- What Should I Do if I Get Waitlisted for College?What Should I Do if I Get Waitlisted for College? snlb001 Brooke Thames Admissions Blog September 26, 2024 Getting waitlisted at your top-choice school can be disappointing, especially when it causes uncertainty about your enrollment plans for the upcoming year. If you've been waitlisted, you might have a lot of questions about what that means and how to proceed. Perhaps you're even wondering if it's worth pursuing admission to your dream school and when it's time to move on to different options. This guide will answer some of the big questions about being waitlisted and steps you can take moving forward. What Does it Mean to be 'Waitlisted'? When an applicant is waitlisted, it means they've been added to a running list of applicants who may be admitted if spots open up after the enrollment deadline. Waitlisted students have not been accepted, deferred or denied. They are in a "waiting room," so to speak, hoping for a space to open up in a university's incoming class. Let's say a school has room to admit 1,000* first-year students, and 1,500* students meet all of the admissions criteria. Through a rigorous review process, the admissions committee will accept the 1,000 applicants they believe will be the best fit — and a number of the remaining 500* qualified students will be added to the waitlist. This process varies school by school. In some instances, students may be asked if they would like to be placed on the waitlist and must formally accept in order to be listed. At the end of the day, not every student admitted to a university will choose to enroll. As some enroll elsewhere, students from the waitlist may be offered admission to fill those open spots. *Keep in mind that these numbers are hypothetical since every school has a unique admissions process and size capacity. When Do Waitlist Decisions Come Out? Admission offers for waitlisted students will typically be extended after the enrollment deadline. If admitted students are required to submit their decisions by May 1st (regarded by most colleges as National Decision Day), you can expect to hear from an admissions officer sometime between May and July. What are the Chances of Admission When Waitlisted? Every school handles waitlists differently, so there's no way to predict the exact odds of admission. There's no magic number that all schools abide by regarding how many first-round admits need to deny enrollment before working through the waitlist. At a school like Bucknell, the waitlist isn't ranked or weighted in any particular order, which places all students on equal footing. However, it is worth pointing out that 20% of waitlisted students receive admission offers on average, according to the most recent data from the National Association for College Admission Counseling. At the most selective institutions, that figure sits lower at 7%. What to Do if You're Waitlisted If you've been waitlisted at your dream school but are still interested in pursuing admission, there is some action you can take. Let's review some of the next steps for waitlisted applicants. 1. Accept a Spot on the Waitlist Once notified that you've been waitlisted, you need to accept a spot on the waitlist as soon as possible. Instructions for accepting or denying your spot might have been attached to your admissions decision letter. If you have questions, contact the school's admissions office to clarify the next steps. 2. Submit Requested Materials Some admissions offices require waitlisted students to submit supplementary materials before extending an official offer of admission. These materials may include: An email expressing their desire to be admitted Completed financial aid application (if seeking need-based aid) Additional letters of recommendations Final transcripts Updated test scores Even if your school doesn't request supplementary materials, it is a good idea to express continued interest. You can reach out to your admissions counselor to share: New accomplishments or awards that might make you a stronger candidate If you'd like to change your desired major Your intention to enroll if offered a spot in the incoming class We'll discuss more specifics on writing a waitlist letter a little further along in this post. 3. Accept Admission Elsewhere official offer of admission. As previously mentioned, May 1 is a common enrollment deadline amongst colleges and universities. It may be worth depositing at another school you'd like to attend to feel secure in your plans if you don't make it off the waitlist. But be aware that you may not get that deposit back if you rescind your enrollment later. 4. Wait for an Acceptance Time for the waiting game — again. But be careful not to sit idly while anticipating the answer you hope for. If you've submitted a deposit at another school, now's a good time to flesh out your potential plan to attend that college in the fall. Start thinking about housing options and course offerings, and make any decisions that you can without creating too much of a financial commitment. 5. Revert to Plan A If you receive the news that you've been admitted from the waitlist, take a moment to celebrate. You can now move forward with the enrollment process at your top-choice school. Submit your enrollment deposit, secure housing and get ready to start college. Don't forget to withdraw your admissions acceptance from your second-choice school, if you deposited. Thank the admissions office for the opportunity to attend, but let them know you've accepted an offer elsewhere. Waitlist Letters 101 Writing a waitlist letter/email can help keep you top-of-mind for admission consideration. It is important that your waitlist letter showcases some sort of improvement from the first time you applied or explains an extenuating circumstance that might have put a damper on your application the first time around. For example, if you were dealing with a serious illness or had experienced a tragedy in the family and it affected your grades, explain it. However, it is inappropriate to make up excuses for a lackluster application, so don't try to spin a sympathetic story. How to Structure a Waitlist Letter Structure your waitlist letter in a way that clearly conveys your intentions and your message. You can follow a format like this: Introduction: State your intentions to be admitted from the waitlist. New accomplishments and updates: Talk about new impressive accomplishments that you didn't include on the first application; If applicable, this is also an appropriate place to talk about any changes to your application information (like your intended major) or extenuating circumstances discussed above. Reiterate interest: Emphasize your interest in attending the school and thank the reader for their time. Again, the point is to appeal to the admissions board and showcase that you'd be a valuable addition to their campus. It is also important to keep things concise and to the point so it doesn't take much of the reader's time to review and process. Learn More About Admissions at Bucknell If you're interested in applying to Bucknell University, our Admissions & Aid page is a good place to start. Review our online admissions guides, or contact us at admissions@bucknell.edu to learn more. Stay up to date throughout your Bucknell journey Join our contact list OffBell Tower
- Bucknell Gets High Marks in Engineering, Innovation from 'U.S. News & World Report'Bucknell Gets High Marks in Engineering, Innovation from 'U.S. News & World Report' msf014 Mike Ferlazzo Tags Engineering Impact stories Student experience University news News News September 26, 2024 Tags Engineering Impact stories Student experience University news Bucknell University achieved one of its highest rankings on the Best Undergraduate Engineering — Non-Doctorate list, ranking 5th, in the new U.S. News & World Report 2025 Best Colleges rankings, published Tuesday. Bucknell also ranked 6th among Most Innovative Schools — National Liberal Arts Colleges. In addition to its overall Engineering ranking, Bucknell was 4th in Mechanical Engineering, 5th in Civil Engineering, tied for 5th in Electrical/Electronic/Communications Engineering, and tied for 6th in Computer Engineering. The University also ranked in the top 20 in First-year Experiences, ranking 17th. Overall, Bucknell tied for 31st among National Liberal Arts Colleges in the rankings. The 2025 U.S. News & World Report Best Colleges rankings report was calculated using 17 factors. More than half of a school's rank now comprises varying outcome measures related to schools' success at enrolling, retaining and graduating students from different backgrounds with manageable debt and postgraduation success. Information presented in the 2025 U.S. News & World Report Best Colleges rankings was collected during the spring and summer of 2024 via U.S. News' annual online statistical survey of colleges. In total, U.S. News has collected data on more than 1,800 institutions. College of EngineeringOffBell Tower
- Evelyn Bliss '27, BiologyEvelyn Bliss '27, Biology kan008 Tags Math & Science Student experience Student Story Student Stories September 26, 2024 Tags Math & Science Student experience "Being at Bucknell is a special experience. The connections I've made here, both in and out of the classroom, have been incredible." Evelyn Bliss '27 first stepped onto Bucknell's campus as a high school sophomore when she competed in the PIAA Swimming and Diving Championships at Kinney Natatorium. "I immediately fell in love with the campus and with Lewisburg," she says. "I felt a little sad though because I really wanted to swim in college, and I knew that I wasn't fast enough to swim at Bucknell." Little did she know, her path to Bucknell wouldn't come through the pool but through a different arena entirely. A shift in sports and a willingness to embrace a new challenge would ultimately earn her a spot not only on the Bison track & field team — but also in the U.S. Olympic Track & Field Trials and the U20 World Championships. Growing up in Rimersburg, Pa., Bliss dedicated 13 years to swimming. After her sophomore season, she joined her school's track team as a way to stay in shape, and she decided to try her hand at javelin. "Because I played baseball when I was little, I thought I could probably throw," she says. But it wasn't an immediate, natural fit. Javelin throwing is a highly technical sport that requires precise form, shoulder mobility and synchronization of the body. It's a quick motion, starting with a walk that transitions into a jog and finishes with a powerful throw. "Any slight misstep can throw off the entire process," Bliss says. Evelyn Bliss ’27, who first visited Bucknell as a high school swimmer, found her true calling in javelin. Photo by James T. Giffen, Marketing & Communications With guidance from her father, a former collegiate thrower, and many hours of practice, Bliss gradually improved. Together, they watched YouTube videos and pieced together her technique. By her junior year, Bliss had a breakthrough, with three standout meets that earned her a spot at the Pennsylvania state meet. There, she finished in second place, throwing 140 feet. That got Bucknell's attention, and Bliss was invited for an official visit to campus where she stayed with a javelin thrower. "I could see myself thriving here," she says. "I'm from a rural area, and I didn't want to go to a big city or large school." When she arrived as a student at Bucknell in 2023, she says she immediately felt at home with the tight-knit track & field community and appreciated the personalized support she received. She and coach Ryan Protzman formulated three goals for her first year as a Bison thrower: winning the Patriot League Championships, qualifying for the NCAA National Championships, and qualifying for the 2024 U.S. Olympic Trials. She did all three. At the Olympic Trials in June, Bliss competed as one of the top 24 javelin throwers in the country. "I was up against these high-caliber athletes who I knew from YouTube — I had learned how to throw by watching their videos," she says. "It was surreal." On day two of the competition, Bliss set a new personal record and made it to the finals. In the final rounds, with her parents and coach there to watch, Bliss delivered outstanding performances — throwing a career-best 183 feet, 2 inches — and secured a spot in the finals. Then in August, she won the bronze medal at the U20 World Championships in Peru, throwing 177 feet, 2 inches. Balancing her athletic life, which entails four to five hours of daily training, with her studies as a biology major isn't easy. But Bliss feels she has the support she needs to succeed at Bucknell. "Some of my first classes felt a little overwhelming," she says. "But I saw a tutor and attended office hours for calculus and chemistry, and it made my learning experience so much better. I asked a lot of questions and got to know the professors better. I love having the Bucknell support system. It's amazing." Her future goals include qualifying for the 2028 Summer Olympics and a career in chiropractic care. In the meantime, Bliss continues to embrace the opportunities Bucknell offers. Whether she's in the classroom, on the field, or participating in the biology club, she's making the most of her time at Bucknell. "Being at Bucknell is a special experience," Bliss says. "The connections I've made here, both in and out of the classroom, have been incredible." See how far you can go at Bucknell Apply BiologyOffBell Tower
- Journalist Yamiche Alcindor Speaks About Reporting and PoliticsJournalist Yamiche Alcindor Speaks About Reporting and Politics mjj013 Matt Jones Tags University news News News September 25, 2024 Tags University news While there is no singular quality that makes a good journalist, there are certain attributes and practices that are critical to the profession: a healthy dose of courage, a commitment to truth, a willingness to listen and, perhaps most of all, a deep and sincere curiosity. "My mom will tell you she didn't like this when I was a little girl, but my favorite question was 'why?' " said Yamiche Alcindor, NBC News Washington correspondent. It was the kind of question that seemed simple at the time, but which she would spend "a whole lifetime, a whole career, trying to answer." Alcindor shared the history of her journalism career as the first speaker in Bucknell's 2024-25 Forum series, which is focused on the theme "World in Transition." Following a private question-and-answer session with students, she delivered a keynote address entitled "Truth in Journalism: Reporting on Politics and Identity in America" on Sept. 24 in the Weis Center for the Performing Arts. NBC News Washington correspondent Yamiche Alcindor attends a question-and-answer session with Bucknell students. Photo by James Giffen, Marketing & Communications Before joining the NBC News team, where she covers the Biden administration and the intersection of race, culture and politics, Alcindor was public broadcasting's White House correspondent for the national news flagship PBS NewsHour and the anchor of PBS' Washington Week. She has worked as a reporter for The New York Times and USA Today and is a frequent MSNBC contributor. The recipient of the White House Correspondents' Association Aldo Beckman Award for Overall Excellence in White House Coverage and the 2020 National Association of Black Journalists Journalist of the Year Award, Alcindor has traveled all over the world to cover politics and breaking news. "I became a journalist because of a woman named Mamie Till who used her pain to bend the moral arc of the universe toward justice in the name of her son," said Alcindor, relaying the story of Emmett Till, an African American teenager who was lynched in Mississippi in 1955 after being accused of offending a white woman. Till's mother's courageous decision to hold an open casket funeral — based on a desire to draw attention to the violence of racism and the vulnerabilities of democracy — motivated Alcindor to become a "professional witness" and "bring hard truths to the forefront of America." Alcindor's commitment to shining a light on truth has led her to cover stories about environmental racism in Lowndes County, Alabama; abortion rights in Idaho; and access to clean water in Baltimore. During the question-and-answer session with students, she was asked about the "worst story" she had ever covered. "My journalism also brought me to Newtown, Conn., to cover the consequences of one of the worst mass shootings in America. That, of course, being the shooting at Sandy Hook Elementary School," Alcindor said. "It is still one of the worst stories I've ever covered, but it's also one of the stories that I'm proudest of because we have to look things like that in the face. We have to look horrible, horrible things like that in the face to understand the hard truth in America." As the daughter of Haitian immigrants, Alcindor shared how important her familial background has been in shaping her coverage of Springfield, Ohio, and Charleroi, Pa., two communities which have garnered national attention after Republican presidential candidate Donald Trump and vice presidential candidate J.D. Vance spread debunked claims about Haitian immigrant communities. "There are few Haitian journalists on TV who can speak in Creole and translate an interview," said Alcindor. "So I really embrace that and see that as a challenge and a skill." While objectivity is central to her work as a journalist, Alcindor shared that these stories have served as crystallizing moments in her career, in which the totality of who she is can be used as a tool on the job. Alcindor closed her speech by reminding the audience that we are roughly six weeks out from a national election. "We're gearing up for an election like nothing any of us has experienced," she said. "We're in this moment where the world is chaotic, both globally and domestically, and where each person is being called, in my view, to use their skills in any way possible, and their talent in any way possible." Up Next The Bucknell Forum speaker series will continue this fall with W. Kamau Bell on Oct. 22. Bell is an Emmy-award winning comedian, TV host, author and producer. Explore upcoming Bucknell Forum events Learn More OffBell Tower
