateway Scholar. We also have a big cohort of students that are similar to me. Chris Brown, he's one of the main people that run Gateway. We would have weekly meetings, just to catch up on whatever was new with me. That was nice, because it gives me somebody to talk to, just so I could express myself or whatever I really need to. There's also another one, the Engineer Success Alliance. They're the same as me, but engineers. It's just like a group of people, a group of first year, second year, up to seniors, that we could just build community with. That just really helped transition my world from being at home from going to Bucknell. [0:12:07] BT: It's amazing to hear all the different ways that folks in your lives, as well as people at Bucknell have really shepherded you through this process, and helping you choose the school that would be best for your journeys. As we round out this episode, I wonder if you both could also serve that role for some of the students who are listening. Can you tell us some of your advice for current high school seniors who are in the midst of figuring out where they want to attend? [0:12:33] BRS: Yes, definitely. The one thing I would like to emphasize is to get out of your comfort zone and don't be afraid to make new connections. Put yourself out there and don't be afraid to try new things because you never know of the new people you might meet along the way. That honestly was one of the things that helped me transition into a new environment, like Bucknell. It just helped to make it much better and just the one piece of advice that I would like to emphasize to everyone. [0:13:01] NT: My piece of advice would be definitely, if you can, try to tour the schools that you're really, really interested in. I believe that a school can look so good on paper, or online, especially when you're researching it. But if you ever get the opportunity, or find an opportunity to go see it in-person, and feel the atmosphere and like actually envision yourself walking around, and going into those buildings, that can really solidify your decision. So, I definitely recommend it if you could go. [0:13:31] BHA: Brian and Nicole, this was such a heartwarming episode with tons of nuggets of wisdom that I'm sure our listeners are going to take and run with them. From Brooke and I just getting to know your stories a little bit more on this episode, we're both thrilled to have you here at Bucknell and you have some really exciting years ahead. So, thanks again for joining us. [0:13:49] BT: Thanks to everyone out there for listening. If you're a fan of the podcast, please take a moment to rate, subscribe and share this episode with the students and families in your life. [0:13:57] BHA: We'll be back with another new episode in a few weeks. In the meantime, send your questions, comments, and episode ideas to podcast@bucknell.edu. We read every note you send. [0:14:07] BT: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @BucknellU on Instagram, Facebook, Twitter, YouTube and TikTok. You can also follow our student-run Instagram account which is, @iamraybucknell. [END] Subscribe to the College Admissions Insider Podcast Apple Podcasts Google Podcasts Pandora Spotify Stitcher TuneIn Radio Contact Details Office of Admissions Location One Dent Drive Contact 570-577-3000 admissions@bucknell.edu Hours Monday – Friday: 08:30 a.m. - 04:30 p.m. Saturday: Varies Sunday: Closed AdmissionsOffOff
- Jasmine Jones '25, Management & OrganizationsJasmine Jones '25, Management & Organizations kan008 Tags Financial aid Management Student Story Student Stories April 10, 2024 Tags Financial aid Management "I never saw a school like Bucknell in my future, and to be here has just been transformative." Jasmine Jones '25, management & organizations, was in her first year at Harrisburg Area Community College when she discovered a pathway to Bucknell. "Deciding to take a chance on herself," she applied for the Bucknell Community College Scholars Program (BCCSP), which enables high-achieving, moderate to low-income students to earn a bachelor's degree at Bucknell. Each summer, BCCSP provides the opportunity for 20 to 25 community college students to immerse themselves in life at a residential university. Participants spend six weeks living and learning on campus while completing two classes. Through the experience, Jones gained confidence in her ability to produce quality work. She says the support of her professors helped her overcome the feeling that she didn't belong at an institution like Bucknell. Since transferring to Bucknell in 2023, Jones has flourished as a scholar, mentor and changemaker. She was elected CEO of her company in her Management 101 course, an experience in which management students design and run their own companies that conduct service projects. Jones led her team in raising $7,000 for Transitions of PA, a domestic violence shelter. "I couldn't imagine before coming here being in a class like that," says Jones. "I'm just so grateful for Bucknell for having this course that allows a multitude of people from all sorts of backgrounds to come together for a common cause and make a better life for other people." In addition to raising money for the shelter, Jones and her classmates collected hygiene items and children's toys for families in need. Their efforts allowed the families to give gifts during the holidays. "It was a really rewarding experience," she says. Outside of class, Jones works as an intern for the Center for Access and Success, which oversees the BCCSP and four other signature and national pathway scholarship programs. In her position, she facilitates discussions with other scholarship