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Nearly everyone can identify a pond, but what, exactly, distinguishes it from a lake or a wetland? Robyn L. Smyth, Bard Center for Environmental Policy faculty member and term associate professor of environmental and urban studies, is coauthor of a new study featured on ScienceDaily that offers the first data-driven, functional definition of a pond and evidence of ponds’ distinct ecological function, which could have broad implications for science and policy.

Understudied and largely left out of federal and state monitoring and protection programs, ponds are often poorly distinguished from lakes or wetlands. This neglect has implications for the accuracy of climate modeling, as ponds are high emitters of greenhouse gases, and their contribution to the global carbon budget is uncertain. In their study, coauthors wanted to evaluate how scientists and policymakers define ponds and examine whether ponds are functionally distinct from lakes and wetlands. Their findings conclude: Ponds are small and shallow waterbodies, with a maximum surface area of five hectares, a maximum depth of 5 meters and less than 30% emergent vegetation.

Bard College Assistant Professor of Physics Shuo Zhang has received a $91,933 grant from the National Aeronautics and Space Administration (NASA) in support of her investigation, “Joint NuSTAR and EHT Probe of SgrA*: Flares, Black Hole Shadows, a New Hard X-Ray Source.” The NASA grant supports Zhang’s investigation, which includes the engagement of a postdoctoral researcher, three undergraduate research assistants, equipment, and travel. As the joint observation involves the international Event Horizon Telescope (EHT) collaboration, coinvestigators on this project come from around the globe including Canada, the Netherlands, and Japan. 

NASA’s Nuclear Spectroscopic Telescope Array (NuSTAR) is a space telescope that detects high-energy X-ray light and studies some of the most energetic objects and processes in the universe. The Event Horizon Telescope (EHT) is an international collaboration capturing images of black holes using a virtual Earth-sized telescope. Zhang’s investigation proposes an observation of Sgr A*, the now inactive supermassive black hole at the center of our Milky Way galaxy. This research aims to capture bright X-ray flares from Sgr A* and feed this result to the EHT analysis. A secondary goal is to study a mysterious X-ray source located at merely three light years from Sgr A*.

“Among all the fascinating science one can pursue via a joint X-ray and EHT observations of our own supermassive black hole, the physics behind mysterious daily Sgr A* flares is the jewel in the crown that astronomers have been pursuing. I am proud of our own students, physics major Nathalie Jones ’21, dance and mathematics major Rose Xu ’23, and physics major Grace Sanger-Johnson ’23, who have contributed to this exciting project.” says Zhang.

This NASA grant supports the training and involvement of three Bard undergraduate research assistants who will work on the preparation and analysis of the new data during the summer of 2023. Under Zhang’s supervision, the Bard students will study NuSTAR data analysis pipeline, X-ray spectral and image analysis softwares, and will contribute to data preparation.

Since 2019, Zhang has received five grants from NASA for her astrophysics research, totaling more than $331,000 in NASA funding to date.

Where does someone who is at the top of their game in both basketball and biology go to college? For Christina Kiser, the answer was Bard, hands down. 
 
The native of North Providence, Rhode Island, was recruited for the women’s basketball team at Bard, and also is a recipient of the prestigious Distinguished Scientist Scholarship. “Through high school I knew I wanted to go to med school and be a surgeon,” says Kiser, who early on joined Bard Emergency Medical Services, an experience that “solidified my desire to work in the medical field,” she says. “And my access to hands-on research was really important. Getting into a lab setting as early as the first year is almost unheard of. The Bard-Rockefeller Semester in Science is a fantastic opportunity that no other school can provide.”
 
In her Senior Project, Kiser examined antibiotic resistance and effective treatments. Having taken both epidemiology and human rights courses, she wanted to underscore not only the diseases but the social problems behind them: “changing the system itself from within.”
 
On the sports side, Kiser is copresident of the Student Athlete Advisory Committee, which aims to bridge gaps between athletics and the rest of the Bard community. And she works three jobs: at the front desk of the Stevenson Athletic Center, at the Dean of Students Affairs Office, and as a babysitter for several families. 
 
Outside her major, she has taken several psychology courses “simply for fun,” history, and literature, “which pushes me to write in a different way from science, since I am able to put my opinion in there. Because that’s unfamiliar, it’s been a struggle but I’ve enjoyed it.” But her most memorable experience has been the pre–first year Language and Thinking Program (L&T). “It is how I was introduced to college, my first time feeling I had to be an adult, having to take responsibility for myself. I tend to be introverted and had to force myself to be out there. L&T was difficult in terms of learning, critical thinking, and a lot of reading. But when I finished, I felt I’d gotten past various barriers. It prepared me for ‘real’ college courses.” 
 
Associate Professor of Biology Brooke Jude, Kiser’s Senior Project adviser, has been a huge influence. “The energy in her classroom is unparalleled, you just feed off it. She also is so involved with the Bard community as one of the house professors [who oversee informal student communities], and she comes to most student events. I go to her for almost everything.” 
 
In light of that sense of community, Kiser feels inspired by “the atmosphere at Bard, encouraging people to both display and find their true selves. People feel they don’t have to hide who they are. It’s a place where your voice can be heard.” And having her voice heard led to the most rewarding part of her time at Bard: “The friendships I’ve been able to build here. Having the opportunity to foster those friendships is not something you see at other colleges.” 
 