- Episode 84: A Parent Perspective from Admissions ProfessionalsEpisode 84: A Parent Perspective from Admissions Professionals bdw008 Brooke Thames Tags University news Admissions Podcast September 23, 2024 Tags University news While it may be the student who gets admitted to college in the end, they aren't the only ones with a hand in the process. From those initial Google searches to campus visits and beyond, parents and families are discovering and learning right alongside their student. On this episode of College Admissions Insider, we're taking a closer look at the parent and family experience. We'll talk about the role that parents and families play in the college search process. Our guests are two parents who also happen to be admissions professionals at Bucknell. Lara Schmitt '20, P'26 is assistant director of admissions for access & outreach, and Brett Basom P'22 is associate director for international recruitment. 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 parents and families 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 84 Episode 84 Transcript [INTRO] [00:00:06] BHA: While it may be the student who gets admitted to college in the end, they aren't the only ones with a hand in the process. [00:00:11] BT: From those initial Google searches to campus visits and beyond, parents and families are discovering and learning right alongside their student. On this episode of College Admissions Insider, we're taking a closer look at the parent and family experience. I'm Brooke Thames from Bucknell University. [00:00:27] BHA: I'm Becca Haupt Aldredge, also from Bucknell University. Today, we'll be talking about the role that parents and families play in the college search process. [00:00:35] BT: Our guests are two parents who also happen to be admissions professionals at Bucknell. Lara Schmitt is assistant director of admissions for access & outreach, and Brett Basom is associate director for international recruitment. Welcome to the podcast. [00:00:49] BB: Great. Thanks for having us. [00:00:51] LS: Yes. Thank you, Brooke and Becca. [00:00:53] BHA: Can each of you tell us a little bit more about your work at Bucknell and your children who are in or have been through college? [00:01:00] BB: Yes. I've been at Bucknell for about seven years. I do the international admissions piece here at Bucknell, so I get the joy of working with students and parents from around the world. Even though I've only been at Bucknell seven years, I've been in higher ed most of my life in one form or another. I have one son who graduated from college two years ago in 2022. He is successfully navigating the world of adulthood. We're slowly cutting the financial ties, so Mom and Dad are happy. [00:01:28] LS: I'm Lara, and I have been with Bucknell for going on 13 years now, and in the admissions office all 13 years prior to that. I was at another school for about a year in admissions. I have three children. My oldest daughter just recently graduated from a college down in Florida, and my son is actually a rising senior right here at Bucknell. Our youngest daughter, she is actually in a school in Texas, and she just completed her first year there. [00:01:57] BT: Sounds like we have a wealth of knowledge here on the podcast today. I'd like to think that the first step towards college for a student and their family is talking about it. When did the college conversation come up in each of your households? Was it you who initiated the process, or was it your student? [00:02:13] LS: For my family, we actually started the conversation very early on. I’ve been working in admissions for over a decade. My husband actually was previously a high school teacher, and he was also an adjunct professor at other local schools here. We really started discussing college with them when they were young. I mean, my kids used to come here to Bucknell, so they were very comfortable with the campus, playing on the quad, hanging out in the library. It was definitely something that we always discussed, even when they were kids, the idea of attending college eventually. My husband actually, he got his masters here at Bucknell as well. He was doing that part-time while he was working full-time, so the kids were really very much aware of the whole college atmosphere and what it means after high school to go on to college. [00:03:02] BB: Looking back on it, for us, I don't think there was any one defining moment where we sat down and had "the talk." I think it's just something for us that prepped into the conversation over the course of the years. Kind of similar to Lara, my son grew up around a college campus. I was not working at Bucknell at the time, but it was at another small liberal arts college. A lot of his friends…his friend group was mostly professors’ kids. His preschool was actually on the campus of the previous college, so he was always around it. He would come to visit me in the office. I think it was kind of an unspoken expectation that college would be in your future, so it just kind of crept into the conversation as he grew older. [00:03:40] BHA: It sounds like for both of your families, working at a college or university was a big part of exposing your students to what college could look like for them. While college might be the assumed next step for some students, it might not be a given for others. Was gauging your students’ values around higher education part of the initial conversations? What did that look like? [00:04:02] LS: In my household, it wasn't really assumed, even though they were really exposed to the whole idea of going to college and the college campus. My husband was especially, particularly, was very clear on letting them know that college isn't necessarily for everyone, so it wasn't an assumption. I mean, we did talk to them about attending college. Talked to them about their future goals, where they saw themselves, and line of work they might be interested in when they got older. But it was something that he also made clear to them that it's not for everyone, and there's a lot of careers out there that you don't need to attend college. [00:04:39] BB: Yes, and I totally agree with that. I think there's some kind of higher ed for everyone, but it's not necessarily college. I’m a strong believer in improving yourself and such. But our conversations, we tried to really keep them age-appropriate. When my son was in elementary school, we weren't asking, “Where do you want to get your PhD?” There was nothing like that going on, but we were asking things like, “What's your favorite subject? What do you like in school, and what can you see yourself doing when you're grown up?” That kind of led to us looking at what were his strengths. It was pretty clear by the time he got into high school that he's probably not going to be an English literature major. But he was definitely more analytical, and we could see that, yes, probably something in the technology field or some kind of stem field would be appropriate. The questions kind of evolved to things like, “How far from home do you want to be? I mean, do you want to see Mom and Dad a lot? Or do you not want to see us for four years? Can you see yourself thriving in a large, big flagship university or a smaller environment?” Those are the kinds of questions that we were asking just to kind of gauge his values and what type of place he might want to go to. [00:05:44] BT: Yes, I love that series of questions that both of you asked in your households about whether or not college is right for the student and then probing a little bit deeper to what kind of place do you want to go. When it came time to start looking at colleges, I wonder if you felt that being admissions professionals yourselves gave you a leg up. Were there certain things you were looking for as a parent that you encourage your student to keep an eye out for as well? [00:06:08] BB: Yes. Of course, I thought I was an expert. I thought I knew it all, but I quickly realized that I didn't know anything. When I put on the parent hat, it was definitely looking at colleges from a different lens. I mean, I knew a lot about my institution but not so much about some of the other schools. Things I really emphasized with my son to really do your research upfront, even before visiting. Find out what schools have your major. The questions that I thought were important from just my experience in working in a college, how engaged are the faculty with the undergrads? I mean, are they teaching, or are they off doing research? I wanted an environment where the undergrads are actually actively engaged with the faculty. I also wanted to know what kind of experiential learning opportunities were there. Were there opportunities to do research and study abroad, leadership development, that kind of stuff? Of course, the basic question of, "What do students do on the weekends, and what happens after they graduate? How successful are they?" Those were the things that I wanted to know upfront and kind of emphasized with my son to look at those things. I even would tell him, just when you go onto the college campuses to visit, the admission people are all wonderful people wherever you go. But really look beyond that. Try to connect with some of the students on campus, maybe the faculty to really see what it's like and to see how you match up with that. Just grab a campus newspaper and see what the real issues are. [00:07:33] LS: I have to agree completely with Brett. I feel like he answered exactly the way I was planning on answering. Yes, we did the same things with our kids. Really encouraged them to think about their career goals as well, to see which school would set them up best for that to reach their goals, as well as looking at the other activities that they could do outside of an academic setting also at the schools. One thing, though, that was also big in our household was with three kids, we did have the opportunity for them to get Tuition Exchange through Bucknell. My husband is also actually in the military, so they also had a GI Bill option. That was something that we reminded them of. But, really, in the end, it was their choice whether or not. Of course, they wanted to look at schools that were strictly in the Tuition Exchange program. That was something that I think really affected their choice in the schools that they would be looking at. [00:08:29] BHA: That also sounds like a really nice way, Lara, to blend finances and fit into the conversation so that they are keeping some of those things in mind when exploring schools that are going to be the best fit for each of your students and your whole family. [00:08:44] BT: With different life experiences and personalities in play, maybe a few in the case of Lara, I imagine that there are moments where parents and their students might not always see eye to eye or agree on the same things. Were there moments where your student was really excited about something and you came in maybe with a soft counterpoint? [00:09:05] BB: For us, music was always a big part of my son's life, so it was kind of weighing. Is this something he can do as a career or not? Looking at colleges, it was about finding a career that was going to get him somewhere but keeping music in his life, even though he's probably not going to be a professional. But let's keep it as part of his life, so finding an institution that would fit that need. [00:09:28] LS: For me, I would say it's similar but almost the opposite. For our son, for instance, we really felt that the hobbies that he had in high school and even when he was younger really, to us, spoke to what we felt would be best major choice for him. But he didn't go that route. He actually chose a major that he felt would be more practical for what he wanted in the future. Then he ended up changing his major to history which is really the major that we thought because it was such a passion of his, not just in an academic sense but even just in a personal sense. He was always reading up on history in school. We were very surprised that he decided to go the other route at first, but then he came back to it. [00:10:08] BHA: Let's zoom out a bit and take a closer look at your involvement throughout the process. From those initial college searches to when your student got their acceptance letter in the mail, did you find that your student took the lead? Or did they require more support from you? How did you balance being supportive versus being over involved? [00:10:28] LS: Well, with three kids, I can say that they were all very different. I think my daughters tended to take the lead in pretty much everything, and that definitely translated into when they were doing the college search. They really did take the lead on that, whereas my son not as much. He did know what he wanted — or thought he knew what he wanted — as far as a major, for instance, but he really needed a little bit more support from us. I like to joke sometimes about the story of Goldilocks and the Three Bears. My kids are the three bears, right. They're very different in their approaches just in life in general. They really needed different levels of support, each of them, definitely less on my end with my daughters than with my son. [00:11:12] BB: I intentionally took a step back. I wanted it to be clear that I was not taking control of this. I didn't want to be seen as controlling because of my experience working in a college. I wanted it to be clear that this was his search. This was going to be his college, his life. But I wanted to be a resource, too, so I wanted to let him know that I was there when he needed me, if he had questions. I'm kind of that parent who kept a wide orbit. I didn't want to be hovering too closely, which I think, in general, is pretty good parenting advice. But I was there when he needed me. There were certainly some check-in points. I made sure that he did have a list that looked pretty good of schools. I made sure that he was hitting the deadlines because, as we all know, they vary from college to college. But interestingly enough, his initial college visits he made with his friends. We weren't a part of. He went with some friends. I believe his school had a trip where he went with this guidance office to visit a college. But we made sure that once we got down to the top choices and when he was making the final selections that we were a part