There are countless ways to enjoy summer in addition to beach vacations, music concerts and even part-time jobs. In fact, many Huskies took advantage of the gap between May graduation and August move-in to continue their Bloomsburg University experience in a variety of fashions. 

Among the wide range of co-curricular learning opportunities included working internships, conducting research and studying abroad.

Some of standout experiences included students placing among the top in the world in the Odyssey of the Mind competition in Iowa, students making record discoveries at a Hopewell archaeological dig in Ohio and several students showcasing their research - two who won awards - among more than 80 participants at the Susquehanna Valley Undergraduate Research Symposium at Geisinger’s Henry Hood Center for Health Research.

Among the highlights:

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Summer break has began a little differently for a group of anthropology students who put their vacation plans on hold for a memorable field school experience in Ohio. Among the highlights so far, they say, were learning the processes of an archaeological dig, discovering Hopewell artifacts and campfire conversations — along with a growing appreciation of wind and shade.

DeeAnne Wymer, professor of anthropology, and a group of students hit the road each spring in mid-May to spend four weeks in southern Ohio digging at a Hopewell habitation site. The archeological field school experience enables student teams to rely on new imaging technologies to uncover another living site of the Mound Builders from 2,000 years ago.

Life in the Dig

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Bloomsburg University’s New Faculty Institute, sponsored by TALE (Teaching and Learning Enhancement) recently completed four-day workshop on effective teaching practices.

The new faculty learned about the university’s student demographics, syllabi design and content, general education, BOLT basics, bringing diversity to the classroom, and a variety of teaching techniques. Current faculty were actively engaged in sharing their expertise in the workshops and during the Teaching Exchange, a poster session where multiple teaching strategies were shared.

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With research ranging from face detection and recognition technology to Susquehanna River flooding impact to abdominal aortic aneurism risk factors, the fourth annual Susquehanna Valley Undergraduate Research Symposium recently showcased the work of more than 80 students from Bloomsburg, Bucknell, and Susquehanna universities along with Geisinger Health System.

The symposium, which launched in 2010 with 20 participating students to spotlight summer research work, was held at Geisinger’s Henry Hood Center for Health Research. Of the nearly 90 projects displayed and voted on, more than half were from Bloomsburg undergraduates — many of whom conducted research this summer through URSCA.

Undergraduates from all disciplines were invited to present their research that was evaluated in three categories: Clinical and Translational Research, Social Sciences and Humanities and Natural Sciences and Engineering.

Bloomsburg University Participants

Khadija A. Abdullahi, Clinton M. Allwein, Michael John Ashton, JoEllen Blass, Aaron M. Brown, Caitlin Carlin, Shelby Coleman, Sawyer J. Davis, Alyssa Lynn Duksta, Courtney Marie Dunn, Susan Erdman, Kyle Flick, Laurie Ganey, Matthew Gift, Farron Hakanson, Joshua William Halbfoerster, Sarah Elizabeth Halter, Nicholas Hitcho, Ali Hussain, Kirk J. Jeffreys, Boenell Kline, Leonid Kukuyev, Amanda M. Lacerte, Devyn Adrian Lesher, Rachel Livingston, Lacy Marbaker, Matthew Michael Mattesini, Paige Michener, David G. Perez, Zachary Rhoden, Christopher Wyatt Rosengrant, Jesse N. Rothweiler, Jaimee Saemann, David V. Strawn, Christopher Daniel Sullivan, Eric Thompson, Benjamin G. Tice, Nicole Christine Updegrove, ASM Tuhin, Shana Wagner, and Steve M. Zosh.

Also, through the Geisinger Health System, BU student Julio Azahel Valencia-Velez.

Award Winners

  • Sayeh Bozorghadad, Geisinger intern, Top prize, Clinical/Translational research, Improving Hospital Discharge: Studying the Effectiveness of Discharge Navigators
  • Paige Michener, Bloomsburg University,  Best poster in Social Sciences  and Humanities, The Effect of a High-Fat Diet on a Hippocampal-Independent and Hippocampal-Dependent Conditioned Cue Preference Task
  • Daisy Bourne, Bucknell University; Top prize Social Sciences and Humanities, Government Repression in the Arab Spring
  • Gregory Danchick, Bucknell University: Best poster, Natural Sciences and Engineering, Comparison of Head Impact Accelerations Based on Ground Cover of Playgrounds
  • Brendan Juengst, Geisinger, Best poster, Clinical/Translational, Inhibition of Multiple Heat Shock Proteins Enhances Cytotoxicity in Bladder Cancer Cells
  • Clinton Allwein, Bloomsburg University,  Audience favorite, Optimal Inventory Ordering Policies for Platelets
  • Stephanie Gonthier, Bucknell University, Top prize, Natural Sciences and Engineering, Using Statistical Learning to Improve Word Prediction for Augmentative and Alternative  Communication.

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From team-building exercises with horses to an engaging drug and alcohol panel discussion with local court officials to a children’s activities fair with the community, it was another busy and productive summer for Bloomsburg University’s TRiO Upward Bound Program. It was also a summer of celebration, marking the 50th anniversary of the federal grant program and its 37th year on campus. Since 1965, Upward Bound has grown from 17 initial programs with 2,061 participants to today featuring 964 funded programs working with more than 80,000 students.

Upward Bound is a national program funded through the Department of Education that more than doubles the chances of first-generation students graduating college. Locally, the BU program serves students from Berwick, Mahony, Milton, Mount Carmel, North Schuylkill, Pottsville, Shamokin and Shikellamy high schools. 

