Global Posts

Longwood’s newest Homecoming tradition is back for the third year, and it’s specifically for parents, alumni and friends of the university!

On the heels of its spectacular debut in 2023, Longwood’s 1839 Collection bourbon—the product of a partnership between the university and nearby Sandy River Distillery— became a record-setter last year, posting the largest single-day sale ever by a Virginia distiller.

Now Longwood and Sandy River Distillery are poised for the 2025 release of 1839 Collection and expect the single barrel bourbon aged and bottled in Prince Edward County to better last year’s performance of 750 bottles, which sold out in just 44 minutes. (Making the 2025 Reserve bottles even more desirable are this year’s distinctive metallic silver labels!) It’s all happening in time for Longwood’s third annual Homecoming & Alumni Weekend celebration set for Nov. 14-16.

Anyone who is interested in purchasing the limited 2025 Reserve bottles of 1839 Collection can sign up at go.longwood.edu/1839collection to receive email and text alerts when the sale goes live, which could be as early as Monday, Oct.  27.

Sales are limited to two bottles per customer, and 1839 Collection is expected to sell out quickly. So sign up as soon as possible to ensure you’re among the first to know when it goes on sale.

Parents are encouraged to attend Homecoming and experience Lancer spirit firsthand—tailgating, basketball games in the Joan Perry Brock Center and the chance to meet some of your student’s friends. Find out more and register here.

If you purchase 1839 Collection, there are three ways to get your bottle:

• Pick up at Longwood’s Homecoming & Alumni Weekend pregame tailgate event on Nov. 15 (preferred)
• Pick up at Sandy River Distillery
• Ship within Virginia

Note: There is no shipping outside Virginia at this time.

If you have questions, please contact 1839Collection@longwood.edu.

Here’s a toast to Longwood and our families!

—Longwood Marketing, Communications and Engagement

By Waleed Ahmed
Director of Student Achievement and Support at Longwood

Midterm grades for the fall semester will be posted no later than this Friday, Oct. 24. For many students, they offer the first real academic checkpoint of the semester. These grades don’t go on a transcript and they aren’t the final word, but they can be a useful signal.

As someone who works closely with students, I’ve seen how powerful it can be when parents and families know how to talk about midterm grades with care and curiosity rather than panic or pressure. Whether your student is thriving or struggling, this is a great moment to check in, offer encouragement and help them make the most of the second half of the semester.

What Midterm Grades Are (and Aren’t)

Midterm grades are exactly what they sound like: a snapshot of how your student is doing around the halfway point in the semester. They’re not permanent, and they won’t appear on a transcript, but they are important. They’re designed to give students an early sense of where they stand before finals approach and before the full weight of a course grade is determined.

It’s also important to know that midterm grades don’t always reflect the full picture. In many classes, especially ones with major final projects or cumulative exams, only a few assignments or tests may be graded by midterm. So, while the grade is useful feedback, it might not be the final outcome.

At Longwood, faculty are required to submit midterm grade estimates for all first-year students, ROTC cadets, students on academic notice and upperclassmen earning a D or F. Not every student will receive midterm grades in every course. If your student doesn’t see a midterm grade posted, it doesn’t necessarily mean something is wrong. It’s still a great opportunity to encourage them to check in with their professors and ask how they are doing.

Midterm grades are not a judgment. They are a tool. The most successful students are often the ones who take feedback seriously and respond with action.

What to Look For: Red Flags, Yellow Flags and Green Lights

Midterm grades can offer helpful clues about how the semester is unfolding, but knowing how to interpret them is key.

• Green Light: If your student has mostly A’s and B’s, it’s a good sign they’ve found their footing. Encourage them to keep doing what’s working—attending class, managing their time well and using campus resources proactively. Even students with solid grades benefit from feedback and support, especially in higher-level courses.
• Yellow Flag: A midterm grade in the C range might not be cause for concern, but it is worth watching. It could reflect a tough first exam, a missed assignment or early struggles with course content. In many cases, there is still time to recover, but it is important for your student to make a plan and reach out for help.
• Red Flag: D’s or F’s at midterm usually mean your student is at risk of not passing the course. These grades signal the need for immediate action. Visiting professors during student hours, meeting with a tutor or talking to a Student Success coordinator can make a big difference. In some cases, withdrawing from a course might be the best choice, but students should always speak with their academic advisor before making that decision because it can affect financial aid and graduation plans.

Considering Withdrawing from a Course?

If a student is really struggling in a class, it might make sense to withdraw and retake it later. Just keep in mind:
—Dropping below 12 credit hours can affect financial aid.
—Talk to your academic advisor first. They can help you understand your options and plan your next steps. You’ll find your advisor listed in DegreeWorks.
—Withdrawing from a required course could delay graduation.