of that process. We were on those visits, so we were seeing things, too, so that we could give our input. [00:12:21] BT: As Brett hinted at earlier, it's easy to think that being admissions professionals would make the whole process a breeze. But you both and anyone who listens to our show can tell you that admissions can be really complex. Is there anything you wish you'd known at the start or even mistakes that you made that might be good advice for others? [00:12:39] BB: I think it's always good to expand your vision. Look beyond the 10 big-name schools and do know that there are other really good places out there. Don't just listen to your friends where they're going or all the students from your school are going or what school has the best football team, unless you play football, of course. I think just doing your research upfront to find the right fit for you. That's probably the most important thing about this whole process. Don't stress out too much about it. It all works out in the end. There are so many good colleges out there that would love to have your son or daughter. Just knowing that is just finding them and then finding the ones that fit best for them. [00:13:17] LS: I think, for me, I would say that the main thing that I wish I had taken a closer look at to better support my kids…Because, like I said, the girls were pretty independent as far as doing their own college searches and things like that, and my son was as well in that area. But really, I think it would have helped if I had had a better understanding of the whole financial end of things with financial aid and the FAFSA and that whole process. It's interesting now also because on the other end of it with my oldest daughter, who just graduated, just really being able to guide her now with things like her student loans and that whole process….I think it would have been better if I had taken a much more closer look at that four years ago so that I could better support her in that area. [00:14:05] BHA: That's really thoughtful advice that I'm sure our listeners will take with them. But to play a little bit of devil's advocate, is there advice that you were given that you didn't take, and did that impact the process for the better? [00:14:18] LS: One of the bits of advice that I had been given was regarding post-acceptance college visits versus pre-acceptance visits. At the time, five years ago now, when my oldest was looking at schools, we were advised that we don't visit the schools until after she was accepted to them. That's something that now I feel like would have been better if we had visited the schools ahead of time, which we did end up doing with my son and with our youngest daughter. That was one thing that I feel it impacted the process for the better that we did not follow that advice the second and third time around. [00:14:57] BB: Yes. I can think of a couple of things. One bit of advice was that you have to apply to 20 or 30 colleges. You have to look at so many colleges, and I don't agree with that. I mean think about the cost of application fees and such. I think, again, if you're doing the research upfront, finding schools that look like they're a good fit, visiting them, you can narrow that list down to a reasonable amount, three, five, eight, whatever it may be, to start the process. The other thing I think I found was not to value, or maybe over-value, one person's opinion too much. This could be anything from a tour guide you met or the neighbor down the street who had a bad experience or even things that you see posted on social media. Again, it's just one person's opinion, and a college or university is made up of many, many people, and most of whom have really good experiences. Again, doing your research so that you can make your own informed decision that works best for you. [00:15:54] BT: What I've heard throughout this episode is that this journey like any has its ups and its downs and its failures and its successes. But I'd love to round out this episode with some praise for both of you. Ushering a child into the next phase of their life is no small feat. What’s something that you feel you did really well as a parent in the admissions process as a whole? [00:16:16] BB: Yes. I guess just keeping it low-stress, trying to check in as needed, and to be a resource. From an academic end, I guess through my experience of working in a college and reading thousands and thousands of transcripts over the years, just understanding what a good course selection in high school would be. I was able to advise my son on, yes, these are good courses that colleges are going to want to see and will make you competitive versus taking too easy of a schedule or something senior year. At the same time, just really emphasizing just keeping a balance in life because, yes, you don't want to stress out too much. You want to be competitive. You want to work hard. But at the same time, there are other things that you need to round out your life, and there are certain soft skills in life that will enhance you wherever you go. Of course, I would be remiss if I didn't give my wife credit. She certainly kept an academic tone around her house. I traveled a lot for work, so she was able to keep that going. Keep my son's nose to the grindstone when needed. That was very helpful, so definitely a team effort. [00:17:16] LS: Yes, I agree. With my husband and I as well, it was definitely a team effort, especially, I mentioned earlier about the financial end of things. He really did take the lead on that because I felt that I hadn't taken enough of a deeper dive into how best to advise my kids in that area. But I would say that the bits of advice that I did give my kids was that to tell them that there's lots of great schools out there and so many to choose from and for them to look into and so many options. Really, they needed to look at the school where they could really see themselves, where they could see themselves interacting with the professors. Getting the hands-on experience and the research and internship opportunities that they wanted, where they could see themselves hanging out with friends in the quad or in the library or downtown. Also, almost more importantly or just as important maybe is a school that would really set them up to reach their future goals. I think that was the largest piece of advice that I gave them, and they really seem to follow and help them to succeed. [00:18:18] BHA: I want to thank you both for being on this episode. You bring a wealth of knowledge not only as admissions professionals but also as parents in the process. We are so glad that you're able to share some of your words of wisdom with our listeners. Thanks for joining us. [00:18:33] LS: Yes. Thank you. Thank you for having us. [00:18:34] BB: Yes, thanks. [00:18:35] 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 families in your life. [00:18:43] 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. [00:18:54] BT: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @bucknellu on Instagram, Facebook, X, YouTube and TikTok. You can also follow our student-run Instagram account which is @iamraybucknell. [00:19:09] BHA: Until next time, keep 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
- Bucknell to Host Family Weekend, Partner in International FestivalBucknell to Host Family Weekend, Partner in International Festival msf014 Mike Ferlazzo Tags Student experience University news News News September 18, 2024 Tags Student experience University news More than 3,200 family members and current students have registered to participate in Bucknell University's annual Family Weekend, Friday, Sept. 20 through Sunday, Sept. 22, which this year coincides with the inaugural Community International Festival, co-sponsored by Bucknell and the Lewisburg Downtown Partnership. The weekend will now combine the campus family traditions with a celebration of cultural diversity, offering students, families and the Lewisburg community a unique opportunity to come together. "Family Weekend provides families with the chance to experience campus life and participate in a wide range of events alongside their student family members," says Tara Michaels, assistant director, alumni & parent large campus programs. "This year, the weekend will be even more dynamic with the introduction of the Community International Festival, which will showcase the rich cultural heritage of Bucknell’s international student body and the broader Lewisburg region." Friday Highlights The weekend kicks off Friday and will include a 4 p.m. program for families of Freeman College of Management students featuring the college's new dean, Michelle Roehm, Kenneth W. Freeman Professor of Management, who will engage in conversation with James Henry P'27, senior managing director at Bank Street Group. University theatre students will perform their first-year showcase, One Christmas Eve at Evergreen Mall, Friday at 7:30 p.m. in Tustin Hall Studio Theatre. Directed by Tessa Brizhik '26, the comedy presents a series of short plays that follows eight intertwined stories in a Midwestern mall on the last day of shopping before the holiday. Tickets may be purchased through the Bucknell box office. Athletically, the Bison field hockey team will host Boston University at 4 p.m., while the women's volleyball team will play Holy Cross in Davis Gym starting at 7 p.m. in Patriot League contests. Inaugural International Festival Saturday Saturday activities will include the inaugural Community International Festival from 10 a.m. to 3 p.m. at Vedder Hall and Hufnagle Park. The festival will feature live performances, international food vendors, and a variety of cultural displays, offering a global experience right in downtown Lewisburg. A highlight of the festival will be the parade of flags, starting at 11:30 a.m., showcasing the national flags of Bucknell's international students. Eric Ian Farmer and Friends, a local band, will perform at 12:30 p.m. in Hufnagle Park. Food trucks offering international cuisines will be available throughout the festival, and vendors will sell handcrafted goods from around the world. Bucknell students will receive tickets for complimentary food from the trucks, with additional tickets available for purchase. The festival is supported by community partners, including the Degenstein Foundation, Wellspan Evangelical Community Hospital, Bucknell's Office of the Provost, and the Office of Equity and Inclusive Excellence. Student members of the Latine Alliance for Community and Opportunity for Students Club will also host Feria Latina, an outdoor Latine-style street fair, starting at 6 p.m. in MacDonald Commons. University Saturday Highlights The Bucknell improv group We Brake for Nobody will perform Saturday at 11 a.m. and 8 p.m. in the Elaine Langone Center’s Forum (Room 272). Christy’s A Cappella Concert will also take place at 1 p.m. in the Weis Center for the Performing Arts, featuring performances by Bucknell's student a cappella groups. The first-year theatre showcase will have two more performances Saturday at 2 p.m. and 7:30 p.m. in Tustin Hall Studio Theatre. Tickets for all three shows may be purchased through the Bucknell box office. Among Saturday sporting events, the defending Patriot League-champion Bison women's soccer team will host league rival Colgate in a 1 p.m. game, while the men's soccer team will host Holy Cross, and the women's volleyball team will welcome Army-West Point in 4 p.m. league contests. Families can also join in the Pregame Spirit Trail starting at 4:30 p.m. on Dent Drive around Freas Hall Lawn where they can collect Bucknell-themed items before heading to the Family Weekend football game vs. Marist at 6 p.m. in Christy Mathewson-Memorial Stadium. There will be a celebratory fireworks display following the football game. Tickets for the game may also be purchased through the Bucknell box office. Academic activities Saturday will also give families the chance to meet the inaugural directors of the University's newest centers. Erin Jablonski, director of the Perricelli-Gegnas Center for Entrepreneurship & Innovation; and Kelly McConville, director of the Dominguez Center for Data Science, will participate in a 1 p.m. talk at Taylor Hall. Sunday Highlights Sunday will find the Bison field hockey team hosting Penn State at 1 p.m. And the Bucknell Jazz Band and Symphonic Band will also play a free combined concert showcasing the musical talents of students starting at 2 p.m. in the Weis Center. The complete Family Weekend schedule may be found here. Center for Alumni & Family EngagementOffBell Tower
- NBC News Correspondent Yamiche Alcindor to Open 2024-25 Bucknell Forum Series Sept. 24NBC News Correspondent Yamiche Alcindor to Open 2024-25 Bucknell Forum Series Sept. 24 msf014 Mike Ferlazzo Tags University news News News September 17, 2024 Tags University news NBC News Washington correspondent Yamiche Alcindor will open the 2024-25 Bucknell Forum series on Tuesday, Sept. 24 at 7:30 p.m. in the Weis Center for the Performing Arts, where she will discuss this year's "World in Transition" theme. The event is free and open to the public, although tickets are required (see details below). Alcindor is the first of four nationally renowned speakers participating in this year's Bucknell Forum — a speaker series that since 2007 has featured national leaders, scholars and commentators who have examined various issues from multidisciplinary and diverse viewpoints. About Alcindor Since early 2022, Alcindor has been a Washington correspondent for NBC News covering the Biden administration, the impact of federal policies on communities and issues at the intersection of race, culture and politics. She is also a former anchor and moderator of PBS' Washington Week, where she unraveled the steady stream of breaking news to help her listeners understand it all. Prior to joining the NBC News team, she was public broadcasting's White House correspondent for the national news flagship PBS NewsHour. As an MSNBC contributor, Alcindor often appears on shows like Morning Joe, Meet the Press and Andrea Mitchell Reports. Earlier in her career, she was a national reporter for The New York Times, writing about politics and social issues, and a journalist with USA Today, writing about criminal justice and fast-breaking stories. Alcindor's knack for following the story has taken her to places like Belgium for the 2018 North Atlantic Treaty Organization meeting and to Helsinki, Finland, for President Trump's meeting with Russian President Vladimir Putin. She has also traveled to McAllen, Texas, to chronicle life on the U.S.-Mexico border and to gauge the impact of President Trump's family separation policy as well as to Jackson, Miss., to write about the impact of racial inequalities and poverty in America. In 2019, she served as a moderator for the sixth Democratic primary debate. The daughter of Haitian immigrants, Alcindor has written extensively on the intersection of race and politics. She has covered the impact of President Trump's policies on the working class, immigration and breaking news coming out of Africa, the Middle East and Asia. She has also reported on the presidential campaign of Sen. Bernie Sanders, the legacy of President Obama, as well as how police killings affect communities and children. As the recipient of the White House Correspondents' Association Aldo Beckman Award for Overall Excellence in White House Coverage and the 2020 National Association of Black Journalists Journalist of the Year Award, Alcindor has become a steady voice in journalism. Event Information All Bucknell Forum events are free and open to the public, although tickets are required. Current Bucknell students and employees may receive up to two free tickets at any campus box office location, or online, between 10 a.m. and 4 p.m. one day prior to the event. A valid Bucknell University ID is required to receive advance tickets. Use of multiple Bucknell IDs to pick up additional sets of tickets is prohibited. Remaining tickets will be available for the general public at the Weis Center box office beginning at 6 p.m. on the day of the event. All individuals may receive up to two free tickets, depending on availability. An ASL interpreter will be signing at the event for the deaf community. Attendees who need this service should contact sebright@bucknell.edu for seating arrangements. Questions regarding this event may be directed to the Division of Marketing & Communications at 570-577-3260 or theforum@bucknell.edu. Remaining Bucknell Forum Speakers All remaining speakers in this year's Bucknell Forum will appear at 7:30 p.m. in the Weis Center for the Performing Arts on these dates: Emmy Award-winning comedian, TV host and producer W. Kamau Bell on Tuesday, Oct. 22. Pioneering actor and civil rights leader George Takei on Tuesday, Jan. 28 A fourth speaker will also be added to the lineup and announced at a later date. President's OfficeOffBell Tower
