Hollins University is a four-year private institution of higher education located on a 475-acre campus on the border of Roanoke and Botetourt counties in the U.S. state of Virginia. Founded in 1842 as Valley Union Seminary in the historical settlement of Botetourt Springs, it is one of the oldest institutions of higher education for women in the United States.Hollins has since evolved into a full university with approximately 800 enrolled undergraduate and graduate students. As Virginia's first chartered women's college, all undergraduate programs are female-only. Men are admitted to the graduate-level programs.Hollins is known for its undergraduate and graduate writing programs, which have produced Pulitzer Prize–winning authors Annie Dillard, current U.S. poet laureate Natasha Trethewey, and Henry S. Taylor. Other prominent alumnae include pioneering sportswriter Mary Garber, 2006 Man Booker Prize winner Kiran Desai, Goodnight Moon author Margaret Wise Brown, Lee Smith, photographer Sally Mann, and Ellen Malcolm, founder of EMILY's List. 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.
News Article | April 17, 2017
Arizona-based author and illustrator Adam Rex is the winner of the second annual Margaret Wise Brown Prize in Children’s Literature. Rex will receive an engraved medal and a $1,000 cash prize for his book, "School’s First Day of School," illustrated by Christian Robinson and published by Roaring Brook Press. "This charming reversal of first-day-of-school nerves will delight little ones and help put their own anxieties at bay,” said Booklist in its starred review, while School Library Journal called it, “An essential purchase that is simultaneously funny, frank, and soothing. A perfect first day read-aloud.” Rex’s previous works include the New York Times bestseller, "Frankenstein Makes a Sandwich," a collection of stories about monsters and their problems. His novel, "The True Meaning of Smekday," was adapted into the DreamWorks film Home in 2014. This year’s Margaret Wise Brown Honor Book award of $300 goes to Debbie Levy for I Dissent: Ruth Bader Ginsberg Makes Her Mark, published by Simon and Schuster Books for Young Readers. The 2017 competition was judged by three acclaimed children’s book authors: Hollins University established the Margaret Wise Brown Prize in Children’s Literature as a way to pay tribute to one of its best-known alumnae and one of America’s most beloved children’s authors. The cash prizes are made possible by an endowed fund created by James Rockefeller, Brown’s fiancé at the time of her death. “The Margaret Wise Brown Prize is one of the few children’s book awards that has a cash prize attached,” said Amanda Cockrell, director of the children’s literature program at Hollins. The engraved medal presented to the winners was conceived by award-winning sculptor, painter, and Hollins alumna Betty Branch of Roanoke. Winners and Honor Book recipients are presented an original linocut certificate designed and donated by Ashley Wolff, author and/or illustrator of over 50 children’s books. Winners are invited to accept the award and present a reading on campus during the summer session of Hollins’ graduate program in children’s literature. Margaret Wise Brown graduated from Hollins in 1932 and went on to write, "Goodnight Moon," "The Runaway Bunny," and other children’s classics before she died in 1952. Hollins celebrated her life and work with a year-long Margaret Wise Brown Festival in 2011 and 2012, which featured stage and musical adaptations of her work along with readings, workshops, guest lectures, and other activities for all ages. The study of children’s literature as a scholarly experience was initiated at Hollins in 1973; in 1992, the graduate program in children’s literature was founded and this year celebrates its 25th anniversary. Today, Hollins offers summer M.A. and M.F.A. programs exclusively in the study and writing of children’s literature, an M.F.A. in children’s book writing and illustrating, and a graduate-level certificate in children’s book illustration. This summer, Hollins’ children’s literature program will release information on how to submit books for consideration for the 2018 Margaret Wise Brown Prize.
