It’s been an exciting and productive year here at Bloomsburg University.
As 2013 comes to a close my wife Robbie
and I look forward with optimism and joy at the opportunities the New Year will bring, including the special Bloomsburg University 175th Anniversary.
On behalf of our students, faculty, staff and alumni, we wish you a wonderful holiday season. Happy holidays!
Research projects completed by 30 students who
participated in the inaugural Undergraduate Research, Scholarship and Creative Activity
(URSCA) Awards program will be highlighted this fall in Bloomsburg
University’s first undergraduate research publication.
The booklet will showcase projects related to chemistry, biology,
physics, speech pathology, linguistics, community development, anthropology,
child development, art and music.
URSCA awards program is open
to all BU undergraduates involved in summer research, scholarship or creative activity under the guidance of faculty
members. Students can receive a maximum stipend of up to $6,000 for a full-time
project during the 12 weeks of summer session.
Congratulations to our students who received awards this past summer:
Adam
Kulp, mentored by Bill Coleman, "Localization of Synapsin Proteins in
Human Sperm Cells"
Amanda
Pritzlaff, mentored by Chris Hallen, "Monitoring Water Quality and
Examining Bioaccumulation in Macroinvertebrates of the Lower West, North and
South Branches of the Susquehanna River"
Franklin
Rodemer, mentored by Chris Hallen, "A Snapshot of Acid Mine Drainage
Sites Utilizing a Passive Limestone Treatment System in Schuylkill County,
PA"
Robert
Kresch, mentored by Cindy Venn and Chris Hallen, "Aqueous
Geochemical Analysis of Marcellus Shale Hydraulic"
Lynette
Eichenlaub, mentored by Cindy Venn and Chris Hallen, "Aqueous Geochemical
Analysis of Surface Water and Groundwater Surrounding a Marcellus Fracture
Fluid Retention Pond and Corresponding Well Pads in Bradford County"
Conor
Flynn, mentored by Eric Hawrelak, "Catalytic Studies for the
Production of Cyclic Organic Molecules Using [(C6F5)C5H4]Co(CO2) at the
Catalyst"
Lauren
Heller, mentored by Eric Stouffer, "Examination of the Ability of
Voluntary Physical Exercise"
Chandra
Dewar, mentored by George Davis and Chris Hallen, "Uptake Specificity of
Synthetic Phitosidesphore Analogs by Graminaceous Plants"
Mike
Jurbala, mentored by Gregory Zimmerman, "Extraction of Equilibrium
Constants and Limiting Conductivities from Conductance Measurements on
Unsymmetrical Electrolytes
Brandon
Hartman and Michael Otto, mentored by Heather Feldhaus, "Developing a
Regional Economic Impact Plan"
Caleb
Meyers, mentored by Heather Feldhaus and Neal Slone, "A Community
Development Research Project: Revitalization of Elm Street Community, Berwick
Pennsylvania"
Jose
Calvo, mentored by Jennifer Johnson, "Perceptions of Cyber Security:
Personal Computers"
Dan
Copes, mentored by Jing Luo and Matthew Slotkin, "Effects of Music
on Language and Culture in China"
Rachel
Livingston and Chandlar Long, mentored by John Huckans, "Ultracold
Bloom"
Sawyer
Davis, mentored by John Morgan, "Organometallic Routes to Chemical
Derivatives of the Tricyclic Antidepressant, Imipramine"
Ariana
Winger, mentored by John Morgan, "An Organometallic Four-Step Synthesis of
the tricyclic Core of the Antidepressant Clomipramine (Anafranil)
Ashleigh
Wells, mentored by Kevin Ball, "Effect of Chronic Stress on Relapse to
Palatable Food Seeking: Role of Dopamine D1-like Receptors
Erik
Rahner, mentored by Mike Borland, "Correlating Mono-unsaturated Fatty Acid
Chain Length to PPAR-Dependent Anti-proliferative Effects in Malignant Melanoma"
Christina
Irzinski, mentored by Pamela Smith, "The Use of Technology with Unfamiliar
Communication Partners by Persons with Aphasia: Video Conferencing vs.