- Colson Whitehead Accepts Weis Fellow PrizeColson Whitehead Accepts Weis Fellow Prize mjj013 Matt Jones Tags University news News News September 10, 2024 Tags University news The journey of an illustrious writing career begins with a single rejection. Or, in the case of some of the country’s most critically acclaimed authors, a steady trickle of rejections that inspire periods of self-doubt that eventually, with the appropriate amount of grit, luck and television, give way to an idea that becomes a story. "I wanted to be a writer from an early age, but I really became a writer once my first book didn't sell," said Colson Whitehead, the 14th Janet Weis Fellow in Contemporary Letters at Bucknell University, a biennial award which honors and recognizes individuals who represent the highest level of achievement in the craft of writing within the realms of fiction, non-fiction or biography. During a day that included a pre-talk student session moderated by Joe Scapellato, English, and which culminated in a public speech on the evening of Sept. 9 in the Weis Center for Performing Arts, the two-time Pulitzer Prize-winner shared the humble origins of his own writing journey with the characteristic wit, humor and discursive insight that define his published works. Colson Whitehead attended a pre-talk student session moderated by Joe Scapellato, English. Photo by Emily Paine, Marketing & Communications The author of 11 books of fiction and nonfiction, including Sag Harbor, the First-year Common Reading for the Class of 2028, Whitehead is also the recipient of the Carnegie Medal for Fiction, a MacArthur Fellowship, a Guggenheim Fellowship, a Whiting Writers Award, the Dos Passos Prize and a fellowship at the Cullman Center for Scholars and Writers. However, long before he was named "America’s Storyteller" by Time magazine, he was just a kid in New York who loved Stephen King, comic books and the magical realism of Gabrielle Garcia Marquez. It was this combination of eclectic tastes that formed the foundation of a career marked not by an allegiance to a particular genre, but to the art — or rather, the work — of storytelling. After the rejection of his first fiction manuscript, which centered on the misadventures of a Gary Coleman-like figure, Whitehead had a kind of epiphany, he told the audience. "I realized there's nothing else that made me humble like being a writer, so I just got myself up off the floor and started doing it," he said. "No one else is going to write the book I wanted to write. I had to keep going because I believed in the work, and I believe I became a better writer." For Whitehead, believing in the work is not just about a dedication to the act of writing, but also a willingness to take inspiration from wherever it comes. "One question I get a lot is, where do you get your ideas?" said Whitehead, who explained that television and movies were a reliable source of ideas, including for his first novel, The Intuitionist, which came from watching a Dateline NBC segment on the hidden dangers of escalators. His zombie apocalypse novel, Zone One, was born from a dream. "It’s not often you get a book from a dream," he said. "I was a bit lucky." In between the work of inspiration and writing also lies the challenge of knowing when it’s the right time to pursue a particular story. For instance, Whitehead first had the idea for the novel The Underground Railroad in the year 2000. "I thought it was such a good idea and I knew that I would screw it up if I did it back then," he said. "I didn’t think I was wise enough or mature enough to write about slavery. I didn't think it was a good enough writer to pull it off structurally, so I put it in a drawer." Every couple of years, Whitehead revisited and discussed the idea with friends and colleagues to see if he was ready. After The Underground Railroad was published in 2016, Whitehead became the sixth-ever writer to receive a National Book Award and a Pulitzer Prize for the same book. "Even after eight books, I had to be reminded that the book that scares you — the book you don’t think you can do — is the one you should be working on." Whitehead closed out his speech by sharing that he is now working on a crime trilogy set in Harlem. It’s a new genre for him, though the inspiration behind it comes from the familiar territory of renting and watching movies, kicking around a few ideas and believing in the work that has led him to where he is today. Upcoming speakers for the 2024-2025 Bucknell Forum include NBC News Washington correspondent Yamiche Alcindor; comedian, TV host and producer W. Kamau Bell; pioneering actor and activist George Takei; and a fourth speaker to be announced at a later date. OffAward
- Bucknell Launches 'Dignity & Dialogue Circles' to Strengthen Community ConnectionsBucknell Launches 'Dignity & Dialogue Circles' to Strengthen Community Connections kan008 Katie Neitz Tags University news News News September 4, 2024 Tags University news In a continued effort to foster meaningful conversations across campus, Bucknell University is launching a new initiative called Dignity & Dialogue Circles for the 2024–2025 academic year. This program will further the University's commitment to creating a more inclusive and empathetic campus environment and respond to requests from students, staff and faculty for more opportunities to engage across differences. Dignity & Dialogue Circles are organized opportunities for individuals across campus from diverse perspectives and backgrounds to discuss important topics. The goal is to cultivate an atmosphere where innovation, collaboration and empathy thrive. "Creating opportunities for open conversations across campus is essential for fostering a sense of belonging and community within a university," says Jocelyne Scott ’11, director of equity and inclusive excellence. "When individuals from diverse backgrounds and perspectives come together to discuss important topics across differences, it not only broadens understanding but also strengthens the fabric of the campus culture. This inclusive dialogue helps break down barriers, promotes mutual empathy, and encourages the exchange of ideas in a way that is rooted in shared dignity." By providing a space where all voices are heard and valued, the University ensures that everyone feels they belong, which is critical for personal and academic growth. "We recognize that it is our responsibility to actively invest in creating a cohesive campus community rooted in a shared commitment to dignity and civil discourse so that all of our community members can thrive," says Vernese Edghill-Walden '87, vice president of equity & inclusive excellence. "We know this is a time when the need for civil dialogue is at an all-time high." The foundation for this initiative was laid over the summer when 22 Bucknell staff and faculty members completed an intensive four-day training with Advoz, a regional center specializing in mediation and restorative practices. The training, which was co-sponsored by the Division of Equity & Inclusive Excellence and the Division of Talent, Culture, & Human Resources, consisted of two key sessions. The first, called "conflict, communication and culture," helped participants explore conflict styles, power dynamics and empathetic listening. The second, called "the circle process," focused on the structure and goals of using circles as a method for dialogue across differences. The circle process is rooted in the tradition of restorative or peacemaking practices that have been used in Indigenous communities. "Both the First Nations people of the Yukon and the Maori People of New Zealand have used the circle processes that undergird the models we will be using," Scott says. This approach provides a formal, structured space where participants can bring their best selves into dialogue, giving equal voice to everyone and encouraging thoughtful, respectful communication. The process is designed to slow down conversations, allowing participants to reflect on their experiences, explore connections and differences, and engage emotionally, mentally, physically and spiritually. Participants of the circle process carry the responsibility to listen to understand rather than to respond. Unlike typical discussions or debates, the circle process is not a space for advocating a particular viewpoint. Instead, it emphasizes connection, storytelling and listening with the intent to understand. By fostering a more empathetic community, the circles help participants treat one another with dignity and respect, regardless of their ideological differences. Throughout the fall semester, the Division of Equity & Inclusive Excellence will host a series of Dignity & Dialogue Circles. These sessions will provide proactive opportunities for members of the Bucknell community to engage in difficult but necessary conversations. An initial session will be held on Wednesday, Sept. 11, to introduce members of the Bucknell community to the overall framework and methodology of the circle process. Following this session, five additional sessions discussing topics such as political division and maintaining civility post-election will be held. Each circle will be limited to 25 participants to ensure a focused and impactful dialogue. Advanced registration is required. In addition to these campus-wide Dignity & Dialogue Circles, facilitators are cultivating additional opportunities for circle dialogue within their respective departments and divisions. These sessions will continue to support Bucknell’s ongoing commitment to fostering an inclusive and connected community. Those interested in getting involved can contact eie@bucknell.edu. Beyond the Dignity & Dialogue Circles offered by the Division of Equity & Inclusive Excellence, the Office of the Provost and Student Affairs are dedicated to providing many different opportunities to engage the Bucknell community in efforts to advance a culture of dignity and build a culture of respect. "In this election year, emotions will be running high, and information will flood various platforms, making it challenging for us to parse the data saturating our social media and national news in a productive manner," says Provost Wendy Sternberg. "Our community will approach the election with diverse perspectives and needs, and we're here to offer broad support, including voter education, de-escalation training and information literacy. Throughout the semester, you'll receive information about the many different ways you can get involved. We hope that community members avail themselves of the opportunities that serve their interests as we all work toward the common goal of creating a more cohesive campus community rooted in shared dignity and civil discourse." Diversity, Equity, and InclusionOffBell Tower
- Episode 83: Attending a 4-year College AbroadEpisode 83: Attending a 4-year College Abroad bdw008 Brooke Thames Tags University news Admissions Podcast September 2, 2024 Tags University news No two college journeys are the same. For some, it might mean attending college right in their hometown, while others might travel halfway or even to the other side of the country for school. Then, there are those who take their education beyond borders. At the request of one of our listeners, in this episode of College Admissions Insider, we are exploring options for attending college outside of the US. We'll learn where students can begin researching schools, how admissions can differ from country to country, what the day-to-day learning experience might look like, and more. Our guest is Chris Pluta is Director of College Counseling at the United Nations International School. 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 Information for international applicants to Bucknell Learn about the international student experience at 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 83 Episode 83 Transcript [EPISODE] [0:00:06] BHA: No two college journeys are the same. For some, it might mean attending college right in their hometown, while others might travel halfway or even to the other side of the country for school. [0:00:16] BT: Then, there are those who take their education beyond borders. I'm Brooke Thames from Bucknell University. At the request of one of our listeners, in this episode of College Admissions Insider, we are exploring options for attending college outside of the US. Thanks for suggesting this topic, Elizabeth. [0:00:34] BHA: And I'm Becca Haupt Aldredge, also from Bucknell. Today, we'll learn where students can begin researching schools, how admissions can differ from country to country, what the day-to-day learning experience might look like, and more. [0:00:46] BT: Our guest is a new friend of the podcast, well versed in international admissions, Chris Pluta is Director of College Counseling at the United Nations International School in New York. Welcome to the podcast. [0:00:58] CP: Thanks. Thanks so much. It's great to be here. I'm a big fan of Bucknell, and I'm really honored to be a guest on your podcast. [0:01:07] BT: Yes. We're so excited to have you. So, to give our listeners some more background, can you tell us a bit about your career in college counseling and your work at the United Nations International School? [0:01:19] CP: Sure. I began in admissions as an admissions officer at the University of Pennsylvania back in 1997. From there, moved to New York City and was part of the admissions office at Barnard College. I've worked in several independent schools in New York and DC. But I think the most relevant experience I've had to this podcast is being the Director of College Counseling at the Lycée Français de New York, which is a school that teaches the French curriculum, where I was director for 10 years. Now, for the past two years, I've been the Director of College Counseling at the United Nations International School, which is absolutely as cool as it sounds. We have about 1500 students from pre-K through 12, from 109 different countries. [0:02:12] BHA: So when it comes to pursuing college internationally, how many of the students that you work with go that route? What locations tend to get the most interest? [0:02:21] CP: Approximately half of our students will apply to universities outside of the US, and they are applying literally all over the world. So a lot of them will apply in the UK and Canada, but the Netherlands, Ireland, France, Spain, Italy, Sweden, Japan, all of these places will be found on our students' lists. About 70% of our students will eventually stay in the US, though they might apply to multiple countries, but we really encourage our students to look abroad. [0:02:55] BT: I can imagine that process might be a bit different for a student who maybe has lived abroad before or has other international experience in comparison to a student who was born and raised in the US. So how might a student from, say, central Pennsylvania start exploring higher ed options and opportunities abroad? Does it all start with throwing a dart on the map? [0:03:17] CP: I think a good start would be to congratulate yourself for looking outside of the borders of our country. There's a huge world out there, and there are so many ways to be educated. So I think it's a wonderful thing. I think looking at a map isn't such a bad start. When you think about looking at college in the US, a lot of people will start in states where they have a connection. My grandparents were from Pennsylvania, and so I looked in Pennsylvania for colleges. Your family might have some origins in Ireland or Italy, or you might have seen a movie in French that you thought was really cool. These are all reasons to start a college search in a certain country. Fortunately, there