Bridgewater College, is a private, coeducational, four-year liberal-arts college located in Bridgewater, a town in Rockingham County, Virginia, United States. Established in 1880, Bridgewater College admitted women from the time of its founding and was the first private, co-educational, liberal arts college in Virginia to do so.Located in the scenic and historic Shenandoah Valley, Bridgewater enrolls nearly 1,800 students with guaranteed, required on-campus housing. Wikipedia.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has determined its list of Virginia’s best colleges and universities for 2017. Of the four-year schools that were analyzed, 40 made the list, with University of Richmond, University of Virginia, Virginia Military Institute, Washington and Lee University and Hampton University ranked as the top five. Of the 23 two-year schools that were also included, Tidewater Community College, Lord Fairfax Community College, Southwest Virginia Community College, Danville Community College and Central Virginia Community College were the top five. A full list of schools is included below. “Virginia’s unemployment rate recently reached its lowest point since before the Great Recession, which is great news for career-minded students,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have shown that they offer the educational experience and resources that leave their students career-ready.” To be included on the “Best Colleges in Virginia” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes employment and academic resources, annual alumni earnings 10 years after entering college, opportunities for financial aid and such additional statistics as student/teacher ratios and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Virginia” list, visit: Best Four-Year Colleges in Virginia for 2017 include: Averett University Bluefield College Bridgewater College Christopher Newport University College of William and Mary Eastern Mennonite University Emory & Henry College Ferrum College George Mason University Hampden-Sydney College Hampton University Hollins University James Madison University Jefferson College of Health Sciences Liberty University Longwood University Lynchburg College Mary Baldwin College Marymount University Norfolk State University Old Dominion University Radford University Randolph College Randolph-Macon College Regent University Roanoke College Shenandoah University Southern Virginia University Sweet Briar College The University of Virginia's College at Wise University of Mary Washington University of Richmond University of Virginia-Main Campus Virginia Commonwealth University Virginia Military Institute Virginia Polytechnic Institute and State University Virginia State University Virginia Union University Virginia Wesleyan College Washington and Lee University Best Two-Year Colleges in Virginia for 2017 include: Blue Ridge Community College Central Virginia Community College Dabney S Lancaster Community College Danville Community College Eastern Shore Community College Germanna Community College John Tyler Community College Lord Fairfax Community College Mountain Empire Community College New River Community College Northern Virginia Community College Patrick Henry Community College Paul D Camp Community College Piedmont Virginia Community College Rappahannock Community College Reynolds Community College Southside Virginia Community College Southwest Virginia Community College Thomas Nelson Community College Tidewater Community College Virginia Highlands Community College Virginia Western Community College Wytheville Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
Gano-Overway L.A.,Bridgewater College
Research Quarterly for Exercise and Sport | Year: 2013
Purpose: This study explored the relationship between the caring climate, empathy, prosocial behaviors, and antisocial behaviors, like bullying, in physical education, plus investigated whether empathy mediated the possible relationships between caring and social behaviors for boys and girls. Method: Middle school physical education students (N = 528) completed measures assessing a caring climate, empathy, social behaviors, and bullying. Results: A partial mediation model was supported, Χ2(94) = 206.82, p < .001, comparative fit index = .97, Tucker-Lewis index = .96, root mean square error of approximation = .05, standardized root mean squared residual = .04, which was also invariant across sexes. A perceived caring climate positively predicted prosocial behavior and cognitive empathy and negatively predicted antisocial behavior, like bullying. Cognitive empathy mediated the relationship between caring and prosocial behavior. Conclusions: Collective findings suggest that creating a caring climate is one tool that physical education teachers may use to promote positive behavior. Copyright © AAHPERD.
Haber H.E.,University of California at Santa Cruz |
O'Neil D.,University of California at Santa Cruz |
O'Neil D.,Bridgewater College
Physical Review D - Particles, Fields, Gravitation and Cosmology | Year: 2011
In the standard model, custodial symmetry is violated by the hypercharge U(1) gauge interactions and the Yukawa couplings, while being preserved by the Higgs scalar potential. In the two-Higgs-doublet model (2HDM), the generic scalar potential introduces new sources of custodial symmetry breaking. We obtain a basis-independent expression for the constraints that impose custodial symmetry on the 2HDM scalar potential. These constraints impose CP-conservation on the scalar potential and vacuum, and in addition add one extra constraint on the scalar potential parameters. We clarify the mass degeneracies of the 2HDM that arise as a consequence of the custodial symmetry. We also provide a computation of the oblique parameters (S, T, and U) for the most general CP-violating 2HDM in the basis-independent formalism. We demonstrate that the 2HDM contributions to T and U vanish in the custodial symmetry limit, as expected. Using the experimental bounds on S and T from precision electroweak data, we examine the resulting constraints on the general 2HDM parameter space. © 2011 American Physical Society.