The program – with the help of a mentoring and support staff of Bloomsburg University students – provides a wide range of services to prepare its participants to succeed in college. They include weekly tutoring, test preparation, college application and financial aid form assistance, cultural enrichment programs, field trips and a summer academic program.

Among the highlights of the 2014 Summer STEM Academy were:

  • a drug and alcohol panel featuring Columbia County Judge Thomas James and other county court officials
  • team-building exercises at Willow Creek Farms in Numidia
  • a STEM Activities Fair at McBride Memorial Library in Berwick
  • a Family Movie fundraiser with the Berwick Theater
  • an interactive workshop with The Actor’s Company Theatre
  • several site visits and campus tours of universities across the region.

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Bloomsburg University’s new Sustainable Food Systems Outdoor Classroom recently got its first group of visitors when several Quest adventure campers stopped for a picnic, where the youngsters enjoyed freshly cut kohlrabi sticks and freshly squeezed kale orange juice.

The outdoor classroom, one of five projects awarded a Presidential Strategic Planning Grant last year, will be a working garden and sustainability education center run primarily by student workers and interns. Located behind Monty’s on upper campus, the outdoor classroom was designed in collaboration with students who also helped build the gardens this past spring.

Currently, there are two students helping John Hintz and Sandra Kehoe-Forutan, professors of environmental, geographical and geological sciences, care for the gardens over the summer. There are 30 raised beds filled with vegetables and herbs. There will be a third student starting work in July on the perennial garden.

The completed outdoor classroom will feature walking paths between well-tended raised garden beds, interactive interpretive signage, a solar greenhouse, a composting site, a rain garden, perennial plants and birdhouses around the periphery, and a seating area and educational kiosk.

Coursework, educational workshops, internships, professional development opportunities, and volunteer opportunities at the outdoor classroom will provide high impact practices new to our university. The outdoor classroom will provide a state-of-the-art showpiece of sustainable food production that helps prepare students to be confident, knowledgeable, engaged, and productive citizens.

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To kick off the summer a group of students from Bloomsburg University’s Department of Environmental, Geographical, and Geological Sciences spent three weeks in California's Mojave Desert. The adventurous learning experience was a part of the department’s new Special Topics in Field Geology course — designed to give students an opportunity to observe a wide variety of earth processes, apply their knowledge and reinforce skills in geological observation and interpretation. 

By participating in this intense, field-based course, 13 students got a first-hand encounter with the geology and environmental issues of the western United States. Led by faculty Chris Whisner, Jennifer Whisner and Cynthia Venn, the group roughed it at rustic campsites, grilled trout caught in mountain streams, worked on field notebooks until late in the evening and endured rain, snow, hail and 116-degree heat.

At the same time, the group said it marveled at the mining impacts, stunning geology, and complex water resource issues they encountered on their 1,800-mile trek.  

Each student had opportunities to show off their knowledge through lecturing at two stops, while faculty displayed the accompanying posters. Other highlights:

  • several sites at Mono Lake, Owen’s Lake, LA Aqueduct, Hoover Dam, Ash Meadows showcased many of the ideas students studied in Water Resources Management and Ground Hydrology
  • students were assigned to sketch an unfamiliar landscape and identify as many features as they could, based on the trip. Most students were able to pick out most of the features (fault scarps and fault-block mountains, volcanoes, alluvial fans, stream-carved valleys, springs, glacial features, intrusive and extrusive igneous rocks, and sedimentary rocks) from their viewpoint across the valley.

According to Jennifer Whisner, up until that point the student didn’t really realize how much they had learned in the week or so they’d been out there!

In their final synthesis paper, nearly every student noted that actually seeing mile-high mountains, volcanoes, earthquake scars, picturesque landscapes carved by alpine glaciers and rushing water, and irrigation in one of the most water-starved parts of the U.S. helped them better understand concepts they had discussed in class, and better grasp the scale of features they had seen only in textbook diagrams.

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From exploring digital forensics to deciphering secret computer codes to testing chemical reactions to examining the difference between human and animal bones, Bloomsburg University’s Math and Science Summer Experience recently opened several impressionable eyes on campus.

More than 50 local middle and high school students participated in the week-long camp, where they got a taste of digital forensics, computer science, human and biological forensics.

The annual camp - hosted by the College of Science and Technology - is designed to broaden the participants’ interest in math and science, along with enhancing their skills and understanding to bridge the summer break gap. Their classroom exploration included hands-on labs and exercises, presentations and demonstrations. 

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Bloomsburg University’s Teaching and Learning Enhancement Center (TALE) recently coordinated a two-day workshop on Scholarship of Teaching and Learning (SoTL), which is the study of teaching and learning and the communication of findings so that a body of knowledge can be established.

The workshop featured nationally recognized speakers and facilitators on the subject of SoTL. According to Beth Dietz-Uhler and Cathy Bishop-Clark, the benefits in engaging in the Scholarship of Teaching and Learning, include:

  • The development of a “more powerful framework with which to think about teaching and [our] students’ learning.”
  • We are more likely “to start questioning [our] assumptions about poor performance in [our] classes.”
  • “Being informed by SoTL provide[s] more examples and ideas to try in one’s own classroom.”
  • “We have a responsibility as educators to contribute to the body of knowledge about effective teaching.”
  • We can turn our classroom and teaching into a high quality, publishable research projects and presentations that promotes dialogue about teaching and learning.

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