Her advice to prospective Bard students: “Try to come to campus. Photos can’t do it justice. People don’t realize that coming to Bard, which feels rural and secluded, means access to beautiful surroundings two hours from New York City. The small class size is also so important; you can foster close relationships with professors. I’m in a class of nine students, and know everyone very well.”
 
Finally, she says, “It was vital for me to see where I was going and visit the surrounding area, have candid conversations with students and ask important questions. And I needed to know about the dining experience. I love food.”

Levi Lakota Lowe’s arrival at Bard was like going on a successful blind date: he came to Bard sight unseen—and fell in love with the campus as soon as he saw it. The senior from Jamestown, California, had heard of Bard from the director of a play he’d acted in during high school. 
 
“My first impression was of a campus that’s huge and gorgeous, monumental and so beautiful,” he says. Academically, he was drawn to Bard because “I was attracted to the double major aspect and the fact that it was a small school. I wanted to do things with brains—neurology—and heart—drawing.” Deciding to pursue art on his own, he became a double major in biology and philosophy “because I’m obsessed with questions. What I love to do in my free time is think of new ways to do things and approach new things, and look at their philosophical implications. I love this type of thinking.” His Senior Project in philosophy looks at dependence theory and addiction, advised by Kathryn Tabb, assistant professor of philosophy.
 
Science at Bard is also exciting. “We have really high-tech stuff. We were able to collect soil, inventory the bacteria in it, and extract, isolate, and replicate its DNA.” His Senior Project, with Associate Professor of Biology Gabriel Perron as adviser, examines how temperature affects bacteria that are common in hospital infections. 
 
Lowe’s interactions with Tabb, Perron, and Associate Professor of Biology Brooke Jude have inspired him. “Brooke is super welcoming and so warm and excited about things,” he says. “I got interested in genetics in her class.” And his associations with fellow students “have completely changed my life. My friends have taught me about morals, patience, relationships, confidence, community.” 
 
His advice to students looking at Bard? “Be willing to talk with people. Ask questions—it’s insane how much the faculty are willing to help you. Go up to a professor after class. It could change the whole course of your life.” He adds, “I have never seen so many resources. All the advice, whether academia or personal, is awesome.”
 
Extracurricular activities for Lowe make Bard “a place to destress,” such as the Surrealist Circus, which creates pop-up events with puppets, costumes, stilts, and acrobatics. Lowe also belonged to the Bard Bars rap club and Brothers at Bard, a mentoring group for young men, “which was a great place to be surrounded by people of color.” Slacklining among trees on campus is a favorite pastime, though juggling two majors means that finding time for activities outside of class is a challenge. 
 
After Bard, Lowe plans to attend graduate school in philosophy; he hopes to teach philosophy of science or medical ethics at the college level. “Being able to see people interested in what I’m interested in is why I want to be a teacher. 
 
“Bard is a place that forces me to think about things,” he says when asked how Bard has changed him. “It’s helped me see I can do whatever I want, so my studies don’t feel like work. I’ve found a way to do two Senior Projects and carry 21 credits and stay relaxed. I’m so excited about going to class. Bard’s given me a perfect metric for what I feel should be a baseline for an education. I’m charmed by this place; this is my safe haven.” 

Jen Lara arrived at Bard intending to become a physics major with a future in engineering, but an important part of her Bard education included the realization that other interests were dearer to her heart. 
 
“I saw that my real passion is not in the world of engineering. It doesn’t hold the sparkle for me. I've always been teaching, I have always tutored, I've always worked with nonprofits. I want to work in education in the minority community to see women in STEM [science, technology, engineering, mathematics]. STEM is where I can use my talents and abilities to do what I'm really passionate about, which is helping my community to do better in these subjects.”
 
So she is majoring in mathematics, and spent time teaching STEM at a nonprofit and at a local middle school. “Everything in my life revolves around education,” she says.
 
The daughter of immigrants from the Dominican Republic, and the first in her family to attend college, Lara grew up in the Corona, Queens, neighborhood of New York City. Her adviser convinced her to look at Bard, which, she says, was “the only school” that noted her first-generation status could be empowering rather than limiting. “They said, ‘We need to make a plan and find a space for you to be able to accomplish whatever you want to do. We’ll figure it out and we’ll make it happen.’ It was the first time I thought, ‘I don't have to do things by myself.’”
 
Lara became a  peer counselor (PC) at Bard—someone in the residence halls who is trained to deal with many of her fellow residents’ concerns—which helped bring her out of her shell. “My first year I experienced culture shock, and being a PC has made me more social. I like being a support system for students, and the students are just as much a role model for me as I am for them. I take as much as I give. I tell them, ‘Advocate for yourselves; it’s the best thing that you can do.’” 
 
In addition to being a PC and tutoring, she holds two jobs on campus while carrying her academic load. Nevertheless, she says, “I have students in my residence who run clubs and do athletics and their academics—that’s inspiring to me.” 
 
One surprising thing she has learned at Bard is that “I learn very differently from most students. The time and dedication the faculty invested to help me made me realize that there are many different ways to learn. The strong support system makes sure that the way they are teaching matches the way you are learning.”
 
She wants students who are interested in Bard to know the kind of education she is receiving in Annandale: “You really learn how to be confident in your abilities and not be hard on yourself when things go wrong,” she advises. “You should be hungry, when you get here, to build the community that you want. The fact that Bard gives you the opportunity to do that is not something you’ll find at any other school.”
 
“At Bard,” she adds, “you are going to do things that you never thought you were capable of doing. And they might make you feel uncomfortable, but the fact that you can create a support system means you can also create the path that you want to take.”