are degrees offered in English all over the world, but particularly in Europe. You can investigate the differences between these university systems, usually on a centralized website. So most countries will have a website where they list the different kinds of degrees they offer, the different majors or courses they have, and also how to apply. [0:04:29] BHA: The more you speak, Chris, the more I'm reminded that we invited the right guest to the podcast. You've already shared such a wealth of knowledge with our guests, I'd love to begin to break down some of these considerations that you mentioned, piece by piece, maybe starting with academics. So how can a student be sure that their high school preparation in the US matches what a school in the Netherlands, for example, might be looking for? [0:04:54] CP: It's a great question. I think it's important to note that most countries have a centralized educational system where everybody is pretty much taking the same courses, and there are the exact same exams offered by the government at the end of the high school process. So it's usually those exam results that end up being the basis for admission. Now, in our country, we have very different graduation requirements based on the region where you've grown up and based on the school system in which you attended. So international universities know this, and they will publish entry requirements for international students so that you don't necessarily have to bring the exact same education as someone from the Netherlands in your example. In these entry requirements, usually, standardized testing is a big part of it — not always, but a lot of the time. That could be SAT testing, ACT testing, AP testing, IB testing and sometimes they'll have their own entrance exams that they'll offer applicants. Grades in your courses may also be evaluated, so that high school transcript could be a really big part of this application process too. I should say that if you go online and look at different international universities online, you are going to see these entry requirements very well-articulated. So that you will be able to see whether or not you have what they want in order to study the subject that you're looking for. It's possible, after looking at the entry requirements, that you might not be sure if you qualify for admissions. In that case, it's totally okay to write to the admissions office and ask them if your credentials are what they're looking for for admission. [0:06:51] BT: So, let's say, a student has done all of their research, they've reached out if they needed to, and they're confident that they might meet the requirements. Then, of course, there's the whole admissions process. And I'm already hearing a heavy emphasis on standardized testing, which could be different than some schools in the US. A US school might require an essay, supplemental question responses and recommendation letters on top of grades and standardized tests. Or maybe not standardized tests at all of their test optional like Bucknell. So can you tell us a little bit more about how varied admissions can be from place to place? [0:07:27] CP: Yes. Well, the admissions process can work in a very different way from the one we have in the US. That said, of course, there are American Universities Abroad that will have an admission system very similar to ours. So, places like the American University of Paris or Bard College Berlin, or NYU Abu Dhabi — all places I visited recently and thought were terrific — they will have an admission system that's just like ours. But outside of these private institutions, usually, with some kind of American affiliation, the application process will be centralized. So there will be a central process much like the common app that is specific to each country. It's possible that they'll ask you for a personal statement that really goes into why you want to study that subject. They will usually ask for a reference letter from a teacher who teaches you in that subject, or someone who can write on your behalf about your qualifications for that subject. It's possible that there would be an interview process as well. Unlike the US interview process, which is really meant to get to know you as a person, this interview process is to get to know what you know about the subject and why you hope to study it in university. So the process really abroad, usually is much more tailored to evaluate whether or not you are ready or prepared to study the subject that you've indicated as your major. So they're usually not as interested in your extracurricular activities, and in general, they require less information than the US. So for instance, in the Canadian system, for the most part, most of these universities do not ask for any essays at all or recommendation letters. They don't require testing, and they'll just ask that you complete a form, and send your transcript, and that's it. It's beautiful. [0:09:36] BHA: Wow. That is such a strong contrast to things like holistic review and kind of the liberal arts experience that we're familiar with here in the US. To your point, what a great idea that students really explore all that is out there and available to them. It sounds like there are lots of nuances in the admissions requirements, and qualifications, and application process. I'm sure the same goes for cultural norms and values around education too. How might the day-to-day experience of a school abroad differ from a school in the US, and how can students best prepare themselves for that transition? [0:10:14] CP: This is a great question. I'll say, one of the mistakes that students make when they're considering studying abroad is that they make the assumption that a university abroad has kind of the same touchstones as a university in the US. You really can't count on things being the same. For instance, you really need to explore whether or not this university has a campus, whether or not it has residence halls, whether or not you have the ability to take classes or coursework outside of your major, or the flexibility to change your major without withdrawing and reapplying. It's not given that faculty are available to answer your questions outside of class. The degree program might be three years or four years. You want to look for and find out if they offer you special advisors for international students who can help you acclimate and understand the education that you're getting. You want to see if there's student life programming. And a good question to ask is, do local students go home on the weekends? Some students I know are really happy to be in a kind of an empty residence hall over the weekend, and others really don't want to live that life. So what you need to do is ask a lot of questions from people who are there already. Cultural norms are different, so you need to know what it's going to be like to be there. Also, ask some questions about class etiquette. I've heard stories of professors in Europe who don't let you go to the bathroom, or who take attendance every day, and that's part of your grade. So I think the only way to kind of get to the answers to these kinds of questions is to get connected to a student who's already there. So, one thing I would suggest is getting in touch with the admissions office to be introduced to an international student who can really help you understand. I think, even when the culture is relatively similar, you will suffer some culture shock probably. I remember hearing a story about a student from the US who decided to go to university in Canada and was just shocked when they turned on the television or listened to the radio. They were hearing about Canadian politics and Canadian culture. Even though it might seem obvious to us, maybe it isn't, because Canada is so close to us geographically. So, again, ask a lot of questions, and also keep in mind that, hey, if you do want an experience that's similar to one in the US, but you want to be abroad, why not try an American University Abroad? They're really good at what they do, and you'll have the similar support network that you're used to in the US. [0:13:11] BT: Yes, it sounds like there's only so much that you can imagine in your head that might or might not line up with reality. The best way to really understand what it might be like is to, like you said, talk to someone who is doing it every single day. One of those day-to-day experiences that I think of off the top of my head is language and language differences. While many countries have English as a second language, is it necessary for a student to have some proficiency in the official language of a country or culture? [0:13:43] CP: It's a great question, and the systems we're discussing offer Bachelor's degrees in English, so that's no problem. Usually, knowledge of the official language is not required for admissions purposes, but it's not a bad idea to at least learn a little bit of the language before you arrive. Just knowing the pleasantries of saying, "Good morning," and, "Thank You," and knowing your numbers, that's going to get you a long way. Now, some universities and university systems will require the students to learn, or at least be proficient in the official language of that country. As far as I'm concerned, that is a huge bonus for, and a good reason, to go abroad is to get another language under your belt, because it's going to make you even more Interesting and employable after you graduate. [0:14:41] BHA: I'm sure that the draw of learning about another culture and another language has to go hand in hand with the decision to study abroad. It's a huge piece of the puzzle, I'm sure. Another thing that is a given when you're studying in the US or elsewhere is that you'll have to decide how you're going to fund your education, whether that's tuition, cost of living or anything in between. Chris, can you talk us through some options for financing your university experience abroad? [0:15:13] CP: Yes. Unfortunately, I don't have great news on this front. Most public universities abroad will not offer aid to foreign students. There might be a few merit-based scholarships, however, they are really hard to qualify for. It's not a given in any way that you would qualify for aid at a public university, and most of the universities that we're talking about are public. So the Oxfords, and Cambridges, and Exeters of the world, the University of Amsterdam, all of those wonderful places are public. Private universities, however, often will consider students for both need-based financial aid and scholarships. So I think looking into the universities that interest you, it would be helpful to take note as to whether it is a public or private institution. If it's private, I would really dig deeper into their potential scholarships, because that might be a way in. Whenever I've talked to admissions folks at private universities, they've always stressed that if we have really, really excellent students, there will be some money for them. So I encourage you, if you are serious about studying abroad and you require or would like some financial aid, be sure to apply to public universities, but also look at the private universities. [0:16:47] BT: I and I'm sure our listeners really appreciate your transparency around especially that funding and scholarship aspect, because that can be one of the main, if not the deciding factor for a lot of students when it comes to their college education. [0:16:59] CP: Absolutely. It's something that – you absolutely owe it to yourself to take seriously. [0:17:05] BT: We've covered so much ground in this episode about all of the different options when it comes to exploring and choosing to study abroad. Studying outside of one's home country can enhance their development, not only personally, but professionally. So let's wrap up this episode with your thoughts on why a student should really consider pursuing education outside of the US, or outside of their home country in general. [0:17:33] CP: Absolutely. Exposing yourself to different cultures, different languages, different ways of thinking, different ways of learning, different people. These experiences are very valuable to being a complete human being, and will also, in a more practical sense, make you more valuable to your employers and also to graduate programs. Whether it's for a full degree abroad, or for a year abroad at a US institution, your experience abroad will absolutely change your life in all of the best ways. And I can tell you now, I have lots of friends who still keep in touch with the friends that they made going abroad. They're the first to tell me that this is one of the seminal experiences of their lives. So I hope that, while I know going abroad isn't for everybody, I hope that everyone will consider at least exploring this option before making a final choice. [0:18:37] BHA: Chris, thank you so much for bringing so much value to the podcast and to our listeners, thank you so much for taking the time. [0:18:44] CP: Oh, it's my pleasure. Thanks so much for having me. [0:18:48] 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. [0:18:56] 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. [0:19:07] BT: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @BucknellU on Instagram, Facebook, X, YouTube and TikTok. You can also follow our student-run Instagram account, which is, @iamraybucknell. [0:19:25] BHA: until next time, keep 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
- Bucknell Researchers Predict Next NFL Scorigami in New PaperBucknell Researchers Predict Next NFL Scorigami in New Paper msf014 Mike Ferlazzo Tags Math & Science Data science News News August 30, 2024 Tags Math & Science Data science NFL scorigamis — a final score combination that has never previously occurred in league history, such as 11-6 or 22-16 — have sparked a cult-like following among football fans and statisticians alike. For many, tracking the emergence of a new scorigami has become a side game almost as thrilling as the game itself, adding to the excitement of a new NFL season this week. But predicting when and where these elusive scores will appear has always been more of an art than a science — until now, thanks to Bucknell University researchers. Professor Sam Gutekunst, the John D. and Catherine T. MacArthur Professor of Data Science, along with recent Bucknell graduates Liam Moyer '24 and Jameson Railey '23, and USC Professor Andrew Daw, took on the challenge of scientifically predicting the next NFL scorigami. They are authors on a research paper that offers a fresh approach to forecasting these rare events. The paper has been accepted for presentation at the prestigious Winter Simulation Conference in Orlando in December. The team's study compares two models: a traditional Poisson random variable (R.V.) model, which has long been a staple in sports score prediction, and a new non-stationary (N.S.) Poisson process model. The latter, developed by the authors, accounts for the dynamic nature of NFL games, incorporating factors such as team strength, strategic decision-making and changes in play as the game progresses. "Traditional models simplify the game by considering each scoring event independently, but NFL games are much more complex," Gutekunst says. "These traditional models don't capture the impact of factors like team strength or how strategies shift as the game progresses. Our model addresses these dynamics, making it more accurate for predicting scorigamis." As of the end of the 2023-2024 NFL season, their research found that the probability of a scorigami occurring in a given game was 5.58% according to the Poisson R.V. model and 5.52% with the N.S. Poisson process model. The study identified the most likely scores to become the next scorigami within this framework, with 32-26 and 36-23 emerging as the top contenders. "Our top prediction is 32-26," says Gutekunst. "If a game ends in a scorigami, that's the most likely score. While the odds are still long — about a one in 60 chance — this score stands out as a good bet compared to other possibilities." This prediction showcases the subtle differences between the two models. The Poisson R.V. model ranks 36-23 as the most likely new scorigami, with a conditional probability of 1.759%, while the N.S. Poisson process model gives 32-26 the edge with a probability of 1.737%. These slight variations underscore how the models account for the competitive nature of NFL games and the in-game dynamics that make a scorigami more likely to happen. The research draws from an extensive dataset, utilizing resources like Pro Football Reference and the Python package NFL data, which records detailed play-by-play data for NFL games. "Our model looks at everything from scoring events to strategic decisions, like how the current score changes whether or not a team attempts a two-point conversion after a touchdown," Gutekunst says. "In our model for predicting scores, we've focused on data from the 2015 through 2023 seasons since that's the last time a major rule change had a notable effect on game dynamics." The Bucknell team is looking forward to presenting this research in December at the Winter Simulation Conference, which will publish the paper in its peer-reviewed proceedings. The conference is known for its focus on cutting-edge simulation and modeling. "This project is a great example of academic curiosity intersecting with real-world application," Gutekunst says. "Liam and Jamison were passionate about scorigamis, and together we were able to create something that contributes meaningfully to both the academic community and the world of sports." As the NFL season begins, fans and bettors alike will be watching closely to see when the next scorigami occurs. When it occurs, the Bucknell researchers will be watching closely to see if it aligns with their predictions. Computer ScienceOffBell Tower