recipients, organizes events and trips, and pursues outreach initiatives so prospective students can learn about scholarship opportunities. "Part of my work is developing the scholars that we have and implementing the things that I've learned as a student in the Freeman College of Management to help them make decisions." Jones says her background as a transfer student gives her a unique perspective and helps her to connect with students who might also come from a nontraditional path. "I'm grateful to be able to give back and help other students benefit from the programs and opportunities that Bucknell offers." Jones hopes to apply what she's learning in the Freeman College of Management to a career in human resources, where she would be able to empower others by introducing them to learning opportunities within an organization. "I think it's important to give people a chance, especially if they don't have a traditional academic background, to gain the necessary skills to move up in a business." She says her Bucknell experience has inspired her to help others. "This institution really cares about its scholarship students — and not just faculty and staff, but also the amazing families that have donated to our program. They have really touched my heart by believing in students like me. I never saw a school like Bucknell in my future, and to be here has just been transformative." Bucknell offers a system of support to students Learn about the Center for Access & Success Management & OrganizationsOffOff
- College 101: Essential Terms You’ll Want to Know Before Starting CollegeCollege 101: Essential Terms You’ll Want to Know Before Starting College snlb001 Bryan Wendell Admissions Blog April 5, 2024 By the time you reach senior year of high school, you've become the GOAT at understanding the lingo of applying to college. By that point, all the acronyms (SAT, ACT, AP, GPA, FAFSA) and terms (Common App, Coalition App, credits, extracurriculars, letters of recommendation) need no further explanation. But once you arrive at college to start the next four years of your life, you'll encounter a whole new set of terms that you might not have heard — at least not in the context of higher education. To help you prepare, we've collected a few of these essential terms below. You'll likely hear these used in meetings and emails whether you attend Bucknell or anywhere else, so we've included definitions with each. For those headed to Lewisburg in the fall, we've also shared specifics about how those terms are used at Bucknell — helping you start strong from day one. Welcome to College 101. Key Terms to Know Term Basic Description Bucknell-specific Notes President Chief administrative officer; the highest authority at a university; responsible for all operations; sometimes referred to as chancellor, depending on the institution. Learn about Bucknell President John Bravman. Provost Chief academic officer; responsible for curriculum, faculty, academic policies, accreditation of the institution. Wendy Sternberg has been named Bucknell's next provost and will take office in July. Professor Margot Vigeant is interim provost. Academic Dean Chief administrator of a specific college or set of departments within a college, where they oversee academics. College of Arts & Sciences: Dean Karl Voss. College of Engineering: Dean Brad Putman. Freeman College of Management: Dean Michelle Roehm will take office in July. Professor Cynthia Guthrie is interim dean. Academic Associate Dean Administrator responsible for supporting the academic success of students in their college, including connecting students with appropriate resources to support their success on campus. College of Arts & Sciences: Dean Bethany Collier College of Engineering: Dean Terri Norton Freeman College of Management: Dean Ivy Kepner Dean of Students Oversees student life (or life outside of the classroom) and typically is responsible for residential education and housing, health and wellness, student activities, conduct, and diversity and inclusion. Teresa McKinney is the interim dean of students. Department Chair Faculty member who is the administrator of an academic department; elected by fellow professors and serves a fixed term. Check a department's webpage on bucknell.edu to find the name and contact information of its chair. If you have questions about specific courses, first check the course guide. If you still have questions after reviewing the course information, contact that course's instructor. Course Catalog A course catalog is the official record of courses offered by a university during a specific academic year. It includes detailed information about course requirements for academic majors and minors. The course catalog is a great resource to explore the requirements of different majors and minors in an in-depth way. This information can help you map out your classes over future semesters and prepare you to get the most out of meetings with your academic adviser. Course Guide Lists courses available in a given semester — you'll use this to plan registration for the upcoming semester. This is different from the course catalog. Consult the Course Information page for a listing of available courses. For details about a particular course, click on Course Guide. If you still have questions, contact the instructor directly — they'll be glad to help. Registrar's Office Processes course registration and withdrawal; manages class scheduling; monitors academic progress toward a degree; reviews transfer and AP courses for credit; maintains official educational records, transcripts and degree verifications. To speak with registrar staff, call 570-577-1201, email