Can Longwood Give Parents Access to Their Student’s Grades?

Students’ records are protected by FERPA (Family Educational Rights and Privacy Act), and we follow those policies. That means we can’t give out grades unless the student has signed a release. If students have signed a release for their academic records, we are able to discuss their academic progress with parents, but we have to do so in a way that’s in the student’s academic interests.

Typically, if a parent calls wanting grades, we’ll respond by asking the student to share them, or we’ll offer to serve as moderators in a conversation in which the student and parent discuss the grades together. We think this approach is in the student’s best interests.

We treat the students as the legal adults they are and help them learn to have the grownup conversations that will continue to be part of their lives.

How Parents Can Support Their Students

As a parent or family member, your approach to midterm grades can make a big difference in how your student responds—especially if the grades weren’t what they hoped for. This is a moment when encouragement, curiosity and partnership go a long way.

Here are a few ways to support your student without taking over:

Ask open-ended questions
Instead of jumping straight to “What happened?” try
—What have you learned about yourself as a student this semester?
—What’s your plan for the rest of the term?
—What resources do you think could help you right now?

Point them toward support, not solutions
Longwood has a wide range of resources. You don’t have to know all the details, but it helps to remind your student that they don’t have to figure it out alone.
Professors’ Student Hours: Faculty are often the first and most helpful resource. Every professor holds regular student hours, which are listed in the course syllabus. These are designated times when students can stop by to ask questions, review material or get clarification directly from the instructor.
Academic Advising: Longwood’s academic advisors support students in more than just course planning. They help students explore majors, stay on track for graduation and navigate academic decisions. Advisor information is available in DegreeWorks.
Tutoring Services: Longwood provides free, peer-led tutoring across a wide range of subjects. Tutors are trained to help students understand difficult material, prepare for exams and improve study strategies. Students can schedule appointments online. Visit the Tutoring Services website
The Writing Center: The Writing Center supports students at any stage of the writing process—whether they’re brainstorming, outlining, revising or polishing a final draft. It’s a valuable resource for all majors, not just English. Visit the Writing Center
Quantitative Reasoning (QR) Center: Need help with math, data or Excel? The QR Center offers support for Civitae QR courses, graphs, formulas and more. Visit the QR Center
Student Success Coordinators: These professionals work with students on academic skills including time management, study habits and personal accountability. Their goal is to help students build strong foundations for long-term success. Learn more about Student Success Services

Focus on effort and learning
—College is a major transition. Some students are adjusting to new academic demands, others to independence and many to both. Use this moment to talk about time management, study habits and the value of learning through challenges.

Respect their autonomy while offering a steady hand
—Your student is in the driver’s seat. But like a GPS that helps recalculate the route when needed, your voice can help them refocus without panic.

Questions Students Can Ask Themselves After a Low Midterm Grade

If your student receives a low midterm grade, it doesn’t have to be the end of the story. The key is to reflect honestly and make a plan. Here are a few questions that can help them figure out if—and how—they can recover:

• How many points are still available in the class?
  (Look at the syllabus or ask the professor to understand what’s left.)
• Can I realistically earn the grades I need on the remaining assignments or exams?
• Am I willing and able to increase the time I devote to studying or getting help?
• Are there personal habits or choices I can change to support a fresh start?
  (This might include managing time better, limiting distractions or improving sleep.)

Encourage your student to be honest but hopeful. A low grade at midterm can be a turning point if it leads to action.

Final Thoughts and Encouragement

Midterm grades can stir up a range of emotions, both for students and families. Whether your student is feeling confident or concerned, this is a good moment to pause, reflect and make a plan for the rest of the semester.

If the grades are strong, celebrate the habits that led there. If the grades are lower than expected, remind your student that this is not the end of the story. There is still time to improve, and Longwood is here to help.

Your student is learning how to handle challenges, ask for help and take ownership of their education. These are skills that will serve them well long after college. If you ever have questions or want help pointing your student in the right direction, don’t hesitate to reach out.

We’re here to support them—and you—every step of the way.

Get you tickets now for the 49th Annual Longwood University Holiday Dinner and Concert!

Book your tickets for Friday here: Friday December 5th

Book your tickets for Saturday here: Saturday December 6th

Dr. Toby Emert, a Longwood Alum, who teaches at the Annie Louise Harrison Waterman Professor of Theatre, has written a children’s musical which he will return to Longwood and guest direct in April of 2026.