Perrone D.,Bridgewater College
Substance Use and Misuse | Year: 2010
This article provides an account of a female ethnographer's experience accessing participants and observing drug-using behaviors in highly sexualized dance clubs. Specifically, it describes how the researcher as a gendered and sexualized self can compromise safety and inhibit access while also serving as an advantage to establishing rapport. The author describes how various methods were employed to appear as part of the cultural scene and access participants, while avoiding, and responding to, unwanted sexual advances. To address such challenges, the author provides both practical and procedural suggestions for researchers and research institutions. Copyright © 2010 Informa Healthcare USA, Inc.
Agency: NSF | Branch: Continuing grant | Program: | Phase: SOLAR-TERRESTRIAL | Award Amount: 59.78K | Year: 2012
The Principal Investigators (PIs) will observe the upcoming solar eclipses of 2012 (to be seen in northern Australia) and 2013 (to be seen in west Africa) by exploiting multi-wavelength spectral and polarimetric imaging. The goal of these solar eclipse observations is to capitalize on the diagnostic properties of many coronal forbidden emission lines in order to infer electron temperatures, ion densities, abundances, and charge states, as well as the properties of the coronal magnetic field, while applying state-of-the-art image processing techniques. The proposed observations will extend the PIs eclipse data base to span almost a full solar activity cycle.
The PIs explain that the spectral emission lines they plan to measure will enable an unambiguous study of the evolutionary track of coronal density structures, of the transition from a collision-dominated plasma to a weakly-collisional plasma where the ion charge states observed in interplanetary space are established, and of the transition from closed to open magnetic field lines in the corona. These data are essential for simulation and modeling of the expansion of the coronal plasma, the physical processes that control the heating and acceleration of the solar wind, and the evolution of the solar magnetic field.
The PIs are female scientists who will mentor graduate and undergraduate students, with graduate students participating in the eclipse expeditions and with undergraduates being introduced to research through summer projects. The PIs will develop educational material to be used at both the undergraduate and graduate level, as well as for public outreach. Results will be disseminated to the research community through presentations at conferences and through refereed scientific publications, where it it will be used to help plan instrument development for the next generation of solar corona observing tools.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCE - IT-START | Award Amount: 194.00K | Year: 2014
Bridgewater State University (BSI) will examine how flexibility in the workplace, meaning flexible hours and conditions of work, may improve the representation and advancement of women faculty in Science, Technology, Engineering, and Mathematics (STEM). BSU will conduct a series of interviews and a survey to better understand how women in STEM, especially women faculty of color, who work either full time or part time at teaching-intensive institutions, may be supported in the academic environment. Both men and women faculty, especially at teaching-intensive institutions, will benefit from the findings because the project will result in recommendations on changing the work place environment to achieve better work-life integration and a more supportive environment.
The study has a two-pronged approach to understanding workplace flexibility by 1) investigating full-time faculty members access to, and experiences with, workplace flexibility, and 2) by examining how to better support part-time faculty so that part-time work is a more viable path to workplace flexibility using a mixed methods approach. Special attention will be paid to the perspectives of women faculty of color, given their severe underrepresentation on campus. Previous published research on women in STEM has focused almost entirely on research institutions, so this study will offer a significant contribution to the literature by systematically documenting the experiences of women faculty in STEM at a teaching-intensive university. Previous research has shown that women scientists often experience identity interference, which occurs when the norms and expectations of being a woman interfere with those associated with being a scientist. However, faculty at teaching-intensive universities may have a strong teacher identity that can bridge the gap between their woman identity and scientist identity, so long as they are provided the workplace flexibility to explore different facets of their professional lives and achieve effective work-life integration. This study will test this hypothesis while empirically exploring how to increase workplace flexibility for both full- and part-time faculty members. This study is specifically designed to provide empirical support that will motivate institutional transformation to support the advancement of women in STEM at BSU. Results of this study are expected to impact the experiences of women in STEM across the state university system. Furthermore, because there is a dearth of information in the scientific literature regarding faculty in STEM beyond research-intensive institutions, disseminating the results of this study can inspire other teaching-intensive institutions to consider the ways that they can support the advancement of women in STEM. While this study is focused solely on faculty experiences, supporting faculty at teaching-intensive universities can have a positive effect on a large number of students, given the close relationships between faculty and undergraduate students at teaching-intensive universities. Finally, because previous research has suggested that workplace flexibility is crucial to the advancement of women of color in STEM, transformations motivated by this project could increase the racial and ethnic diversity of STEM fields.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.17M | Year: 2013
The Noyce Teacher Scholar Program at Bridgewater State College (BSC) in Massachusetts includes as partners Massasoit Community College (MCC), and four districts: Brockton Public Schools, Randolph Public Schools, Fall River Public Schools, and Freetown and Lakeville Public Schools. The Science Teachers Scholars program is providing 2-year scholarships to 40 pre-service undergraduates during their junior and senior years, as well as summer internships to 24 freshmen or sophomores. At least 6 of the Scholars have transferred to BSU after two years at MCC, and 6 of the Interns are current MCC students. The project is focusing on STEM majors in biology, chemistry, physics and geology, with a special emphasis on chemistry and physics. Twenty-eight of the STEM majors are preparing to become secondary education teachers and twelve are preparing to become elementary education teachers. Because MCC serves a very diverse population, the project is enabling students pursuing a STEM degree and with a variety of backgrounds and experiences opportunities to become highly-qualified STEM teachers at the K-12 level. Master teacher-mentors from each of the partner school districts work with the Science Teacher Scholars throughout their education and beginning year of teaching and provide mentoring in relation to teaching science in high-needs schools.