registrar@bucknell.edu or stop by Marts 102. Bursar's Office Processes student payments and refunds; issues billing statements. Bucknell Bursar Services is located in Marts 108 and can be reached at 570-577-3733 or bursar@bucknell.edu. Teaching Assistant A student who works as a professor's assistant in a specific course and serves as an academic resource to students enrolled in that course. Bucknell teaching assistants, or "TAs," can help answer questions about assignments and labs — don't hesitate to ask. At many schools, TAs, often grad students, will teach portions of a class, often called "recitations." At Bucknell, TAs are still a valuable resource, but professors teach the class. Academic Assistant Administrative assistant for an academic department; supports faculty and serves as a non-academic resource for students. Academic assistants have extensive knowledge of department and University operations — they can often help with questions that do not require a professor to answer. Academic Adviser A faculty member who provides guidance for course selection and helps ensure that students fulfill the academic requirements needed to earn their degree. Academic advisers may also provide assistance with career or graduate/professional school advice and referrals to other resources on campus. At Bucknell, your first-year academic adviser will be determined by your college or foundation seminar. You'll receive your academic adviser assignment when you arrive on campus. To get the most out of your advising session, be sure to prepare in advance by reviewing our online resources, which explain the advising and course registration process from start to finish. Financial Aid Office Processes applications for and disbursement of funds to pay for the cost of attending college. Aid can come in forms including grants, loans and work-study. Bucknell's Office of Financial Aid is available to assist students and their families throughout their years at the University. Reach them at finaid@bucknell.edu or 570-577-1331, or stop by 621 St. George St. Office Hours (Drop-in Hours) Regular times established by a faculty member for office meetings with students. Some professors may require booking an appointment in advance, others offer "drop-in" hours. Check your course syllabus for details. Be sure to take advantage of the office hours offered by your Bucknell professors. They welcome the opportunity to answer your questions about classes, discuss ideas or offer feedback. Your faculty will help you get the most out of your Bucknell experience and beyond, so don't hesitate to connect. Credit Hour A credit hour is the measurement unit for academic course credit. The number of credit hours per course varies by institution. At Bucknell, most academic courses are worth one credit, with 32 or 34 credits required to earn a four-year undergraduate degree. That means you'll take, on average, four courses each semester. Syllabus A syllabus is a document that explains class expectations, policies, assignments and grading for an academic course. It is provided by the professor at the beginning of the semester as your primary reference for class information. When you have questions about a class, first check the syllabus. If you don't find the information you're looking for, or if you still have questions, contact your professor and ask. Resident Assistant A student who holds the job of peer leader for a group of students living in one section of a residence hall. "RAs" build community, serve as a resource for residents and enforce residence hall rules. Bucknell RAs are committed to making your first year on campus the best it can be — they're ready to answer your questions and help you make connections. RAs are supervised by community directors (CDs), professional staff who lead a specific residence hall community and get to know all of the first-year students living there. Chaplains University chaplains provide religious and spiritual guidance to members of a campus community. Bucknell has four chaplains dedicated to serving the Protestant, Catholic, Jewish and Muslim communities. They are available to meet with students of any faith background. Orientation A multiday welcome event with programming to introduce new students to all aspects of college life and help ensure their smooth transition to campus. New Student Orientation is an action-packed week where your first Bucknell friendships will begin. From academic advising to social events, educational sessions and traditional ceremonies, we'll make sure you feel at home and ready to start your life as a Bucknellian. We also offer an optional Pre-Orientation with themed programs that take place just before general Orientation begins. Orientation Assistant A student leader who is trained to guide a group of new students through the orientation process. Bucknell "OAs" introduce first-year and transfer students to University life and serve as a resource during your first weeks on campus. For Terms Not Covered Above If you hear an unfamiliar term in your first weeks of college, don't worry. Everyone was a first-year student once, and they remember what it's like to start a whole new chapter of life. For academic questions, check with your adviser, a professor, a TA or your academic associate dean. For questions about residential life, ask your RA, who can refer you to the right place for help. OffOff