- Anna Lajos '25, International RelationsAnna Lajos '25, International Relations bet008 Brooke Thames Tags Arts & Sciences Social Sciences Student Story Student Stories August 30, 2024 Tags Arts & Sciences Social Sciences "I was pleasantly surprised by just how friendly everyone is. Everyone wants to help and is open to meeting someone new." By the time she applied to Bucknell, Anna Lajos '25 had lived in three different countries and spoke as many languages. Lajos, the Poland-born daughter of Russian and Hungarian parents, grew up paying yearly visits to family across Eastern Europe — amid a packed extracurricular schedule. "My mom put me in every activity I could possibly do. Ballet, piano, horseback riding, swimming," says Lajos, who spent her childhood in Russia. "I started playing tennis, and, for some reason, that stuck with me." She began playing tournaments at eight years old and was soon training at tennis academies in Spain. Spain is home to some of Europe's best training facilities for aspiring champions, including the Juan Carlos Ferrero Equelite Sport Academy, where top men's player Carlos Alcaraz gained his competitive edge — and where Lajos too honed her skills on the court. Between training in the summer and attending high school in Abu Dhabi during the year, Lajos focused on raising her international ranking through match wins. The higher a student's ranking, the more competitive they are as a recruit for U.S. universities. "I spent some Christmases in the U.S. with my family and came to love the country, so I had my heart set on attending a Division I college on the East Coast." To pursue that goal, Lajos contacted more than 100 coaches, searching for a school with a high-performing team that would also support Lajos' lifelong dream of working in diplomacy. That's when she connected with Bucknell women’s tennis head coach Tammy Cecchini, who selected Lajos as her first-ever international recruit. "[Women's tennis players] are like a little family. Being on a Bucknell team isn't just about the sport — it's about relationships too," Lajos says. Photo by Emily Paine, Marketing & Communications The People Make the Place Lajos didn't get to visit campus before arriving for her first year, but her nerves were quickly calmed by the welcoming community she found at Bucknell. "The Pre-Orientation programs here are amazing. I participated in the GC3 program for international students, which helped me meet friends and settle in," she says. "I was pleasantly surprised by just how friendly everyone is. Everyone wants to help and is open to meeting someone new." Some of Lajos' closest connections are with her tennis teammates, who "are like a little family. We have holiday dinners, team bake-offs, kayaking trips. Being on a Bucknell team isn't just about the sport — it's about relationships too." The same goes for her academic experiences. After declaring an international relations major, Lajos jumped at the opportunity to intern for the department, partnering closely with faculty to evaluate and improve the course curriculum through comparative research. It's work that not only deepened Lajos' appreciation for her professors' dedication but that she also hopes to apply to a career on the international stage. With a wealth of international experience under her belt, Lajos endeavors to forge a path in human rights advocacy with the United Nations after graduating. "I've had so much experience living in different places. I want to continue to be in an atmosphere filled with different languages, cultures and political views," she says. "The UN is an organization where there are so many branches and opportunities to make a difference." Chart your journey to Bucknell Info for international students International RelationsOffBell Tower
- Bucknell Forum to Feature Four Renowned Speakers on 'World in Transition'Bucknell Forum to Feature Four Renowned Speakers on 'World in Transition' msf014 Mike Ferlazzo Tags University news News News August 29, 2024 Tags University news Pioneering actor and civil rights leader George Takei, NBC News Washington correspondent Yamiche Alcindor, and Emmy Award-winning comedian, TV host and producer W. Kamau Bell will appear at Bucknell University for the 2024-25 Bucknell Forum series, where they will discuss the theme "World in Transition." A fourth speaker will also be added to the lineup and announced at a later date. Alcindor will speak on Tuesday, Sept. 24; Bell on Tuesday, Oct. 22; and Takei on Tuesday, Jan. 28. All of this year's Bucknell Forum events will begin at 7:30 p.m. in the Weis Center for the Performing Arts and are free and open to the public, although tickets are required (see details below). "This year’s theme, 'World in Transition,' reflects upon the dynamic and rapidly changing global landscape we are experiencing today," says Bucknell President John Bravman. "We are proud to welcome such distinguished speakers who will share their unique perspectives on these critical changes and their impact on society." Yamiche Alcindor, Tuesday, Sept. 24 A Washington correspondent for NBC News, Alcindor is a trusted voice for news and analysis in today's rapidly changing political landscape. Since joining NBC in early 2022, she has covered the Biden administration, the impact of federal policies on communities and issues at the intersection of race, culture and politics. She is also a former anchor and moderator of PBS' Washington Week, and was PBS's White House correspondent for the network's national news program NewsHour. As an MSNBC contributor, Alcindor frequently appears on Morning Joe, Meet the Press and Andrea Mitchell Reports. Earlier in her career, she was a national reporter for The New York Times, writing about politics and social issues, and a journalist with USA Today, covering criminal justice and breaking news. She is a recipient of the White House Correspondents' Association's Aldo Beckman Award for Overall Excellence in White House Coverage and the National Association of Black Journalists' Journalist of the Year Award. W. Kamau Bell, Tuesday, Oct. 22 Bell is a stand-up comedian, director and producer. For seven seasons, he was the host and executive producer of the five-time Emmy Award-winning CNN docuseries United Shades of America with W. Kamau Bell. In 2023, he won an Emmy for his HBO documentary 1000% Me: Growing Up Mixed. He also won a Peabody Award for his 2022 Showtime docuseries We Need to Talk About Cosby. He is the co-author of the New York Times-bestseller Do the Work!: An Anti-Racist Activity Book. His comedy special Private School Negro is available on Netflix. Bell is on the board of directors for DonorsChoose, a nonprofit that helps teachers raise money for class projects, and Live Free, a nonprofit dedicated to ending gun violence, mass incarceration and mass criminalization. He is also the ACLU's Celebrity Ambassador for Racial Justice. George Takei, Tuesday, Jan. 28 Globally renowned for his role as Hikaru Sulu in the original Star Trek series, Takei boasts an acting career spanning six decades with appearances in more than 40 feature films and numerous television shows. Beyond his iconic role on Star Trek, Takei's life is marked by his advocacy for social justice, LGBTQ+ rights and marriage equality. As a child, Takei and his family were wrongfully imprisoned in Japanese American internment camps during World War II, a personal history that has fueled his passion for activism and that he recounted in the New York Times-bestselling graphic memoir They Called Us Enemy, which was the first-year Common Reading for Bucknell's Class of 2026. Takei's extensive voiceover work includes appearances on The Simpsons, Futurama and Avatar: The Last Airbender. He also provided narration for the PBS series The National Parks: America's Best Idea and the Peabody Award-winning radio documentary Crossing East. He earned a Grammy nomination in the Best Spoken Word or Non-musical Recording category for the film Star Trek IV: The Voyage Home. In addition to his screen work, Takei made his Broadway debut in 2015 with the musical Allegiance, inspired by his wartime experiences. Takei's contributions to U.S.-Japanese relations earned him Japan's Order of the Rising Sun, Gold Rays with Rosette. He continues to inspire through his YouTube series, Takei's Take, his social media presence and ongoing advocacy. Event Information All Bucknell Forum events are free and open to the public, although tickets are required. Current Bucknell students and employees may receive up to two free tickets at any campus box office location, or online, between 10 a.m. and 4 p.m. one day prior to the event. A valid Bucknell University ID is required to receive advance tickets. Use of multiple Bucknell IDs to pick up additional sets of tickets is prohibited. Remaining tickets will be available for the general public at the Weis Center box office beginning at 6 p.m. on the day of the event. All individuals may receive up to two free tickets, depending on availability. An ASL interpreter will be signing at the event for the deaf community. Attendees who need this service should contact sebright@bucknell.edu for seating arrangements. Questions regarding this event may be directed to the Division of Marketing & Communications at 570-577-3260 or theforum@bucknell.edu. The Bucknell Forum Since 2007, The Bucknell Forum speaker series has featured national leaders, scholars, and commentators who have examined various issues from multidisciplinary and diverse viewpoints. Past Forum speakers have included famed primatologist Jane Goodall, award-winning documentary filmmaker Ken Burns, former Secretary of State Condoleezza Rice, Academy Award-winning actor and activist Jane Fonda, and CNN broadcast journalists and political commentators Anderson Cooper and Jake Tapper, among others. President's OfficeOffOff
- Bucknell to Open 2024-25 with Record Total EnrollmentBucknell to Open 2024-25 with Record Total Enrollment msf014 Mike Ferlazzo Tags University news News News August 23, 2024 Tags University news Bolstered by a sophomore retention rate of 94.3%, Bucknell University will open its 179th academic year Monday, Aug. 26, with a record total enrollment for the fourth consecutive year. As of Aug. 20, the student body comprises 3,950 students, including 3,888 undergraduates, 36 graduate students and 26 non-degree students. The previous record opening total enrollment was last year's 3,925 students. The incoming Class of 2028 comprises 994 new students, selected from among 11,377 applicants. The first-year student body includes a record 23.5% who are students of color according to data reviewed after and not prior to admission decisions being released. Students hail from 37 states, the District of Columbia, and 54 countries and regions — 30 more countries than last year. The class also has an average high school GPA of 3.62. "We are excited to welcome such a vibrant and diverse group of students to our community," said Associate Vice President & Dean of Admissions Kevin Mathes '07. "The Class of 2028 has shown remarkable academic achievements, leadership skills, and a deep commitment to making a positive impact in their communities. We look forward to seeing all they will accomplish at Bucknell." Bucknell will officially welcome the Class of 2028 during the Convocation ceremony, scheduled for 7:30 p.m. on Sunday, Aug. 25, in the Weis Center for the Performing Arts. The event will be followed by the traditional candlelighting ceremony on Malesardi Quadrangle, symbolizing the beginning of the students' academic journey at Bucknell. Convocation will be livestreamed on Bucknell's Facebook page. President John Bravman will deliver the Convocation Address, marking the official start of the new academic year. Diverse Talent Outside the Classroom While members of the incoming class excel academically, they are exceptionally well-rounded, with many interests and accomplishments beyond the classroom. Several students already have impressive research credentials, with some conducting neuroscience research related to ALS, Alzheimer's, epilepsy and fetal immunology. Other students have tracked fish populations and habitats, and one student was the lead designer for a flying car drone prototype. Artistically, the incoming class features a teen film consultant for the new Pixar movie, while another has released more than 10 electronic music albums. One new student has already written over 1,200 poems, 100 short stories, two books and is now working on a novel. Incoming students are already active in their service to others. One student founded a nonprofit organization in Pakistan that provides free mental health counseling to more than 60 patients, while another founded the nonprofit "Reshaping Reality," which addresses eating disorders and body image. Another student helped raise more than $62,000 through the Karen Carns Foundation to pay for winter coats for individuals in need, while another raised $10,000 for a great white shark conservancy. Competitively, the incoming class features a rowing national champion, a skeleton (winter sliding sport) racer who was third in the nation, a member of an Austrian mixed doubles tennis championship team, the top-ranked ski racer from Vermont, a pole vaulter who competed in the Adidas Outdoor Nationals, and a nationally-ranked track & field thrower. One student is the fastest cup stacker in Iowa and the 16U national record holder, while another is a Future Business Leaders of America state champion. One incoming student has already served as a page for the U.S. Senate, while another was an intern for a Pennsylvania state senator. There are also 43 transfer students this year, 15 of whom are Bucknell Community College Scholars. Enrollment ManagementOff