Email"
Kimberly
West, mentored by Stephanie Schlitz, "Pennsylvania Dialects Project"
Ashley
Brown and Shannon Sursely, mentored by Sue Dauria, "Anthropology and
Education: An Ethnographic Field-School Teaching Anthropology"
Shelley
Fought, mentored by Sue Dauria, "Anthropology and Education: An
Ethnographic Field-School Teaching Anthropology"
Louisa
Andrew, mentored by Toni Trumbo-Bell, "Clotting Inhibition for LSPR and
ISPR"
Kristie
Darrah, mentored by Toni Trumbo-Bell, "Chromatographic Studies of Thrombin
Inhibitors"
Jo
Pennypacker, mentored by Vincent Hron, "Downtown Danville Mural
Project"
Jacqueline
Zeiber, mentored by Winona Cochran, "Effects of Color and Type on Gender
Classification of Children's Toys"
Sarah
Dodgin, mentored by John Hranitz, "GIS Mapping of Larval and
Juvenile Anuran Habitats on Assateague Island VA"
Paola
Lunardi, mentored by John Hrantiz, "Co-Occurrence of Larval and Juvenile
Anurans and Potential Competition for Resources on Assateague Island VA"
Implemented in fall 2012 for incoming freshmen only, MyCore, BU’s revised general education program, now has 1,850 students enrolled.
By the end of their first year, freshmen in the program had an average of 27 points achieved toward the minimum 40 GEPs required. At the end of the 2012-13 academic year, approximately 50,000 GEPs were obtained by students provided they passed the courses.
There are 165 GEP approved courses in more than 38 disciplines that meet the 10 General Education Goals: communications, information literacy, analytical and quantitative skills, cultural diversity, natural sciences, social sciences, arts and humanities, second language,
healthy living and citizenship. Transfer students are expected to be enrolled in MyCore starting fall 2014.
MyCore is designed to provide students with a “deeper understanding” of the world by teaching them to become lifelong learners through the skills and high-level thinking acquired through the program. Learn more about MyCore’s value and progress at bloomu.edu/general_education.
The students lined up early, ready with plenty of questions for me. About 100 of them even wore ties. Well, sort of.
Members of the Community Government Association, sponsor of a recent “Meet the President” event, and students lucky enough to win one of the giveaways, wore specially made necktie T-shirts with a popular quote from the movie Independence Day on the back: “If I had known I was gonna meet the president, I would’ve worn a tie.”
It was a classic symbol of our student body here at Bloomsburg University. The shirts were thoughtful and creative, as well as humorous. It was a great touch to a wonderful campus event to help kick off the fall semester.
Spearheaded by Justine Albright, a CGA executive board member, the student leadership organized a two-hour meet-and-greet outside our Warren Student Services Center. It was an open invitation to all students, so we weren’t sure how many would accept without having a formal RSVP in place.
I must say we were pleased to see so many students take time between classes and lunch to spend a few minutes getting to know me. CGA estimates roughly a 1,000 students in attendance, and we had students lined up to talk for more than an hour.
Some of the most common questions were:
What are the goals for the year for the school?
How did you become president?
Were you ever a professor and what did you teach?
What is your vision for Bloomsburg in the future?
I also thought it was interesting how many wanted my advice on different things. Among the most common questions were about their majors and whether they should take a minor. One that has stuck in my mind was from a biochemistry major who wanted to know if she should minor in dance. Interesting pairing, but that’s a Husky for you … always thinking outside the box.
I am pleased to welcome you back for 2013-14, a year I am certain will be productive for each of us at Bloomsburg University.
As we begin a new academic year together, I thank you for your contributions to our safe and welcoming campus, your dedication to educational excellence, your continued support of student success and your ongoing commitment to an atmosphere where diverse ideas are exchanged, valued and respected.
I look forward to more initiatives in the year ahead, brought to life through the collaboration and teamwork which characterize Bloomsburg University. Please accept my sincere thanks for all that you do and my best wishes for a productive and fulfilling year ahead.
So much of what we do is aimed at helping young people get a strong start in their careers. This includes several examples of activities and programs that occur on campus over the summer.
One of our newest summer programs is the Allentown Partnership, which offers rising high school juniors from the Allentown School District an opportunity to experience college through classes, student life activities and discussion groups.
Classes include lessons in the environmental, geographical and geological sciences, mathematics, computer science and statistics. This three-week residential program also enables Bloomsburg University students to develop leadership and mentoring skills while serving as counselors. In its first year, the partnership, which was hosted in July, featured a creatively designed curriculum that blended activities, workshops and experiential learning programs to excite and prepare these high school juniors for college. Several of our own students were key to this inaugural program’s success.