- Bucknell Class Plans Educational Eclipse Excursion to TexasBucknell Class Plans Educational Eclipse Excursion to Texas msf014 Mike Ferlazzo Tags Arts & Sciences Math & Science News News April 4, 2024 Tags Arts & Sciences Math & Science Led by Professor Ned Ladd, physics & astronomy, a class of 13 Bucknell University students is traveling with additional faculty and staff to Addison, Texas, to see the solar eclipse in its clearest totality path Monday. Their trip will both gather eclipse-related research and educate students who attend Addison's Greenhill School. The Bucknell students have been preparing for the trip this semester during Ladd's half-credit class that taught them both the proper use and positioning of refracting telescopes, which will be used to collect data on solar oscillations from the corona of the eclipse. During the last solar eclipse in 2017, Ladd led a similar study trip to Tennessee where students also gathered corona oscillation data. The 2017 group discovered a solar heating problem in the corona, and this year's student team will replicate that study to validate its findings and ensure their accuracy. "As you move farther away from the corona, it gets hotter, which doesn't line up with physics as we know it," says Virginia Hostetter '25, physics. "We think it has something to do with the magnetic fields, and so studying the oscillations gives a way to measure the effects of those fields." The students will only have three-and-a-half minutes of totality during the eclipse to gather data on the corona, so accurate alignment of their telescopes is critical. They have been meticulously practicing by focusing on stars at night. "This is hard to do, and if we pull it off, it'll be because we worked really hard and because we succeeded together," says Ladd. "One of the problems with doing eclipse science is that totality is three-and-a-half minutes long. So if you have a problem and you fix it four minutes after you discover the problem, you've missed the eclipse and you have to come back 20 years later," he adds. [There won't be another U.S. eclipse spanning coast to coast until 2045.] The students are confident they're ready when the moment arrives, and they're quite excited about the experience too. "There are two reasons I'm excited," says Cole Kratz '26, mathematics. “This is a nationwide event where our professor said there will be 200 million people there to see it, and we’re making measurements on an event that’s rare and won't happen again for 20 years, so that's very exciting." "For me, this is my first field site observation and experiment, and I'm excited to take part in a project that is from the ground up — with my own hands and not something that the professors are setting up for me," says Hostetter. Before commencing their research, the Bucknell students will engage with approximately 1,200 students from all grade levels at the Greenhill School, where they will present and conduct eclipse-related activities about physics and astronomy. "First we're going to have a presentation for the students, and then we're preparing to have a fair, so we'll be outside and have a bunch of different stations which we'll name after different planets," says Eliza Ray '24, education. "We're going to have the students look through solar telescopes — like a sun-spotter to teach them about sunspots — and teach them about the difference between solar and lunar eclipses and the positioning. They're all ages, so that's part of our challenge, figuring out how to cater the educational message to different age groups." The educational component should enhance the overall educational experience for the Bucknell students according to their professor. "An eclipse is an awesome event, but what we're trying to do here is very much science in action and consequential," Ladd says. "So if we pull it off and the experiments go well and hundreds of the Greenhill students get something out of this, it will be remarkably rewarding." Physics and AstronomyOffOff
- Minisode: How To DecideMinisode: How To Decide bdw008 Tags University news Admissions Podcast March 25, 2024 Tags University news So far on College Admissions Insider, we've taken you through each step of the application process — from exploring what schools are out there, to making a decision on where you will be applying, and getting ready to submit your very best applications. Now, we've made it to spring and its decision season. It's an exciting time, but it can also be a bit stressful. Is there a magic formula to figuring out which offer you'll accept? Brooke and Becca walk you through how to decide. If you have a question, comment or idea for a future episode, please email podcast@bucknell.edu. Stay up to date throughout your Bucknell journey Join our contact list Links for the Episode Resources for students who've been admitted to Bucknell Plan a visit to Bucknell Undergraduate admission requirements @iamraybucknell, our student-run Instagram General info about applying to Bucknell Bucknell Custom Viewbook Information for prospective students Bucknell Virtual Welcome Center Minisode: How To Decide Transcript Minisode: How To Decide Transcript [INTRODUCTION] [0:00:06] BHA: Welcome back to another episode of the College Admissions Insider Podcast. I'm Becca Haupt Aldredge from Bucknell University. [0:00:14] BT: I'm Brooke Thames, also from Bucknell. [0:00:16] BHA: So far on the podcast, we have taken you through each step of the application process, from exploring what schools are out there, to making a decision on where you will be applying, and getting ready to submit your very best applications. Now, we've made it to spring and its decision season. Soon, if not already, you may have received decisions from some of your top schools, and if you've applied Regular Decision, that means it's time to choose where you'll be enrolling this fall. [0:00:44] BT: It's an exciting time, but it can also be a