Adapted from American Public Radio’s award-winning podcast about money for young listeners, Million Bazillion: The Musical brings financial concepts to life through story and song. In a series of connected scenes, four “big kids” explore what money is, how it works, and why it matters. Catchy numbers like “Dollar Scholar,” “Open-Ended Question Maker-Upper Formula,” and “The Rewind Song” add humor and spark curiosity, making big ideas about the economy fun and accessible. Developed with support from the National Endowment for the Arts, the show blends learning with entertainment in a way kids can enjoy and remember.

Running about an hour, the production is interactive, with characters engaging the audience throughout. It’s designed especially for children ages 7–11, but its playful approach and family-friendly humor make it enjoyable for all ages.

Performances of Million Bazillion will be April 14th through 17th at 7pm with a matinee on April 18that 2pm.

Tickets are available now at: https://www.longwood.edu/boxoffice/

Longwood Theatre will present the Tennessee Williams classic, The Glass Menagerie”, February 18th through the 21st at 7pm, with a matinee February 22nd at 2pm. All performances will take place in the Mainstage Theatre in the CSTAC Building.

The Glass Menagerie is a memory play by Tennessee Williams that premiered in 1944 and catapulted Williams from obscurity to fame. The play has strong autobiographical elements, featuring characters based on its author, his histrionic mother, and his mentally fragile sister. In writing the play, Williams drew on an earlier short story, as well as a screenplay he had written under the title of The Gentleman Caller.

The play premiered in Chicago on 26 December 1944. After a shaky start, it was championed by Chicago critics Ashton Stevens and Claudia Cassidy, whose enthusiasm helped build audiences so the producers could move the play to Broadway where it won the New York Drama Critics’ Circle Award in 1945. The Glass Menagerie was Williams’ first successful play; he went on to become one of America’s most highly regarded playwrights.

Tickets are available at: https://www.longwood.edu/boxoffice/

In survey research, it’s important to follow best practices to make sure the results are accurate and meaningful. Babbie (2014) explains that researchers should make queations clear, aviod asking about more than one idea at a time, and make sure participants are both able and willing to answer. Surveys should only include questions that relate to the topic and avoid wording that might confuse or lead respondents toward a certain answer. Following these steps helps make survey results more reliable and easier to interpert.

This study looks at how parents of young children manage their child’s use of technology: Thes research questions asks: How do parents of three-to five-year-olds navigate the perceived benefits and risks of their children’s technology use, and how do their feelings about this influence their household rules and media habits? Each survey questions uses a 0-10 scale, where 0 means not at all and 10 means a great amount. This type of scale allows parents to describe their opinions and behaviors in more detail than a simple yes or no answer.

For my dependent variable, whcih focuses on the children’s learning outcomes, I ask: “On a scale of 0-10, how much has screentime helped your child learn skills like reading and counting?” This question measures how parents view the educational benefits of technology. For my independent variable, which looks at parental involvement, I ask: “On a scale of 0-10, how often do you engage with your child when they are using devices?” This question shows how involved parents are when their child is using technology. These questions are short, clear, and follow Babbie’s (2014) recommendations for effective survey design.

Previous research highlights why these variables are important. Xiong, Gin, Wang, and Ren (2021) found “significant positive directional effects” between children’s academic achievement and parental involvement. Comer (1992) and Epstein (1985) also stated that “the notion that parents play a key role in children’s educational success has become conventional wisdom.” These findings suggest that what parents do, and how they feel about technology, can have a major influence on how children learn and develop. By keeping the survey design simple, focused, and consistent, this study aims to better understand how parents balance the benefits and risks of technology and how their involvement shapes their children’s media habits and learning experiences at home.

Madeline Fernandez

madeline.fernandezcarias@live.longwood.edu

I would currently like to work in Nort Carolina or Northern Virginia. I am aspiring to be a physician assistant or anesthesiology assistant.

In survey research, several best practices should be followed to ensure data quality and reliability. According to Babbie (2014), researchers should make survey items clear, avoid double-barreled questions, and ensure that respondents are both competent and willing to answer. Additionally, it is important to include only relevant questions and avoid negatively biased items or terms that might influence responses. Following these principles helps produce valid and consistent findings.

The dependent variable for my question is the perceived risk of screen time for 3-5-year-olds. The question I’m using to measure my dependent variable is “I see screentime as a risk to your child’s development.” The attributes for this question are a scale of 0-10; 0 represents “not at all,” and 10 represents a “great amount.” 

The independent variable for my question is parental status. The question I’m using to measure my independent variable is “Are you a single parent?” The attributes for my question are “yes,” “no,” and “prefer not to say.”

These are good, well-written questions because they prevent misunderstanding and avoid biases, which can lead participants to interpret questions differently and can unintentionally push participants towards wrong answers. Furthermore, these questions are also well written because they are appropriate for respondents’ knowledge so that their answers are informed. Both questions are uncluttered, contain one question per line, and are in a consistent format (Babbie, 2014).