As counselors they were responsible for fostering a healthy environment for the Allentown students and led programs that addressed basic health and safety skills, university services and personal growth.
Part of our mission as a public university is service to our community, our region and the commonwealth. We were pleased to welcome this group of students this summer and open the doors of higher education for them.
Bloomsburg University recently welcomed a group of top high school sophomores from Bloomsburg, Central Columbia and Berwick Area school districts to campus for their first taste of our Science, Technology, Engineering and Mathematics (STEM) Magnet program. Eighteen academically talented students were admitted for the program’s first year.
Students in the STEM Magnet program have enrolled together in five courses — two each during fall 2013 and spring 2014 and one during January 2014 — and earn a total of 15 credits. They will earn 15 additional credits during their second year in the program.
This summer the students are going through a short orientation, meeting some of the faculty, talking with a few college mentors and getting to know each other better through a series of Quest team-building exercises. The STEM program heads to the classroom and lab this fall.
The two-year program will focus on engineering, but also will give students interested in math or other sciences the tools needed to be successful in college. Classes will include Computer Science, Coding, Engineering Sampler, Engineering Seminar, Calculus I or II, Physics I, Physics II, Technical Writing, Economics and Ethics.
College graduates with degrees in science, technology, engineering and mathematics are in great demand, but nearly half of students majoring in these fields fail to complete their degrees. Local superintendents have expressed a need for this type of program to help students prepare for the rigors of these majors and to meet the needs of local employers.
To be eligible, sophomores in Bloomsburg, Central Columbia and Berwick Area high schools must have taken Algebra I and II, Geometry and two years of science. They also must have a positive recommendation from their science or math teacher, at least a 95 percent attendance record and a commitment to enroll in the program for both their junior and senior years of high school. A panel reviewed all applications this past spring.
Bloomsburg University's strategic planning grants are geared toward funding new innovative projects and the development of Centers of Excellence and Innovative Programs, leading to academic excellence, fiscal sustainability, enhanced enrollment management and stronger sense of community. In continuation of this successful initiative, the Strategic Planning and Resource Council 2 (SPARC 2) recently invited teams to submit full proposals for the 2013 Presidential Strategic Planning Grants. Thirteen letters of intent were submitted for review in early April. Seven of them have been invited to submit full proposals. Grant recipients will be announced in November.
In the meantime, research continues this summer. And three notable faculty-led projects, which earlier this year earned sizable grant awards (two from the National Science Foundation), will be in full-swing over the summer break.
Highlighted Faculty Research Awards
John Hranitz, professor of biology, National Science Foundation (NSF), $316,000, “Behavior of honeybees and solitary bees in natural pollination systems and their responses to environmental stressors,” (Partnership with the University of Central Oklahoma). Researchers on the eight-week project in Turkey and Greece during summer
2013 will include faculty from six universities in three countries, as well as undergraduate student researchers.
Karl Kapp, professor of instructional technology, National Science Foundation (NSF) Advanced Technology Education (ATE), $250,000, “Development of an open source, online virtual tensil strength testing stimulation,” (Partnership with Sinclair Community College in Dayton, Ohio, and the National Office of Project Lead the Way). Materials created from this three-year project will be used by undergraduate engineering technology students and pre-engineering high school students in the Project Lead the Way network of 4,215 schools nationwide.
Heather Feldhaus, assistant dean of the College of Liberal Arts, Center for Rural Pennsylvania, $14,000, “Rural homelessness,” (Collaboration with Columbia County Housing Authority, ColumbiaMontour Homelessness Task Force and researchers from Bucknell University and Lycoming College). The study will identify, gather and evaluate existing patterns of homelessness and housing insecurity. Researchers will report on the current situation and collaborate on a long-term plan to better measure and track homelessness in rural Pennsylvania.
As slowly as spring arrived this year, it didn’t appear to impact the speed of the semester. In fact, it seems like only yesterday I was welcoming you back to campus for the start of the 2012-13 academic year — the final year at Bloomsburg for more than 1,300 of you. I even remember welcoming you to the university as wide-eyed freshmen in August 2009. I was beginning my second full year as president, and you were getting your first taste of independence.
And here we are … in a few days, you will embark on a new chapter of life. In a way, it’s a new level of freedom for you. It may seem scary. It may appear somewhat stressful and you may be anxious. It’s natural to wonder what’s next.