News Article | April 26, 2017
"These four up-and-coming artists have strong choreographic voices," said Jaffe. "We are proud to offer them a groundbreaking career opportunity to develop new works as we launch our UNCSA Choreographic Institute." Announced in February 2017, the two-track Choreographic Institute includes both the Development Residency and the Professional Residency. Jaffe and former Dean of Dance Ethan Stiefel, both former principal dancers with American Ballet Theatre, are the first professional residents, who will work with invited professional dancers for two weeks to research choreographic ideas or build toward new works. The institute's second track, the Development Residency, includes individual mentorship by Visiting Distinguished Artist Helen Pickett, who is resident choreographer for Atlanta Ballet. In addition to mentoring by Pickett, the choreographers will participate in daily technique classes, workshops and lectures led by esteemed UNCSA Summer Dance faculty and guests, and will hold afternoon rehearsals with their cast of dancers selected from the Summer Dance Intensives. In the evenings, residents will have access to UNCSA's studios for further choreographic research. The residencies will culminate in a fully produced performance of the new works. Kyle Davis trained at Makaroff School of Ballet and at Rock School for Dance Education and UNCSA. He joined PNB as an apprentice in 2008 and was promoted to corps de ballet in 2009 and soloist in 2016. In 2008, he won the Prix de Lausanne competition in Switzerland. He also won various awards in the Youth American Grand Prix Regional and Finals in 2005 and 2006. Marielis Garcia is a member of the Brian Brooks Moving Company and Peter Kyle Dance. In 2016, she premiered MG DanceArts. Garcia earned her B.F.A. in Dance from Marymount Manhattan College. She has danced with ODC of San Francisco, City Dance Ensemble, Douglas Dunn, Stefanie Battan Bland and Steps Repertory Ensemble, and toured South Africa teaching and performing with Ikapa Dance Theater. She teaches at Rutgers University, The Washington Heights Community Conservatory of Fine Arts and in New York City public schools. Charlotte Griffin's repertory has been commissioned by Juilliard Dance Ensemble, Hartt School Dance Division, BJM Danse in Montreal, Danza UDLAP, Barcelona Institut del Teatre, Juilliard Summer Intensive, Peridance Professional Trainees, Princeton University and Rutgers University. She has created ballets at the New York Choreographic Institute, at the American Ballet Theatre Summer Intensive in Austin, and for Eliot Feld's Ballet Tech Kids Dance. Current projects include Bum Phillips All-American Opera for La MaMa's Ellen Stewart Theater in New York and The Cambrians' Empress Archer remix project, which premiered in Chicago in January 2017. Griffin studied with the American Dance Festival from 1994-1996. She has been a guest artist at ArcDanz in Mexico, Springboard Danse Montreal, The Yard, Cayman Island Arts Festival, and the Bates Dance Festival. Her award-winning dance films, BAREFOOT NEGOTIATIONS (2009) and RAVEN STUDY (2007), have screened internationally. Griffin received her B.F.A. in Dance from The Juilliard School and her M.F.A. in Dance from the University of Texas at Austin. She has taught at Marymount Manhattan College and Bowdoin College, and has offered master classes in Mexico, Spain, the Czech Republic, and South Korea. Griffin is assistant professor of dance at the University of California, Irvine. Mari Meade graduated from the New Orleans Center for the Creative Arts and UNCSA. In 2009, she started Mari Meade Dance Collective (MMDC). Since that time, she has been an Artist-in-Residence at Chez Bushwick and Lake Studios Berlin (Germany). Meade's work has been shown at Lincoln Center, Danspace St. Mark's Church, STUFFED at Judson Memorial Church, FLICfest, Battery Dance Festival, New Orleans Fringe Festival, and Katlehong Arts Center (South Africa). In New York, she has danced for Dana Salisbury and the no-see-ums, Amanda Hinchey & Dancers, Celia Rowlson-Hall, CJ Holm, touche pas, and Barbie Diewald. She is currently a teaching artist for New York City Ballet and Dancing Classrooms. Helen Pickett has created more than 30 ballets in the United States and Europe. She has twice been named the best choreographer in Atlanta. In 2007, she was named to Dance Magazine's list of "25 to Watch." She received a Choreographic Residency from Jacob's Pillow in 2008, and was one of the first recipients of the Jerome Robbins Foundation's New Essential Works Grant. She was nominated for an Isadora Duncan Dance award in 2013. She earned a Master of Fine Arts from Hollins University in 2011. Since 2005, she has guest starred in William Forsythe's award-winning postmodern ballet Impressing the Czar for the Royal Ballet of Flanders and Dresden Ballet in Germany. She has also performed the work in France, England, Scotland and China, and at the Lincoln Center Festival in New York. The University of North Carolina School of the Arts is America's first state-supported arts school, a unique stand-alone public university of arts conservatories. With a high school component, UNCSA is a degree-granting institution that trains young people of talent in dance, design and production, drama, filmmaking, and music. Established by the N.C. General Assembly in 1963, the School of the Arts opened in Winston-Salem ("The City of Arts and Innovation") in 1965 and became part of the University of North Carolina system when it was formed in 1972. For more information, visit www.uncsa.edu. To view the original version on PR Newswire, visit:http://www.prnewswire.com/news-releases/unc-school-of-the-arts-announces-four-inaugural-choreographic-development-residents-for-summer-institute-300446703.html SOURCE University of North Carolina School of the Arts
Choi K.,University of California at Riverside |
Kirkorian H.L.,University of Wisconsin - Madison |
Pempek T.A.,Hollins University
Child Development | Year: 2017
Researchers tested the impact of contextual mismatch, proactive interference, and working memory (WM) on toddlers' transfer across contexts. Forty-two toddlers (27-34 months) completed four object-retrieval trials, requiring memory updating on Trials 2-4. Participants watched hiding events on a tablet computer. Search performance was tested using another tablet (match) or a felt board (mismatch). WM was assessed. On earlier search trials, WM predicted transfer in both conditions, and toddlers in the match condition outperformed those in the mismatch condition; however, the benefit of contextual match and WM decreased over trials. Contextual match apparently increased proactive interference on later trials. Findings are interpreted within existing accounts of the transfer deficit, and a combined account is proposed. © 2017 The Society for Research in Child Development, Inc.