bit stressful. Becca, I know you like to talk about making this decision in terms of fact versus feelings. Is there a magic formula to figuring out how to weigh both of those things? [0:00:55] BHA: Oh, Brooke, I really wish there was a magic formula. Unfortunately, I guess the answer is yes and no. There's no magic eight ball that you can shake, and it'll tell you which college you should be enrolling to in the fall, but what we're going to walk through on today's episode is ways you can look at both the feelings associated with the decision that you're making and the facts of which school makes the most sense for you and your family in order to feel like, at the end of the day, you're making a really good decision that everybody can feel good about. Brooke, do you want to start by talking about some of those facts? When a student is looking at all of their decisions laid out before them and they're comparing and contrasting schools, what are some of the facts that they should consider? [0:01:34] BT: Sure. When you're looking at the different schools that you've been admitted to, some of the things you might want to think about when weighing the different options are things like distance from home. How comfortable you feel being far away from your family, or if you feel more comfortable being closer to your family. Financial aid is another really big one. If you've applied for financial aid, you'll likely to have different packages that are offering different amounts — or even scholarships. So looking over those packages with your family is going to be really important when making that decision. [0:02:07] BHA: Absolutely, Brooke. Let's say you've applied to lots of colleges, you've applied maybe into particular majors, but throughout your senior year, you refine and decide what you want to study. It's going to be really important that you're choosing a school that has a program that makes the most sense for you. That's another one of those facts to check off your list. Your point about distance, Brooke, makes a whole lot of sense too. Maybe your dream school is halfway across the world, but maybe it's not feasible for you to get back and forth to that destination, especially if you have a fear of flying or don't have a car, right? So some of those really practical elements in making a decision that, again, makes sense, I think is a big part of where to start in your decision-making process and maybe narrow down your list a little bit. [0:02:50] BT: So that's a really good overview of some of the things that might go into the fact’s category. Becca, what about feelings? What does that mean? [0:02:57] BHA: Well, throughout the entire college search process, students and their family members have all been on different journeys when it comes to feelings. At some times in the process, maybe as a student, you've been really, really excited and your family's been really, really nervous. Or maybe now, when it's decision time, you're feeling really nervous as a student and your family is really excited for you. When I have worked with students at this stage in the decision-making process, I find that it's important for them to check in with how they're feeling and try to tune out the noise of how everyone else around them is either feeling or wants them to feel. Maybe your family's excited about a particular school opportunity for you. Maybe one of your peers in your class or in the lunchroom is really excited about where they're going, and you're starting to feel the pressure. Finding ways to tune out some of that noise and really tap into how you're feeling as a student will hopefully allow you to pick a place that you feel like your best self, you feel you'll be supported, you feel like you'll have some great academic and social growth as a student. And can ultimately make a decision to enroll somewhere that you're going to feel really good about. [0:04:00] BT: It seems like one of the ways to really hone in on that and drill down on those feelings is to think about how you felt when you were maybe touring these different campuses. When you were interacting with different people, were those people kind? Were they smiling and happy to see you and happy to show you around the campus, show you what they're working on, show you all the different great opportunities that you could have at this school? Did that make you excited? [0:04:23] BHA: If you don't remember how you felt on your visit, it might be time to visit again. Or if that's not realistic, there are tons of ways to engage with a school via social media or virtual opportunities to get a refresher on maybe what it felt like when you visited for the first time. [0:04:39] BT: Now that we've talked about both facts and feelings, what do we do with all of that? What's the best way to weigh those things? Pro and con lists are so great for so many situations in life and this is another one of those. Get a piece of paper or pull up a Google Doc and make some columns. Put your pros on one side and put your cons on the other and see what happens. Maybe your pros are short and your cons are long or maybe it's the opposite. Really take the time to break down this decision. [0:05:11] BHA: I love that you remind just to take our time. Some students who may have applied Early Decision throughout the process might be finding out early and they already know where they're going. But as a reminder, May 1st is the national deadline. You don't have to make a decision until really toward the end of April and into that May 1st time frame. If you're not ready to make a decision, like Brooke said, take the time to sit with it. Take the time to do that repeat visit or