But what comes next will be an exciting journey for you. You’re Huskies. You’ve successfully navigated numerous challenges, ending with a tremendous accomplishment of earning a college degree; many of you are the first in your family to reach this goal. A Bloomsburg University education brings with it many advantages and as the Class of 2013 you’ve already set the standard.
This is the largest graduating class in the history of the university and includes the highest number of honors graduates and graduates from the Presidential Leadership Program. I have been impressed by the Class of 2013’s level of engagement during four years in Bloomsburg. You exemplify the high-quality Bloomsburg students who become future leaders, graduating with honors and with great levels of achievement.
Our students, your class in particular, took advantage of the many opportunities we offer. In fact, you ran with it. Yours is the first class to grow up with The Big Event, which coincidently is coming off its most successful campaign ever with more than 1,700 active volunteers. Your future is bright, but I must admit … it’s going to be competitive.
You’ll need to show some patience out there. Apply to multiple jobs. Take multiple interviews. Be prepared to accept a job that may not be your dream job, even one that’s located away from the comforts of your hometown. If you work hard enough, remember the values you developed here and maintain that tremendous Husky spirit, you will end up with that dream job.
Proficient graduates with the ability to apply practical knowledge their first day on the job are in high demand by employers.
Yet, classroom knowledge alone is not sufficient to fully develop these skills. Internships and experiential learning opportunities lend the polish young graduates need to be successful as they begin their careers. To meet the demand for graduates who can compete in the new economy, Bloomsburg University developed Professional U.
Professional U is a new program which engages students, alumni and organizational partners in experiences to foster career maturity and lead to personal and professional success. The program merges the offices of alumni affairs and academic internships to provide students with career-related experiential learning opportunities each year they are enrolled at BU.
The newly formed Office of Alumni Engagement and Affairs and Academic Internships will partner with faculty to provide experiences that complement the academic preparation students receive in the classroom. The goal is to ensure every Bloomsburg University student graduates with relevant work experience and a professional network — two key factors in securing meaningful employment or admission to a post-graduate or professional school.
The CDC co-sponsored an inaugural Senior Transitions Conference this semester to help improve or enhance learn key skills they will need following graduation. Sessions included:
What to Wear and What Not to Wear to the Job Interview
Networking
Dining Etiquette and Mock Interviews with HR Representatives
Evaluating the Job Offer and Benefits Package
Credit and FICO Scores and Office Politics 101.
The overnight conference in Williamsport was a collaborative effort between Lycoming College, Bloomsburg, East Stroudsburg, Lock Haven, Mansfield and Susquehanna universities.
Bloomsburg University is now about halfway through the facilities master
planning effort. Stantec, master planning consultants, held focus group
meetings with students, academic and administrative staff to get their
viewpoints regarding the Student Union building and campus housing.
Most fall and winter work focused on campus physical and operational
information.
Stantec gathered data on student registration; classroom
schedule, use and occupancy; residential space use and occupancy; overall
campus space use and assignment; and campus building physical conditions
and functionality.
Data collection and analysis, combined with campus
community feedback, is integral to a successful facilities master plan.
During the spring semester, Stantec will develop, present and review larger
concepts for campus development possibilities and options with the Master
Plan Committee.
Through this process, individual ideas and concepts will be
merged and modified to provide Bloomsburg’s unique master plan vision.
Join the conversation on Facebook at facebook.com/BloomsburgCampusPlan, as well as follow immediate updates on Twitter at #BUCampusPlan.
Last spring, 2,711 students, faculty and staff — more than 25 percent of the campus community — shared their experiences at Bloomsburg University by completing the 2012 campus-wide climate survey. Thank you for this tremendous response, which shows that most of the campus community is comfortable at BU. It also shows areas in which BU can improve.
An analysis of our answers to What does it feel like to be at BU? is posted at the Campus Climate Survey on Diversity and Inclusion at bloomu.edu/climate_survey. I hope you will browse the report and use it as a starting point for further discussion about campus climate, inclusion and respect. The Diversity and Inclusion Survey Leadership Team, who spearheaded this effort, welcomes your comments through a comment box on the website and at upcoming campus gatherings.
BU is guided by the values of collaboration, community, diversity and respect. These essential qualities help define our university. Our shared goals include enhancing academic excellence and developing a strong sense of community. Your survey responses and comments will assist us in identifying next steps as we continue to work towards a truly inclusive climate for all.
Last summer, Bloomsburg University’s Undergraduate Research, Scholarship and Creative Activity (URSCA) awards program supported 28 students with stipends to conduct faculty-mentored projects. This summer we expect to see that number only grow.