- Jerimaha McClain '26, Management and OrganizationsJerimaha McClain '26, Management and Organizations kan008 Tags Management Student Story Student Stories August 21, 2024 Tags Management "The Bucknell education is just amazing in terms of preparing you for the world, preparing you for work, preparing you for anything." Jerimaha McClain '26 signed up for the Pre-Orientation program, Taste Tech and Teamwork in Charlotte, N.C., because it sounded like a fun opportunity to visit a new city and meet new friends ahead of the start of his first semester at Bucknell. He didn't anticipate that he'd be returning to Charlotte as a full-time, paid intern — thanks to the Bucknell connection. The Taste, Tech, and Teamwork Pre-O is unique because it doesn't take place on Bucknell's campus. Participants travel to and stay in another city (the 2024 destination is Pittsburgh), meet alumni business leaders, tour local food establishments, and connect with other incoming first-years — all free of cost. "I think the whole opportunity to network and start your professional career as a student before even starting the school year is huge," McClain says. The management and organizations major applied to become a Taste, Tech and Teamwork student leader before the start of his second year, with the goal of helping to facilitate a positive experience for the next class of incoming first-year students. Both years, McClain visited the Krispy Kreme headquarters and listened to a presentation from chief brand officer Dave Skena '92. Months later, McClain reached out to Skena to inquire about internship opportunities at Krispy Kreme. Skena put in a personal recommendation for him with the company's internship program. "He took a bet on referring me to the program solely because of where I go to school," the Bowie, Md., native says. "The reason I got the opportunity to intern in Charlotte is because of the Bucknell network." As a global operations intern at Krispy Kreme, McClain was able to experience what it's like to work at a global corporation operating in over 40 countries. McClain learned about shop design, improving training systems, setting global shop standards, managing limited-time offer (LTO) processes and ingredient orders across all U.S. locations. At the end of the experience, he designed and presented an LTO to company executives. "There's so many moving parts that go into an LTO," he says. "You have the marketing and advertising, the operations of understanding what's needed to make the special doughnuts, the packaging sourcing, the places that it's going." He says he's seeing his Bucknell education in action. "There's a lot of stuff that I learned in that class this past spring that I'm learning about and applying to what I'm seeing while working," he says. At Bucknell, McClain serves as a member of the Freeman College of Management Student Advisory Board, a representative student group that develops community-building initiatives within the Freeman College, which he says has helped him develop people skills. "I get a lot of practice talking to people and networking, which has helped me become better at communicating and leading conversations," he says. "In my past two years at Bucknell, I feel like I've grown so much because of the atmosphere at school. "A Bucknell education is just amazing in terms of preparing you for the world, preparing you for work, preparing you for anything." Get an early start on your Bucknell experience Explore Pre-Orientation College of ManagementOffBell Tower
- Tips for a Successful First Semester in CollegeTips for a Successful First Semester in College snlb001 Brooke Thames Admissions Blog August 21, 2024 As your first semester of college approaches, you're likely wondering what it will entail and how you can make the most of the experience. Luckily, there are plenty of things you can do before and during your first semester to set yourself up for success. Let's review 10 tips and tricks for how to prepare for a successful first semester of college. 1. Participate in Orientation Most schools offer some sort of orientation program for incoming students, full of activities that can really help you get to know the school and your classmates. In fact, some schools offer specialized programs even before their regular orientation to get students better prepared for the upcoming school year. This "pre-orientation" helps first-year students settle into university life and develop leadership skills that will benefit their college experience. Don't just show up to your orientation, but actively participate. It will help you meet more people and discover all that your campus has to offer. 2. Don't Take Too Many Classes Hard work and ambition are good but don't overdo it by overloading your class schedule right off the bat. You'll be getting used to more advanced classes and adjusting to life away from home, so it's good to give yourself a little breathing room. Most schools consider 12 credits a full-time schedule, but most four-year degrees can be accomplished on time by taking 15 credits each semester. Keep in mind that the recommended number of credits per semester will vary by institution. 3. Meet with Your Academic Advisor Getting to know your academic advisor early on is huge for several reasons. It gives you a clear vision of what the curriculum for your major will entail and you can be more strategic with your course selections. Setting up a meeting in your first couple of months on campus will give you the opportunity to get familiar with the system before it's time to build your schedule for the next semester. At Bucknell, meeting your advisor will be among the first things you do during New Student Orientation. Plus, forming a connection with your advisor has similar perks to connecting with your professors in the sense that it can lead to more opportunities. 4. Get to Know Your Professors Your professors can be an excellent resource throughout your college career, so getting to know them better can be a good idea. Attend office hours, actively participate in class, communicate any questions you may have and so forth. Often, that's how students find opportunities that transform their college experience and define their future careers. A professor who runs a research group might invite you to join if they know you have a similar academic interest. But you have to put yourself out there first. Another plus of getting to know your professors is that you have someone to call on if you need a letter of recommendation down the line or if you need a faculty member to co-sign an initiative you're starting on campus. 5. Get Organized At the beginning of the semester, each professor will give you a syllabus that outlines the tasks and assignments for the semester. It's a good idea to get yourself a planner or utilize tools like Google Calendar to add upcoming deadlines, activities and events. With a planner, you get a visual of everything you have to do in terms of when it is due. This helps to keep you organized so that deadlines don't creep up on you. Tools like Google Calendar make tracking deadlines and scheduling events super easy. However, some students love the simplicity of a classic planner. 6. Boost Your Reading Skills College involves a ton of reading. That's why it's so important to improve your reading skills ahead of your first semester. Remember the summer reading assignments you did in grade school? Consider doing some summer reading leading up to the start of your first semester to strengthen your reading skills. Any sort of book that you're interested in will do, no matter if it's fiction or nonfiction. Reading helps build the skills and habits that will foster stronger reading comprehension when it comes time to complete reading assignments in the fall. Some institutions have required reading leading up to the first semester of school. 7. Find a Friend in Each Class Connecting with other students in your class is another great way to set yourself up for success. When you make friends in each class, you always have someone to swap notes and study with. This comes in handy if you're out sick one day and you want to know what you missed. If you're taking any prerequisites for your major, connecting with other students in your classes is particularly valuable because you'll likely be running into them again and again throughout your college career. 8. Budget and Manage Your Money Following a budget is key in college, and luckily, this sort of tool is pretty easy to set up with a spreadsheet, notebook or budgeting app. Account for your income from a job, allowance, loan or scholarship stipend, and track any expenses you may have — such as textbooks, laundry and those all-important dining dollars. Break down your essential expenses to see the real cost of each, and figure out how much you can spend on extra things. 9. Prioritize Self-Care Part of setting yourself up for a successful first semester is taking care of your mental and physical well-being. Here are a few habits you can incorporate: Exercise regularly at your on-campus gym Eating healthy (with support from your school's dietician, if you'd like) Get enough sleep Stay hydrated Make time for yourself These are little things that can go a long way to keep your body and mind functioning at their best. 10. Have Fun! You're at college to learn, but you're also there to have a good time. Let yourself indulge in the things you enjoy, and have some fun. It may sound cliche, but time on campus will fly by. Make the most of your college years so that when you look back in a decade or two, your memories will be fond ones. Check out some of our additional resources for incoming first-year students: A Guide to First-Year Housing Moving to Campus: What to Bring & What to Leave Behind What to Expect During Your First-Year Experience Stay up to date throughout your Bucknell journey Join our contact list OffOff
- Bucknell Honors Exemplary Employees for Outstanding ServiceBucknell Honors Exemplary Employees for Outstanding Service mjj013 Matt Jones Tags University news News News August 20, 2024 Tags University news On Aug. 19, President John Bravman recognized the recipients of the 2024 Geiger, Zeller and Maxwell Awards. These annual awards honor staff members, faculty and collaborative teams who were nominated by colleagues for their outstanding contributions to the Bucknell community. The Walter C. Geiger Memorial Award Named in honor of the late director of the Bucknell physical plant, this award recognizes administrative staff who demonstrate sustained excellence and embrace Bucknell's core competencies. This year's recipients were Olivia Libby, director, Fraternity & Sorority Affairs; and Lynn Pierson, director, Community Engaged Leadership, Learning & Research. Libby oversees Fraternity & Sorority Affairs, where she has established risk management policies, educational opportunities and leadership training for students who participate in Greek life. Her colleagues noted that she is "relentless in her compassion" and strives to maintain a culture of inclusivity, transparency and accountability. One of her nominators described her as someone who "regularly goes above and beyond her job description" and consistently advocates for student health and well-being. Libby strives to build and maintain strong partnerships with stakeholders on and off campus, and works with alumni services to empower young alumni to remain involved in campus fraternity and sorority chapters. Pierson's leadership helped transform the Office of Civic Engagement into the newly minted Center for Community Engaged Leadership, Learning & Research. By working collaboratively with Bucknellians and local community organizations, Pierson has built a nationally recognized team that serves as a model for best practices in civic engagement. With her guidance, the center created a new summer internship program that pairs Bucknell students with local organizations to address issues of food insecurity, housing and mental health and sponsored a poverty simulation and social determinants of health training in collaboration with community partners. Her colleagues described her as someone who fosters "an environment of inclusivity and collaboration" by ensuring that the perspectives of each staff member are "incorporated into the decision-making process." Nominators noted that Pierson's philosophy and work ethic center on supporting Bucknellians and the local community "in an equitable and reciprocal way." The John F. Zeller Memorial Award for Support Staff Excellence This award honors the late vice president for business & fiscal affairs and general counsel emeritus at Bucknell, and recognizes support staff who demonstrate consistent excellence in the conduct of their responsibilities. This year's recipients were Ben Hodgson, crew leader, landscaping and plant maintenance; Monna Hosterman, cataloging specialist; Donny Rager, controls technician II, HVAC; and Kelly Pastuszek, financial aid assistant. As a crew leader, Hodgson designed landscaping for the new Pascucci Team Center and led its installation by Bucknell's grounds team. His colleagues also praised his implementation of work logs to more efficiently track work progress across campus and said that he was instrumental in introducing low-maintenance landscaping options, giving his team more time to focus on planting perennials and flowering shrubs that enhance campus beauty. He led his team in erecting the stages for Commencement ceremonies, and his nominators noted that his positive outlook on life helps foster strong relationships with vendors, faculty, staff and students. Hosterman's dedication to her job has helped ensure that the Library & Information Technology team has been able to meet deadlines while maintaining a high level of service. During a period of staff transitions, Hosterman was her team's sole cataloger, which meant that she handled every book the library ordered, cataloged it, and made sure it was available for pickup in a timely manner. Her colleagues noted that she routinely steps up to fulfill a wide range of duties, including helping patrons track down books and assisting students in finding their classrooms. Hosterman's creativity inspires library displays and exhibits that showcase scholarly resources, campus events, and the University's commitment to diversity, equity and inclusion. Rager identified and implemented more than 20 initiatives to help with energy conservation, carbon footprint reduction and overall system reliability, resulting in over $50,000 in cost savings for the University. He is the lead technician for troubleshooting and resolving issues with campus HVAC systems and regularly offers technical assistance to Facilities personnel. His colleagues recognized his "great work ethic" and his "unsurpassed" dedication to the Bucknell community, which includes volunteering during student move-in, Commencement and Reunion weekends, as well as responding to emergency building issues. Pastuszek is a passionate and devoted employee in the Office of Financial Aid who has lent her support to students, faculty, staff and families within the Bucknell community. Her Bernese mountain dog Digger is not only the Public Safety therapy dog but also an extension of her caring spirit. Pastuszek's colleagues described her as someone who "exemplifies selflessness" and endeavors to build strong connections across campus by attending a wide variety of events and trainings. The Maxwell Award Created in honor of the late Vice President for Administration Barry R. Maxwell, this award celebrates outstanding collaborative efforts of cross-functional groups, project teams and task forces that contribute to the success of the Bucknell community. This year's recipient was the Middle States Self-Study Team, which includes co-chairs Tom Cassidy, associate provost for academic affairs; Kevork Horissian, associate vice president and chief analytics officer; Jan Knoedler, professor of economics and department chair; and roughly 60 members of faculty and staff. Between August 2021 and March 2024, the Middle States Self-Study Team participated in a large-scale evaluation to ensure that Bucknell secured accreditation, a process that takes place every eight years to assure the quality and effectiveness of the University's educational quality and services. The team performed collective research and analysis that was instrumental in meeting the rigorous standards set by the Middle States Commission on Higher Education (MSCHE). The self-study document produced by this team served not only as a procedural benchmark, but also as an opportunity for review and reflection on the University's mission and goals. The collaborative efforts of this team, which encompassed everything from offering strategic advice and providing empirical evidence to writing and designing the report, earned the University's re-accreditation and reaffirmed the institution's commitment to continuous self-improvement. All award recipients were honored at a presentation ceremony held during the annual picnic for faculty and staff ahead of the start of the fall semester. OffBell Tower