The project is utilizing the Center for the Advancement of STEM Education at BSU where interns work with existing biotechnology, chemistry, environmental, or astronomy projects to engage STEM majors in delivering inquiry pedagogy. STEM majors help design and run after-school science enrichment programs as another recruiting experience. Scholars pursuing an elementary education career are enrolled in a traditional STEM major and in the early childhood or elementary education major leading to an initial license. Students intending a middle or high school teaching career are enrolled in a traditional STEM major and the secondary education minor, again leading to an initial license. New 1-credit Science Education Workshops are being developed to address topics that are not currently covered in the Scholars science or pedagogical courses but that the teacher-mentors deem important for future science teachers to know, particular those useful in high-needs schools. During their first years of teaching, Science Teacher Scholars participate fully in the New Teacher Partnership, a pair of programs offered at BSC to new teachers throughout the local area. The first is the New Teacher Academy, a two-day event each August, and the second is the New Teacher Seminar Series, a monthly program during the Academic Year that focuses on teaching in general as well as teaching science. Research involves a study of the effectiveness of recruitment efforts along with the effectiveness, confidence, and retention of the Science Teacher Scholars compared to non-scholarship recipients.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 1.00M | Year: 2017
Students Engaging In Science and Mathematics Interdisciplinary Collaborations, or SEISMIC, is using learning communities to help low-income, academically talented students from Bridgewater State University (BSU) in Southeastern Massachusetts become confident STEM majors who experience science and mathematics as a collaborative, interdisciplinary field. SEISMIC is increasing the number of STEM graduates who possess the skills needed to address problems of modern society. Research conducted by the SEISMIC grant team is helping to establish whether an interdisciplinary problem-based and service-learning curriculum promotes the success of academically talented, low-income STEM students. Additionally, SEISMIC Scholars are enhancing scientific understanding and increasing public scientific literacy through service learning activities.
SEISMIC Scholarships are helping BSU close achievement gaps in retention and graduation rates for low-income science and mathematics majors. Students eligible for SEISMIC Scholarships are low-income students who earned a 3.0 GPA and B- or better in their introductory course in biology, chemistry, computer science, geology, mathematics or physics. Scholars maintaining high GPAs receive awards of up to $6,000 for the final three years of their studies in BSU STEM fields. Through analysis of student work, student records data, and Likert and open-response surveys of Scholars and a control group consisting of eligible students who did not receive scholarships, the SEISMIC grant team is evaluating how participating in an interdisciplinary problem-based and service-learning curriculum leads to increases in STEM retention and motivation, as well as the development of the social, psychological and cultural capital that help graduates succeed in the workforce.
Agency: NSF | Branch: Standard Grant | Program: | Phase: MARINE GEOLOGY AND GEOPHYSICS | Award Amount: 102.96K | Year: 2016
Submarine hot-springs at oceanic spreading centers form in response to heat associated with volcanic activity responsible for the creation of new oceanic crust. This heating of seawater to temperatures as high as 400°C, as it circulates through the ocean crust, results in extensive chemical reactions that modify the fluids composition to something that is acidic, metal- and sulfide-rich, and highly reducing. Venting of these fluids at the seafloor and mixing with seawater creates a chemical environment that supports large microbial ecosystems that do not rely on the sun (photosynthesis) as a source of energy. Instead, they are sustained by catalyzing chemical reactions that occur when hot and reduced hydrothermal fluids mix with cold oxidized seawater. The ability of microbes to utilize these reactions as an energy source is highly dependent on the abundance and composition of chemical compounds that participate in these types of oxidation-reduction reactions. This research conducts laboratory experiments to determine the rate of abiotic (i.e., not involving life) chemical reactions that produce or consume chemical compounds used by deep sea microbes. These data improve our understanding of how subsurface microbes and the higher order marine ecosystems, that rely on these microbes as the base of the food web, thrive on the bottom of the seafloor thousands of feet below the sea surface. Broader impacts of the work include a substantial educational component that provides state-of-the-art research experiences for 25 undergraduate science majors at a primarily undergraduate institution (Bridgewater State University) through partnership with a major oceanographic research institution (the Woods Hole Oceanographic Institution). This integration of research and education includes the development and implementation of a research course, offered at Bridgewater State, and intensive summer research experiences at Woods Hole. The goal is to provide undergraduates with opportunities to experience all aspects of the scientific process, including background research, data collection, analysis and interpretation, and presentation of results at a national conference in order to better prepare them for employment and graduate study.