URSCA introduces students to research under the guidance of faculty mentors. Administered by the Office of Sponsored Research and Grants, the undergraduate research program promotes high-level student-learning outcomes through experiences outside the classroom. The goal is to establish a university-wide, sustainable model for undergraduate research on campus.
The URSCA award provides opportunities for students to work closely with faculty in the humanities, arts, social sciences, life sciences, mathematics, physical sciences and education. Students experience the process of research and scholarship as a creative intellectual activity.
The program is open to all undergraduate students enrolled at Bloomsburg University. The URSCA award provides stipend support of up to $6,000 to students during their summer undergraduate research, scholarship or creative activity. Check bloomu.edu/ursca for a full description with eligibility requirements.
URSCA is modeled on the grant-seeking process:
Students collaborate with potential faculty mentors to define and develop a project.
Applicants write research proposals for their projects.
A faculty committee reviews the proposals and recommends awards.
Students carry out the work during the 12-week summer session, May 9 to Aug. 20, 2013.
Students submit a summary or technical paper or provide a poster or oral presentation at the spring research day.
Through their participation in an undergraduate research project, students will be able to:
Apply information on human cultures and the physical and natural world to scholarly or creative endeavors.
Apply intellectual and practical skills to scholarly or creative endeavors.
Apply ethical reasoning to scholarly or creative endeavors.
Refine one’s self-identity in a career or profession.
Use written and oral communication at a level expected of young professionals in scholarly or creative careers.
Work collaboratively in a team setting to achieve a scholarly or creative objective.
“Young people, prepare yourselves as best you can for a world that grows more challenging every day — get the best education you can, and couple that education with real-life experience in social justice work.”
Julian Bond, civil rights activist and former chairman of the NAACP, shared thoughts like these as the keynote speaker of Bloomsburg University’s 20th annual Martin Luther King Jr. Commemorative Banquet.
Building on Bond's important message, BU aims to create an inclusive climate for a diverse group of students, staff, faculty and administrators. One of the steps we've taken to make our university an even more welcoming and supportive community was to conduct a diversity climate survey. The survey will help us better understand campus community members' experiences with and perceptions of diversity and inclusion at BU.
Diversity Climate Survey
An university-wide Climate Survey, conducted in fall 2012 by the Office of Planning and Assessment, received 2,113 responses. “Climate” is the atmosphere of an organization as perceived by its members. An organization’s climate is reflected in:
its structures, policies and practices
the demographics of its members
the attitudes and values of its members and leaders;
and the quality of personal interactions.
It includes perceptions of inclusiveness, friendliness, cooperation, professionalism, recognition, support and opportunities for advancement.
The survey included items about overall satisfaction at the university, evaluation of the work environment and leadership, access to and satisfaction with academic resources, and support and career development issues such as promotion, tenure, mentoring and retention.
Findings from this survey build on earlier efforts to provide a benchmark for Bloomsburg University and gauge current perceptions. Results and final recommendations will be used to prioritize and implement changes to foster a diverse and inclusive campus community.
With nearly 80 percent of our students receiving financial aid, the financial benefits of a scholarship award are undeniable. And The Henry Carver Fund plays a major role each year in doing just that. Named in honor of Bloomsburg University’s founder, the Henry Carver Fund is our most powerful tool for assisting students because the fund puts students first on a daily basis.
The money is used to help students with scholarships, travel expenses for internships and research presentations, as well as assisting faculty and staff in their efforts to help students in their academic development. There was no better year for this than last year, as we raised a record level of more than $500,000 that directly benefited students. To achieve this level during tough economic times is not only a true testament of our donors’ and supporters’ trust in what we do but also a great reflection on the commitment we — as a university community — have toward our students’ success.
We are very grateful for the support. Every dollar matters. And every dollar is appreciated. Looking ahead, this year appears to be challenging — but in a fun way.
Terry Zeigler ’76, President/CEO of Datacap Systems Inc., Chalfont, and his wife, JoAnn Schultz Zeigler ’77, are challenging alumni and friends of Bloomsburg University to make a new investment in our students through the Zeigler Henry Carver Fund Challenge. The HCF Challenge is the Zeiglers’ special initiative to match donations and raise a potential $200,000 for the Henry Carver Fund, the university’s annual fund. The challenge is all or nothing, and no gift is too small to count toward our $100,000 goal by June 30.