explore some social media and virtual opportunities. Don't rush into making a decision, because again, you want to pick one where the facts make sense and the feelings are something that you could feel really good about. [0:05:47] BT: Remember that you don't have to do this alone. Share that pro and con list with family members, maybe a trusted friend, or even a teacher, or a counselor. At the end of the day, the choice is yours, but there are plenty of people around you that are ready and willing to support you. Okay, Becca, so I think we have a great grasp on the things that our students should be doing to figure out how to make this decision, but are there things that they shouldn't be considering when trying to figure out what school to commit to? [0:06:14] BHA: Definitely. We talked about that friend in the cafeteria who may have already decided where they're going, right? You could begin to feel a lot of peer pressure from some of your peers who are making those decisions. We hope you know this is your decision, and we hope you're not facing your decision on where your best friend is going, where your significant other is going, or even the place that your family members may have been. We also hope you're not basing this decision off of things like whether the school colors look good on you or what the school's mascot is. [0:06:44] BT: What I'm hearing, Becca, is that it's best to not wing it. This decision is an important one, and you want to make sure that you're putting yourself in the position to have the best college journey that you can have. We at Bucknell are celebrating you, whatever you choose. So keep on reaching for your dreams and your dream school. [END] Subscribe to the College Admissions Insider Podcast Apple Podcasts Google Podcasts Pandora Spotify Stitcher TuneIn Radio Contact Details Office of Admissions Location One Dent Drive Contact 570-577-3000 admissions@bucknell.edu Hours Monday – Friday: 08:30 a.m. - 04:30 p.m. Saturday: Varies Sunday: Closed AdmissionsOffOff
- Sarah Downey '25, Italian Studies and Political ScienceSarah Downey '25, Italian Studies and Political Science mjj013 Matt Jones Tags Arts & Sciences Social Sciences Student Story Student Stories March 22, 2024 Tags Arts & Sciences Social Sciences "I don't think I knew what I was getting into, but once I was here, it was kind of a light switch." On the surface, the many disciplines housed within the humanities, including literature, philosophy, foreign languages, history, and theatre, might seem disconnected. Speaking to student practitioners, however, begins to reveal the hidden glue that binds the field together. "When I'm figuring out what I have to write about for class, I think there's a similar process of noticing something interesting for some particular reason, and then taking that small detail and listening for the connections," says Sarah Downey '25. Downey is a double major in Italian studies and political science with a minor in creative writing. "A humanities person at heart," Downey's time at Bucknell has given her a deeper understanding of both herself and the ways in which her many academic pursuits intersect. Italian is a subject Downey first dabbled in with the help of Duolingo, an app she discovered while working for an Italian coffee shop in her hometown of Allentown, Pa. Upon meeting the Italian Studies faculty at Bucknell, she was encouraged to further her study of the language. "It’s one of the most concrete things I can say I've learned here. Before I came in, I had barely any speaking ability, and now I really feel like I can understand when people talk to me. I can express myself," says Downey, who will be further honing her language skills this summer in Genoa, Italy, where she'll work as a teaching assistant in Deledda International School. For Downey, the Italian language is only one of her many modes of expression. As someone who has long been interested in social and environmental justice, Downey decided that political science would be an ideal double major. Her political theory class gave her the framework to understand and respond to the structural forces that shape modern life. Now, in her qualitative methods course taught by Professor Kelly Stedem, Downey uses what she's learned to conduct her own research. "You come up with a topic and then systematically go through all the steps of designing an experiment," she explains. Her project produced insights about how socioeconomic diversity and extracurricular involvement impact students' sense of belonging. Downey’s minor in creative writing also serves as a method of inquiry and expression, helping connect what she has learned in her Italian and political science classes. "I took a playwriting course my second semester of freshman year. I worked on a project about warring coffee shops and that was definitely influenced by what I was thinking about in political theory," she says. In the play, Downey was able to reframe her own experience of working in a coffee shop through the lenses of politics and culture and, in doing so, explore the relationship between history and lived experience. Now, as an executive intern in the Division of Marketing & Communications, Downey uses her writing skills to help bring issues of Bucknell Magazine to life. The creative and collaborative nature of producing the publication has further expanded her definition of what writing can be. "I don't think I knew what I was getting into, but once I was here, it was kind of a light switch," she says. "It's fun to sit in the room and hear everybody discuss stories, organize how the end product is going to look, and make it happen." If there's one thing Downey knows, it's that she wants to be a writer in some capacity, even if she's not entirely sure what that will be. For now, writing serves as a reliable tool to help her navigate the sometimes enigmatic space between question and answer, the self and the world. It is in this space that the heart of the humanities beats. What will your life at Bucknell look like? See how you can get involved Political ScienceOffOff