Bohland J.D.,Hollins University
Southeastern Geographer | Year: 2013
This paper is a critical study of contemporary Lexington, Virginia, examining issues of collective memory and heritage within this traditional "mecca" of Confederate remembrance. My reading of Lexington is the result of ten years of fieldwork in the town from 2004 to 2010 and is designed to highlight and critique the continued dominance of neo-Confederate forms of nationalism and masculinity within the town's tourist sites and on the campuses of its two colleges, Washington and Lee University (W & L) and the Virginia Military Institute (VMI). Lexington is perhaps best known for its association with the two most prominent Confederate "heroes" of the past, Generals Robert E. Lee and Stonewall Jackson. My extended critical analysis of Southern masculinity at both universities links these prevailing forms of Old South masculinity in Lexington. Finally, this paper highlights how recent demographic and political changes in the town have resulted in public campaigns that challenge the dominance of neo-Confederacy in Lexington.
Stoltzfus J.D.,University of Pennsylvania |
Stoltzfus J.D.,Hollins University |
Bart S.M.,University of Pennsylvania |
Lok J.B.,University of Pennsylvania
PLoS Pathogens | Year: 2014
The infectious form of the parasitic nematode Strongyloides stercoralis is a developmentally arrested third-stage larva (L3i), which is morphologically similar to the developmentally arrested dauer larva in the free-living nematode Caenorhabditis elegans. We hypothesize that the molecular pathways regulating C. elegans dauer development also control L3i arrest and activation in S. stercoralis. This study aimed to determine the factors that regulate L3i activation, with a focus on G protein-coupled receptor-mediated regulation of cyclic guanosine monophosphate (cGMP) pathway signaling, including its modulation of the insulin/IGF-1-like signaling (IIS) pathway. We found that application of the membrane-permeable cGMP analog 8-bromo-cGMP potently activated development of S. stercoralis L3i, as measured by resumption of feeding, with 85.1±2.2% of L3i feeding in 200 μM 8-bromo-cGMP in comparison to 0.6±0.3% in the buffer diluent. Utilizing RNAseq, we examined L3i stimulated with DMEM, 8-bromo-cGMP, or the DAF-12 nuclear hormone receptor (NHR) ligand Δ7-dafachronic acid (DA)-a signaling pathway downstream of IIS in C. elegans. L3i stimulated with 8-bromo-cGMP up-regulated transcripts of the putative agonistic insulin-like peptide (ILP) -encoding genes Ss-ilp-1 (20-fold) and Ss-ilp-6 (11-fold) in comparison to controls without stimulation. Surprisingly, we found that Δ7-DA similarly modulated transcript levels of ILP-encoding genes. Using the phosphatidylinositol-4,5-bisphosphate 3-kinase inhibitor LY294002, we demonstrated that 400 nM Δ7-DA-mediated activation (93.3±1.1% L3i feeding) can be blocked using this IIS inhibitor at 100 μM (7.6±1.6% L3i feeding). To determine the tissues where promoters of ILP-encoding genes are active, we expressed promoter::egfp reporter constructs in transgenic S. stercoralis post-free-living larvae. Ss-ilp-1 and Ss-ilp-6 promoters are active in the hypodermis and neurons and the Ss-ilp-7 promoter is active in the intestine and a pair of head neurons. Together, these data provide evidence that cGMP and DAF-12 NHR signaling converge on IIS to regulate S. stercoralis L3i activation. © 2014 Stoltzfus et al.
Costa L.,Hollins University |
Besio K.,University of Hawaii at Hilo
Social and Cultural Geography | Year: 2011
In this paper, we look at what it means to 'eat Hawai'i' and examine how Hawai'i Regional Cuisine (HRC) imagines, produces, and consumes place through particular constructions of local foods. The term 'local' attaches to foods as a marker of numerous positive attributes such as seasonal, sustainable, and community-based. Drawing upon ongoing ethnographic research on Hawai'i Island, we examine spatial and discursive constructions of local and how this particular cuisine places itself in local food networks while simultaneously using place to localize itself within the Island's food networks. Using a case study approach to carefully contextualize localness, we show how Merriman's Restaurant and HRC complicate notions of alternative and local food systems in its discursive and material production and reproduction of Local food and locally grown food. © 2011 Copyright Taylor and Francis Group, LLC.