- Bucknell Accepted to FirstGen Forward Network, Enhances Support for First-Generation StudentsBucknell Accepted to FirstGen Forward Network, Enhances Support for First-Generation Students msf014 Mike Ferlazzo Tags Student experience University news News News August 20, 2024 Tags Student experience University news Bucknell University has been accepted into the FirstGen Forward Network, a national network that recognizes the University's commitment to supporting first-generation college students. Bucknell is one of 80 new members of the network, with all schools displaying a demonstrated commitment to improving experiences and advancing success for first-generation college students. The FirstGen Forward Network aims to transform the student experience and advance outcomes for first-generation students. The new national distinction aligns with Bucknell's ongoing efforts to enhance resources and programs for first-generation students, further solidifying its commitment to fostering an inclusive and supportive academic environment. "We are extremely honored to be selected as a member of the FirstGen Forward Network," says Chris Brown, Andrew Hartman '71 and Joseph Fama '71 Executive Director of the Center for Access & Success. "With this membership, we can expand, evaluate and improve our services, starting with strengthening our mentorship programs and designing programming to connect first-generation students to crucial campus resources." Powered by FirstGen Forward, formerly the Center for First-generation Student Success, the FirstGen Forward Network provides a three-phase approach to scaling holistic first-generation student success by engaging and empowering higher education institutions to transform the first-generation student experience, advance academic and co-curricular outcomes, and build more inclusive institutional structures. To date, 429 institutions of higher education, including two statewide systems, have entered the network, representing 49 states and the District of Columbia. "We are pleased to welcome Bucknell into the FirstGen Forward Network," says Sarah E. Whitley, executive vice president with FirstGen Forward. "Through the application process, it was evident that Bucknell is not only taking steps to serve first-generation students but is prepared to make a long-term commitment and employ strategies that foster an environment of success for this important population." In addition to joining the network, Bucknell is making significant changes to its support structure for first-generation students. In the 2024-25 academic year, the GenFirst!@Bucknell — a mentorship program that enhances the first-generation student experience — will be supported by its long-standing sponsors in Bucknell's Division of Equity & Inclusive Excellence along with the staff in the Center for Access & Success, allowing for more coordinated and scalable support. By Fall 2025, GenFirst!@Bucknell will transition to fall fully under the Center for Access & Success. "We certainly want to recognize the long–standing work of Jenn Brown and Jocelyne Scott in the office of the vice president for equity & inclusive excellence for their development of the GenFirst!@Bucknell program," Brown says. "Their efforts have paved the way for the expansion of support for first-generation Bucknellians." According to Brown, upcoming initiatives include: Expanding mentorship programs: Strengthening mentorship for first-generation students in the Gateway Scholars Program starting Fall 2024. Launching resource connection programming: Piloting two new programming series with the Center for Career Advancement and Office of Global Education in Fall 2024, with plans for additional series to connect students to resources that support their participation in high-impact experiences. Designing transition support: Introducing resources and engagement opportunities for admitted students in Summer 2025. "By becoming a member of the FirstGen Forward Network, I am excited for the opportunity to expand, evaluate and improve our services," Brown says. "We'll start by strengthening our mentorship programs and designing programming to connect first-generation students to important resources and opportunities on campus. In November, we'll scale up Bucknell's second annual First Generation College Celebration Day to help increase the visibility and celebrate the accomplishments of our first-gen community on campus. Professional development opportunities within the First Scholars Network will also allow us to benchmark and exchange ideas with other colleges and universities that share a similar commitment to first-generation students." Bucknell supports first-generation students through a variety of initiatives and programs designed to ensure their academic and social success. Those efforts were further enhanced two years ago by the Gateway Scholars Program, which provides funding for Bucknell to meet the full demonstrated need of 20 first-generation students, eliminating federal loans from their aid packages. These programs collectively provide a comprehensive support system aimed at fostering student success and well-being throughout their time at Bucknell. Center for Access and SuccessOffBell Tower
- Chris Sims '25, EconomicsChris Sims '25, Economics kan008 Tags Arts & Sciences Social Sciences Student experience Student Story Student Stories August 16, 2024 Tags Arts & Sciences Social Sciences Student experience "I was just sitting around with my friends, and they were like, 'What are you going to do?' And I was like, 'I think I'm gonna go to Bucknell.' It hit me then — this is a dream becoming a reality." For Chris Sims '25, the concept of free time is almost mythical. And he wouldn't have it any other way. The economics major and two-sport Division I athlete (football and track and field) maneuvers through his day with precision, ensuring that each block of time is meaningful. "Student-athletes sometimes don't get enough credit for what they do," Sims says. "A lot of people will get done with class at 2 p.m. and have the rest of the day to study or do what they need to do. But for athletes, it's different. I have practice for three hours, then I've got to stretch and focus on recovery, eat dinner and still do homework. There's a lot that goes into it." Bucknell cornerback Chris Sims '25 spends his summer intensifying his training, focused on building lean muscle in preparation for the upcoming football season. Photo by James T. Giffen, Marketing & Communications That's not to say a jam-packed schedule is the only path at Bucknell. It's just that, at a university that offers multiple choices, Sims prefers "all of the above." And besides, there's a practical reason behind this careful planning. "If I have to lift at 6 a.m., I don't want to be up until 1 a.m. finishing my schoolwork," he says. "During the day, I'm always focused on what I could be doing to make sure I'm productive.' " Sims, who excelled academically while juggling three sports in high school, says Bucknell stood out not just because coaches wanted him to play both football and track. It was the University's academic flexibility and strong reputation that sealed it. "The College of Arts & Sciences really stuck out to me," he says. "With so many majors, I knew I could go in whatever direction I wanted to go." Sims didn't need long to arrive at his ah-ha moment. After entering Bucknell undeclared, Sims walked into economics 101. "It was the very first day of classes, my very first class," he says. "I walked in, and I was so intrigued by what was going on. The professor later reached out to me and said, 'You seem really interested in this material. You should consider majoring in this.' " He did, but he didn't want to stop exploring. Following some urging from his mom, a teacher in Philadelphia, Sims eventually added an education minor. "In my education classes, I was like, 'These are topics and discussions I can relate to,' "he says. "This is definitely something I want to explore more and add to my education." As he learned career-defining practical skills within his classes, Sims was amassing what a football coach might call "intangibles" — skills more likely to be acquired through experience than taught. Skills like problem solving, organization and being that guy everyone wants on their team for group projects. "I think people would say that I'm an approachable guy," he says. "Someone who is open to learning, available to listen and a critical thinker, always looking to solve problems." And someone not afraid to ask for help. Chris Sims '25's personal best in the triple jump is 47 feet, 1 inch. Photo by Emily Paine, Marketing & Communications "Professor Amy Wolaver, my econ professor in my first class, helped me out so much," he says. "I remember being on Zoom calls with her getting extra help and picking her brain about economics." And when you put in that kind of work, doors open — even when you least expect them. Sims was at a Philadelphia Phillies game with his older brother (Micah '20) when they ran into Michael Shover '05, a Bucknell football alum who worked for CBRE, a real estate services firm in Philadelphia. This chance encounter led to a conversation that started about football and eventually became an offer for a 2023 summer internship with CBRE, which Sims took. "Just listening and learning from somebody is such a good skill to have," Sims says. "Bucknell taught me that." Then, in summer 2024, Sims interned with the Philadelphia Flyers. As a grassroots marketing associate, he helped organize events around the Philadelphia area to engage and recruit new fans. "Being able to work at the Wells Fargo Center, where I grew up going to games all the time, was amazing," he says. "I hope this is just the beginning of my future career in working in sports." As Sims enters his senior year, he knows his time under the lights of Christy Mathewson-Memorial Stadium will provide cherished memories. But he understands it's the people he met at Bucknell — not his athletic achievements — that will be his legacy. "Five years down the road, no one cares if you made a big play against Holy Cross or another Patriot League school," he says. "They care about how you treated them, and how you made them feel." What will your life look like at Bucknell? Pursue your passions EconomicsOffBell Tower
- Bucknell Students Produce Interdisciplinary Insights Through Summer ResearchBucknell Students Produce Interdisciplinary Insights Through Summer Research mjj013 Matt Jones Tags Arts & Sciences Engineering Student experience University news News News August 15, 2024 Tags Arts & Sciences Engineering Student experience University news Typically, summer break offers students and faculty a well-earned reprieve from the rigor of an academic year packed full with classes, clubs, athletic events and more. However, curiosity and intellectual inquiry don't take a break just because classes do. These three Bucknellians have been engaged in meaningful summer research that has produced new insights across the University's three colleges. Max Wilson '27, business analytics Max Wilson '27, business analytics, is exploring the voting methodology behind the NFL Top 100 rankings. Photo by Emily Paine, Marketing & Communications It was in a foundation seminar class that Max Wilson '27, a business analytics major from Boston, wrote a paper mathematically evaluating the voting methodology behind the NFL's Top 100 list — an annual ranking of the best 100 players in the NFL, according to the players themselves. With the support of Professor Sam Gutekunst, John D. and Catherine T. MacArthur Professor of Data Science, and Professor Joe Wilck, associate professor of practice in Analytics & Operations Management, that paper evolved into a summer research project. "It's a lot of spreadsheet work that also requires a working knowledge of football," says Wilson, whose collaboration with his advisers has inspired him to consider approaches he hadn't thought of on his own. "I've learned a lot about what it means to embrace different approaches to a single question." Wilson has been producing "data vignettes" to understand what NFL players most value when ranking each other in the NFL Top 100. Wilson is still in the exploratory phase of the research process, though early results show that quarterbacks and wide receivers are among the prominent players in the Top 100, and everything from public perception to player legacy can substantially impact rankings. The NFL has already expressed interest in this research, and Wilson hopes to gain access to more refined data to continue the study. Athaliah Elvis '26, English — creative writing and political science Athaliah Elvis '26, an English–creative writing and political science double major, performs close readings of historical texts to understand how they inform her own creative work . Photo by Emily Paine, Marketing & Communications For Athaliah Elvis '26, an English–creative writing and political science double major from New York, it was her critical Black studies minor that provided the perfect framework to explore her interests in creative writing, history and literature. With her adviser, Professor Meenakshi Ponnuswami, English, Elvis has been researching how historical movements have influenced Black women writers. "We started off talking about civil rights and Jim Crow, Black Power and Black arts," says Elvis. "We looked at all of these different movements to understand why, specifically black women, write the way they write, and how these historical movements have influenced their writing." Her research demands close readings of poems, plays, essays, art and films by Black writers, as well as a meticulous examination of the historical contexts in which those works were produced. "It's a lot of close reading and a lot of criticism," says Elvis, whole copious notes are being used to complete an annotated bibliography and literature review. While reading is a foundational component of her research, it is discussions with her adviser that help translate what she's read into novel insights. "Professor Ponnuswami has the context of other things that she's researched, on top of what we're reading together. So she provides lots of perspective and different critical analysis of the text that reveal things I haven't necessarily thought about," she says. Along with engaging with existing texts, Elvis is also composing her own creative work in response to what she reads and watches, thereby putting her own creative practice in conversation with the artists she studies. "It's been very enlightening," says Elvis, whose research revealed how inextricable and foundational Black culture is to American life and the English language. Madeline Lehker '26, biomedical engineering Madeline Lehker '26 researches the relationship between knee wobble and hip fatigue by attaching a sensory device to Ally Clarke '24. Photo by Emily Paine, Marketing & Communications The wall sit, sometimes known as the "imaginary chair," is both a form of exercise and punishment. For Madeline Lehker '26, a biomedical engineering major from Hanover, Pa., it's also an ideal physical activity for studying muscle fatigue. Over the summer, Lehker has been working in Bucknell's Mechanics and Modeling of Orthopaedic Tissues Laboratory with Professor Benjamin Wheatley, mechanical engineering, to examine the relationship between knee wobble and hip fatigue. With the help of a computer program, Lehker has been gathering data from sensors attached to human subjects to track muscle signals and movements. Specifically, she relies on IMU (inertial measurement unit) and EMG (electromyogram) sensors to track muscle activation and movement. "We have a patient come into the clinic and we put on a device on their knee and it calculates the amount of knee wobble and then correlates it to the level of hip fatigue," says Lehker. At the beginning of study, she and her fellow researchers had planned to use a 90-second wall sit as the baseline amount of time for measuring fatigue. However, after working with different subjects, Lehker realized that some people don't begin to fatigue within that time frame. It's this interaction with real subjects that has taught her important lessons about the research process. "I've learned a lot about picking the exact muscle location and then writing the protocols for how you are going to put the sensors on people," says Lehker. "It's been a lot of fun just fine tuning those aspects of the project." OffBell Tower
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