- Jane Fonda Discusses the Link Between Acting and ActivismJane Fonda Discusses the Link Between Acting and Activism mjj013 Matt Jones Tags University news News News March 20, 2024 Tags University news Art has the capacity to inspire deep feelings and reveal uncomfortable truths, whether about ourselves or the world around us. However, it is often a matter of personal choice whether those newfound feelings and truths are then transmuted into actions that can change reality and shape the future. For Jane Fonda, art and action are reciprocal forces that have bolstered both her acting career and her activism. Fonda offered her perspective on the symbiotic relationship between art and activism as the fifth and final speaker in Bucknell's 2023-2024 Forum series, which explores the theme "Freedom of Expression." Following a private question-and-answer session with students from an integrated perspectives class, the award-winning actress joined President John Bravman on the stage of the Weis Center for the Performing Arts on March 19 where they shared a spirited exchange of ideas in front of a spellbound audience. In a career spanning more than 60 years, Fonda has earned two Academy Awards for Best Actress, seven Golden Globes, a Primetime Emmy Award and two British Academy Film Awards. However, it is also the reputation she's earned as an outspoken anti-war activist and advocate for civil and environmental rights that she considers to be one of her most significant achievements. For her, acting and activism, apart from sharing similar etymological origins, are two interdependent threads of her life that, bound together, form the very fiber of her being. "What my becoming an activist allowed me to do was to understand the broad picture of why people are the way they are," said Fonda. "Acting is being beckoned into another person's skin. And the only way you can do that is by having a lot of empathy. It's a career of empathy. It's good for your heart to become someone else." Activist and actress Jane Fonda participated in a question-and-answer session with students during an integrated perspectives class. Photo by Emily Paine, Communications In her classroom visit, Fonda explained how reading Jonathan Schell's The Village of Ben Suc, which detailed the destruction of a prosperous village by American soldiers during the Vietnam War, completely altered her perception of the war and, subsequently, the trajectory of her life. Later, in her discussion with Bravman, Fonda discussed how an epiphany born in literature led her to consider how she could use her platform as an actress to draw attention to a proposed campaign to bomb the dykes in Vietnam's Red River Delta. "I thought, if I go there and talk about the dykes, maybe something will happen," said Fonda, who visited North Vietnam in 1972 as an established movie star, already having won an Academy Award for her leading role in Klute. "And it did. The bombing of the dykes stopped two months after I got there." In the aftermath of her visit to Vietnam, Fonda faced severe and persistent criticism from the American government and the public. Still, she persevered in her activism and acting career, going on to star opposite her father in the 1981 film On Golden Pond, which she considers to be one of life's proudest accomplishments. Now, she says that her co-leading role in the series Grace and Frankie, Netflix's longest-running original series, has given her an even larger platform to advocate for a cause that has recently become a central focus of her activism: the climate crisis. Much in the same way that a book inspired her opposition to the Vietnam War, it was after reading Naomi Klein's On Fire that Fonda committed herself to do everything she could to build a political movement that could save the earth. "What the hell do I have to lose? I'm just going to put my all into it. I'm just going to do it," she said, noting that the early protests of Swedish environmentalist activist Greta Thunberg motivated her to take action. Throughout her campus visit, whether in the classroom or on the Weis stage, Fonda received questions from Bucknell students eager to learn how they could translate their passions into actions that could facilitate meaningful change, whether on campus, in their community or around the world. A common concern among students was how they, as individuals, could make a difference in the face of something so daunting and seemingly insurmountable as the climate crisis. Fonda's response: hope. "Hope is a muscle like the heart. [Hope] is knowing there are reasons that something maybe won't work. But you also know that if everybody puts their shoulder to the wheel, then it can work," she said. "Greta said, 'Don't look for hope, look for action and hope will come.' " Fonda has spent the last five years creating action and inspiring hope wherever she can. Today, she thinks of her arrests while protesting against government inaction on climate change much like her acting accolades, as evidence of her dedication to and passion for affecting change. At the end of her discussion with Bravman, she called upon students and audience members to seek out and nourish their inner activists. OffOff
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