Works Cited 

Babbie, E. R. (2014). The Basics of Social Research (6th ed.). Wadsworth, Cengage Learning.

The Chrysalis Chamber player will perform on October 20th at 7:30pm in Molnar Recital Hall in the Wygal Building.

Classical trumpeter Mary Elizabeth Bowden is a highly in-demand soloist, praised for “splendid, brilliant” playing (Gramophone Magazine) and her “pure, refined, and warm” tone (American Record Guide). A Gold Medal Global Music Award Winner, Opus Klassik Nominee, and Yamaha Performing Artist, Bowden works diligently to establish a new repertoire for the trumpet through creative, collaborative commissioning projects and award-winning albums.
Bowden’s recent highlights include four world premiere concerti with the Chamber Orchestra of Philadelphia, where she performed Clarice Assad’s Concerto for Trumpet and Orchestra and Shostakovich’s Concerto in C minor for Piano, Trumpet, and String Orchestra; with the Austin Symphony Orchestra in Reena Esmail’s Rosa de Sal and Assad’s Bohemian Queen; and with Oregon’s Rogue Valley Symphony in Henri Tomasi’s Concerto for Trumpet and Orchestra. With the DuPage Symphony, she premiered a new arrangement of Gala Flagello’s Persist and Grace Williams’ Trumpet Concerto. Bowden also toured Vivian Fung and Clarice Assad’s trumpet concertos to the Anchorage Symphony Orchestra, Seattle Metropolitan Chamber Orchestra, Akron Symphony Orchestra, Lexington Philharmonic, and Wichita Falls Symphony Orchestra. She held residencies and masterclasses at The Curtis Institute of Music, Yale University, Oberlin College, Swarthmore College, Domaine Forget, Festival Napa Valley, and Norfolk Chamber Music Festival.
International engagements brought Bowden to the LizBrass Festival in Portugal, Jeju International Wind Ensemble Festival in Korea, Isla Verde Bronces International Brass Festival in Argentina, Festival de Metales del Pacifico in Mexico, and Lieksa Brass Week in Finland. Bowden’s Chrysalis Chamber Players embarked on a U.S. tour of trumpet and string quartet repertoire, presented by Live On Stage, and with Seraph Brass, Bowden released an album of new compositions for brass quintet for Tower Grove Records.
Bowden has released two acclaimed recordings on Summit Records: her debut album, Radiance (featuring new American works), and her second solo album, Rêverie with the Kassia Ensemble. Rêverie was featured as one of the Top Albums of the Year for the Global Music Awards and on Textura Magazine’s Top Ten Classical Albums of the Year. In summer 2024, Bowden released a new solo album with the Chicago Youth Symphony Orchestra made up entirely of trumpet concerti by living composers, out on Cedille Records.
Among her many creative projects, Mary is a founding member and artistic leader of Seraph Brass, an ensemble of America’s top women brass players that was awarded the 2019 American Prize in Chamber Music and has performed around the world. The group’s debut album, Asteria, released on Summit Records, won the Silver Medal Global Music Award.
Mary earned her Bachelor of Music degree from The Curtis Institute of Music, and her Master of Music degree from the Yale School of Music. She is currently Associate Professor of Trumpet at Shenandoah Conservatory.

The performance schedule is as follows:

The Girl with the Flaxen Hair…………………………………Claude Debussy (1862-1917) arr. Rick DeJonge
BWV 972 after Vivaldi’s Violin Concerto RV 230…J.S. Bach (1685-1750) arr. Benjamin Miles/James Stephenson
I. Allegro Moderato
Leyendas: An Andean Walkabout…………………………………………………Gabriela Lena Frank (b.1972)
I. Toyos
IV. Coqueteos
Trumpet Concerto in E-flat Major (Hob. Vlle/1)………………..Joseph Haydn (1732-1809) arr. Benjamin Miles
Intermission
Spitfire…………………..James Stephenson (b. 1969)
Rondo Alla Turca from Piano Sonata no. 11 in A Major, KV 331….W.A. Mozart (1756-1791) arr. DeJonge
String Quartet in G Major…………………………………………………………….Florence Price (1887-1953)
II. Allegro moderato – Allegretto
Variations on Bellini’s Norma………………………………….Jean-Baptiste Arban (1825-1889) arr. DeJonge
Three Browning Songs………………………………………………Amy Beach (1867-1944) arr. Katie Jenkins
I. The Year’s at the Spring
II. Ah, Love, But a Day!
Siete Canciones Populares Españoles……………………….Manuel de Falla (1876-1946) arr. Miles I. El paño moruno V. Nana VII. Polo