Kirkorian H.L.,University of Wisconsin - Madison |
Choi K.,University of Wisconsin - Madison |
Pempek T.A.,Hollins University
Child Development | Year: 2016
Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch anywhere on the screen, or (c) with instructions to touch a specific spot (location of labeled object). The youngest children learned from contingent video in the absence of reciprocal interactions with a live social partner, but only when contingent video required specific responses that emphasized important information on the screen. Conversely, this condition appeared to disrupt learning by slightly older children who were otherwise able to learn words by passively viewing noninteractive video. Results are interpreted with respect to selective attention and encoding. © 2016 The Society for Research in Child Development, Inc.
Agency: NSF | Branch: Standard Grant | Program: | Phase: DEVELOP& LEARNING SCIENCES/CRI | Award Amount: 95.55K | Year: 2016
The past decade has seen rapid growth in media use by infants and toddlers, and in marketing of educational media products for young children, yet researchers know little about how the use of media such as smart phones and tablets influences young childrens development. For older children, educational media can foster school readiness through increased cognitive, language, and social skills, making it a valuable intervention tool for promoting successful school entry. For infants and toddlers, these benefits are less evident. Toddlers do learn from interactive media such as mobile applications under some circumstances, but the specific conditions that result in learning from screen media remain unclear. The studies supported by this grant are designed to identify whether, how, and for whom screen media can be educationally valuable.
Two studies will explore: (1) the relation between childrens gaze patterns and whether they learn while watching video and (2) the cognitive skills that predict toddlers ability to learn from different media. The investigators will test how well toddlers (24-36 months) learn from different media, utilizing innovative approaches such as head-mounted eye tracking, which enables researchers to observe where children look while completing tasks. Of particular interest will be the extent to which individual differences in visual attention and cognitive skills predict toddlers capacity to transfer from various screen media to real-life problems. It is expected that toddlers will learn more from video that is interactive, especially when interactive features help children focus attention on important information. It is further hypothesized that younger toddlers and those with poorly developed cognitive skills will benefit most from these applications. This work will inform the mechanisms by which screen-based learning occurs (or fails to occur) and address variability in toddlers success in learning via electronic media. By establishing how and for whom screen media support learning, results from these studies may also inform the development of scalable, cost-effective interventions that capitalize on mass media to reach millions of children, especially those at risk of school failure.
News Article | November 30, 2016
Hollins University has announced that Pareena Lawrence, provost and chief academic officer of Augustana College, will become the school’s 12th president. She will take office in July 2017. Lawrence will succeed Nancy Oliver Gray, who will be retiring next June after serving as president of Hollins since 2005. “We were intent on recruiting a president who is devoted to women’s education and the liberal arts, and is a proven leader and strategic thinker,” said Judy Lambeth, chair of the Hollins University Board of Trustees. “We wanted to find an individual who embodies the values we hold dear at Hollins and can also inspire us to advance the institution even further. Pareena has all these characteristics, together with boundless energy and optimism.” Lawrence has been at Augustana, a 156-year-old, nationally ranked liberal arts college in Illinois, since 2011, and her responsibilities have gone beyond the traditional role of provost. In addition to serving as a primary architect of Augustana’s strategic plan, she has overseen an innovative set of student services, pioneered new career development initiatives, and has been a successful fundraiser and external ambassador for the college. Lambeth described Lawrence as “a passionate believer in the power of a woman’s college. She movingly conveyed to our presidential search committee how attending a girls’ school in India changed her life. It is precisely our mission as a women’s college that has drawn Pareena to Hollins.” Lawrence, 49, graduated from the University of Delhi in 1987 with honors in economics, and two years later moved to the United States to pursue her Ph.D. in economics at Purdue University. In 1994, she joined the faculty of the University of Minnesota at Morris, where she became a full professor of economics and management in 2008. “It is a plus that Pareena is an award-winning instructor and an accomplished scholar, with research focusing on international development and women’s issues,” Lambeth explained. She added that Lawrence’s training as an economist gives her an extensive understanding of the finances of higher education, and her various administrative roles have equipped her to deal with the array of challenges and opportunities that arise on a college campus. “Pareena embodies all that is a Hollins woman: smart, articulate, warm, caring, and engaged, and aligned with our mission,” said Hollins alumna Alexandra Trower, a member of the university’s Board of Trustees and the presidential search committee. “She has the ability to execute with excellence while always looking ahead toward a great vision and strategy.” Founded in 1842 as Virginia’s first chartered women’s college, Hollins is an independent liberal arts university providing undergraduate education to women, selected graduate programs for men and women, and community outreach initiatives. In addition to 27 undergraduate majors and eight graduate disciplines, including a nationally recognized creative writing program, the university offers career preparation and study abroad opportunities and the innovative Batten Leadership Institute, which challenges both students and professionals to be better leaders.