BVBridget Vincent

Bridget Vincent

*This is an algorithmically generated author record based on publicly available information.

Current Organizations / Institutes

The organizations/institutes from the scholar's latest article


Bridget Vincent has a total of 11 co-authors. Here are the top co-authors by number of shared publications:


Latest Publications

  • Open Access

    Fluorescence patterns and diversity of hydrozoans from Bocas del Toro, Panama

    by Lara M Beckmann, Bridget A Vincent, Alexandra De León, Jessica Masterman, Emily S Lau, Steven Hd Haddock

    Many metazoans contain molecules capable of fluorescence, the absorption and re-emission of light. Since the anatomical distribution, or patterning, of these molecules is variable across taxa, patterns of fluorescence may serve as a powerful diagnostic tool in taxonomy and ecology. However, species-specific fluorescence patterns among marine invertebrates are poorly understood. Here, we show that hydrozoans have diverse fluorescence patterns, which may result from molecules that are produced intrinsically or obtained from dietary sources. We surveyed hydrozoans including siphonophores, hydromedusae, and hydroids across 5 orders from pelagic and benthic marine environments in Bocas del Toro, Panama. Our findings show that fluorescence patterns are highly prevalent and may vary across hydrozoan species and throughout development. Most of the examined hydrozoan taxa exhibited some form of fluorescence, with variation observed between life stages and body parts. Fluorescence was documented in 88% of hydromedusae (Leptothecata, Anthoathecata, Limnomedusae and Narcomedusae), 50% of hydroid, and 75% of siphonophore taxa that were observed in this study. Our results illustrate how fluorescence patterns may serve as a useful diagnostic tool to explore marine biodiversity, highlighting the need for further documentation of fluorescence patterns across marine diversity and research into the molecules that underlie this phenomenon. Muchos metazoos contienen moléculas capaces de fluorescencia, absorción y reemisión de luz. Dado que la distribución anatómica, o el patrón, de estas moléculas es variable entre taxones, los patrones de fluorescencia pueden servir como una poderosa herramienta diagnóstica en taxonomía y ecología. Sin embargo, los patrones de fluorescencia específicos de especie entre invertebrados marinos están poco comprendidos. Aquí, mostramos que los hidrozoos tienen diversos patrones de fluorescencia, que pueden ser el resultado de moléculas producidas intrínsecamente u obtenidas de fuentes dietéticas. Estudiamos hidrozoos, incluidos sifonóforos, hidromedusas e hidroides, en 5 órdenes de ambientes marinos pelágicos y bentónicos en Bocas del Toro, Panamá. Nuestros hallazgos muestran que los patrones de fluorescencia son muy prevalentes y pueden variar entre especies de hidrozoos y a lo largo del desarrollo. La mayoría de los taxa de hidrozoos examinados exhibieron alguna forma de fluorescencia, con variación observada entre las etapas de vida y las partes del cuerpo. Se documentó fluorescencia en el 88% de las hidromedusas (Leptothecata, Anthoathecata, Limnomedusae y Narcomedusae), el 50% de los hidroides y el 75% de los sifonóforos que se observaron en este estudio. Nuestros resultados ilustran cómo los patrones de fluorescencia pueden servir como una herramienta diagnóstica útil para explorar la biodiversidad marina, resaltando la necesidad de una mayor documentación de los patrones de fluorescencia en la diversidad marina y de investigar las moléculas que subyacen a este fenómeno.


  • Open Access

    Excluded Identity Retention in STEM: A Roadmap for Inclusive Undergraduate Research Symposia

    by Madison Heard, Caitlin Nordheim, Cheyenne McKinley, Zoe Zilz, Victoria Jones, Bridget Vincent, Eleanor Caves

    Undergraduates make up a critical portion of STEM research workers at universities. However, undergraduate researchers coming from racial, cultural, socioeconomic, gender, or other groups that are historically underrepresented in STEM (i.e., excluded identity [EI]; Bhatti, 2021) often have difficulty accessing professional development opportunities that might encourage them to pursue a career in a STEM field (Barber et al., 2020). To support EI students and increase retention in STEM beyond the undergraduate level, opportunities to build scientific skills should have a low barrier to entry and provide ample training.