This research consists of laboratory experiments that investigate abiotic redox reactions in subsurface mixing zones in seafloor hydrothermal systems. Using a novel laboratory reactor, experiments investigate chemical disequilibria between key redox reactive species in seawater (e.g., H2, H2S, Fe2+, CH4, O2, SO42-, CO2, NO3-), which comprise a major source of chemical energy that supports complex subsurface ecosystems. At present, such reactions are poorly constrained in hydrothermal environments, so this work identifies these reactions and determines their rates at low to moderate temperatures that characterize subsurface mixing zones within hydrothermal systems. The resulting data will allow improvement of models of hydrothermal vent microbial metabolic pathways. Experiments will take place using an open-system flow-through reaction cell that is able to regulate the concentration of H2, O2, H2S, NO3-, and intermediate oxidation state sulfur and nitrogen species as a function of temperature and pH. Data will be used to place fundamental constraints on thermodynamic models used to predict the amount of chemical energy delivered to vent ecosystems, which should lead to an improved understanding of the linkages between chemical environment and biological community composition and function.
News Article | November 17, 2016
Swimmers Tamas Novoszath and Tarek Aboelthana, baseball’s Jacob Grabeel, PG basketball’s LeAndre Thomas and PG football’s Silas Dzansi signed National Letters of Intent Tuesday afternoon on the campus of Fork Union Military Academy. Fork Union’s first-ever student from Hungary, Novoszath is a distance specialist who will join the South Carolina Gamecocks swimming and diving program. “Tamas came here with one college offer and ended up with numerous college offers. And we are excited to announce that Tamas signed with the University of South Carolina,” commented head swimming coach Ryan Campbell. “He will be joining what is perhaps the best distance group in the world with several Olympians who just joined the roster this past year. We are looking forward to seeing him really take it to the next level.” One of several Egyptian students here at Fork Union, Aboalthana is a breaststroke specialist that will join Oakland University’s swimming and diving program. “In the short time Tarek has been here, he has made some drastic improvements. In the 100 breaststroke he dropped about a second and a half, and in the 200 breaststroke it’s about five and a half seconds. He has taken off and instantly not being on too many radars to having offers from Pittsburgh, LSU, Oakland to quite a few colleges coming to the table all at the same time. We are excited to announce that Tarek as committed to swim at Oakland University, which is a really good mid-major Division I program,” Campbell said. Grabeel, who has seen time on the mound and behind the plate for the Blue Devils, will enroll at Bridgewater College next fall after he completes his final season this spring. “I am very pleased to have the privilege to be part of what Jacob as done here at Fork Union,” commented head baseball coach Rodney Carter. “As a ninth grader, Jacob has participated in a varsity sport. He has a great family that is supportive beyond belief and is right here locally from the county of Orange. He has decided to go to Bridgewater College and I know he is going to be successful there and not only on the field, but off the field as well be a great catch for them.” A St. Petersburg, Fla., native, Thomas is a center on the postgraduate basketball team who signed with the University of Maryland Eastern Shore and will enroll next fall. “We have 10 postgraduate basketball players on campus with LeAndre being one of them,” commented head PG basketball coach Matt Donohue. “Originally from St. Petersburg, Fla., LeAndre has spent the last two years in the Washington, D.C., area. He has a ton of potential as a basketball player to go in and contribute at the University of Maryland Eastern Shore. But I think the more exciting thing, is that LeAndre has great potential as a leader and someone that can contribute to the school and the campus as a whole.” Dzansi, a Woodbridge, Va., native, officially signed his NLI with Virginia Tech and will enroll in January. “Our vision and our goals are in line with our school, but our vision is always place everybody, get everybody eligible and win every game,” commented head postgraduate football coach John Shuman. “We have one guy that will make his signing true today. Silas Dzansi will sign today with the Hokies. Fork Union Military Academy has sent more kids to Virginia Tech than any school in the nation. That says a lot about this place. The left tackle, Yoshua Nijman and the right tackle who is also a captain of the team, Jonathan McLaughlin, are carrying the torch right now and Silas will join that offensive line group this January and be a tremendous contributor to that program.”