The Zeiglers and I hope this challenge inspires you to give back to Bloomsburg University and make an immediate impact on the lives of today’s students.
This spring, we will conduct a national search for an enrollment management director who will work with the enrollment management steering committee to set specific targets and identify what is needed to support student success and retention.
We have already taken one step to improve university-wide retention rates — we have implemented MAP-Works.
MAP-Works is an early-alert system that helps us intercede and address students’ academic and personal problems or concerns as they arise. The goal is to coordinate efforts across campus to promote student success and persistence.
Last year, MAP-Works was piloted with 512 incoming freshmen and was highly successful in identifying students likely to struggle academically. This past fall, all undeclared students were enrolled in MAP-Works. In addition, BU now measures second-, third- and fourth-year persistence rates to better understand the factors that impact student retention and provide additional student support services.
Planning and Assessment
Again this year, Bloomsburg University will participate in the National Survey of Student Engagement (NSSE). The survey applies to all freshmen and seniors. The goal is to learn more about student success and institutional improvement efforts in many areas, including:
Collaborative learning
Student-faculty interaction
Quality of interactions
Supportive environment
High-impact practices
Data from this survey will help the institution improve overall teaching, learning and student support services.
Facilities Master Plan
We are currently going through the master planning process that will help us determine what our university will look like in 10 years. We have partnered with Stantec, a professional consulting firm specializing in planning, engineering architecture and interior design, to learn more about our campus’ physical strengths and areas for improvement. Stantec has already conducted several focus groups and one-on-one interviews with members of the campus community.
Social media is playing a role in this latest master plan. You may join the conversation on Facebook or follow #BUCampusPlan on Twitter.
We continue to make great progress toward the goals of Impact 2015, including efforts to build upon Strategic Issue #1: Enhancing academic excellence. As part of these efforts, let's take a look at a few of our key accomplishments of 2012.
Geisinger Partnership
We have expanded our partnership with Geisinger Medical Center (GMC), allowing for increased enrollment in our existing Bachelor of Science in Nursing program, with
courses offered on the GMC campus beginning in fall 2013. The partnership offers opportunities for further collaboration through research and practice.
School of Health Sciences
Our College of Science and Technology (COST) is developing a School of Health Sciences to meet the needs of medical practitioners and educators in the region and Commonwealth. Richard Angelo, associate dean of COST, is leading the effort to coordinate clinical agreements and programs. The School of Health Sciences is expected to be fully implemented and operational by fall 2013.
Higher Education Modernization Act
Bloomsburg University hosted the PASSHE Entrepreneurial Forum with Chancellor John Cavanaugh on Oct. 16. Chancellor Cavanaugh spoke with BU faculty and staff about the importance of the recently enacted Higher Education Modernization Law (HEMA), Act 132. Act 132 offers faculty the opportunity to be more entrepreneurial. In
addition, all 14 PASSHE institutions are now able to develop and offer applied doctorate programs. Act 132 applies to any idea that has merit, including research, commercial projects and the development of non-profit organizations that provide internships for our students.
MyCore
Here are the top four things you should know about MyCore:
BU’s new general education program, MyCore, emphasizes the connectedness of disciplines, knowledge and skills; and recognizes the achievement of general education outcomes outside the traditional classroom and across university divisions.
The program applies to all incoming freshmen beginning fall 2012.
It’s been an exciting and productive year here at Bloomsburg University.
By the end of their first year, freshmen in the program had an average of 27 points achieved toward the minimum 40 GEPs required. At the end of the 2012-13 academic year, approximately 50,000 GEPs were obtained by students provided they passed the courses.
The students lined up early, ready with plenty of questions for me. About 100 of them even wore ties. Well, sort of.
Spearheaded by Justine Albright, a CGA executive board member, the student leadership organized a two-hour meet-and-greet outside our Warren Student Services Center. It was an open invitation to all students, so we weren’t sure how many would accept without having a formal RSVP in place.
The two-year program will focus on engineering, but also will give students interested in math or other sciences the tools needed to be successful in college. Classes will include Computer Science, Coding, Engineering Sampler, Engineering Seminar, Calculus I or II, Physics I, Physics II, Technical Writing, Economics and Ethics.
Yet, classroom knowledge alone is not sufficient to fully develop these skills. Internships and experiential learning opportunities lend the polish young graduates need to be successful as they begin their careers. To meet the demand for graduates who can compete in the new economy, Bloomsburg University developed Professional U.
