Richmond, IN, United States
Richmond, IN, United States

Earlham College is a liberal arts college in Richmond, Indiana. It was founded in 1847 by Quakers and has approximately 1,200 students.In keeping with Friends' belief in equality, everyone addresses each other at Earlham by his or her first name, without the use of titles such as "doctor" or "professor"; likewise, "freshmen" are referred to as "first year ".While Earlham is primarily a residential undergraduate college, it also has two graduate programs — the master of arts in teaching and the master of education — which provide a route for teacher licensure to students with liberal arts undergraduate degrees; there is also an affiliated graduate seminary, the Earlham School of Religion.Earlham College is listed in Loren Pope's book, Colleges That Change Lives, and has produced two Nobel laureates . Wikipedia.

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News Article | April 17, 2017
Site:, a leading resource provider for higher education and career information, has released its list of Indiana’s best colleges for 2017. Of the 46 schools honored, 44 four-year schools made the list with University of Notre Dame, Purdue University, DePauw University, Valparaiso University and Butler University taking the top five spots. Ivy Tech Community College and Ancilla College were also included as the best two-year schools in the state. A list of all schools is included below. “Education can make a huge difference when it comes to the job market,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These schools in Indiana have not only shown a commitment to providing quality degree programs, but also the employment services that contribute to student success as they pursue careers.” To be included on the “Best Colleges in Indiana” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes annual alumni earnings 10 years after entering college, employment and academic services offered, student/teacher ratio, graduation rate and the availability of financial aid. Complete details on each college, their individual scores and the data and methodology used to determine the “Best Colleges in Indiana” list, visit: Indiana’s Best Colleges for 2017 include: Ancilla College Anderson University Ball State University Bethel College-Indiana Butler University Calumet College of Saint Joseph DePauw University Earlham College Franklin College Goshen College Grace College and Theological Seminary Hanover College Huntington University Indiana Institute of Technology Indiana State University Indiana University-Bloomington Indiana University-East Indiana University-Kokomo Indiana University-Northwest Indiana University-Purdue University-Fort Wayne Indiana University-Purdue University-Indianapolis Indiana University-South Bend Indiana University-Southeast Indiana Wesleyan University Ivy Tech Community College Manchester University Marian University Martin University Oakland City University Purdue University-Calumet Campus Purdue University-Main Campus Purdue University-North Central Campus Rose-Hulman Institute of Technology Saint Joseph’s College Saint Mary-of-the-Woods College Saint Mary's College Taylor University Trine University Trine University-Regional/Non-Traditional Campuses University of Evansville University of Indianapolis University of Notre Dame University of Saint Francis-Fort Wayne University of Southern Indiana Valparaiso University Wabash College About Us: 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 has proudly been featured by more than 700 educational institutions.

Linksvayer T.A.,University of Pennsylvania | Busch J.W.,Washington State University | Smith C.R.,Earlham College
BioEssays | Year: 2013

We suggest that supergenes, groups of co-inherited loci, may be involved in a range of intriguing genetic and evolutionary phenomena in insect societies, and may play broad roles in the evolution of cooperation and conflict. Supergenes are central in the evolution of an array of traits including self-incompatibility, mimicry, and sex chromosomes. Recently, researchers identified a large supergene, described as a social chromosome, which controls social organization in the fire ant. This system was previously considered to be a remarkable example of a single gene affecting a complex social trait. We describe how selection may commonly favor reduced recombination and the formation of supergenes for social traits, and once formed, supergenes may strongly influence further evolutionary dynamics within and between lineages. The evolution of supergenes, and even wholly non-recombining genomes, may be particularly common in systems in which genetically distinct lineages can form mutually reinforcing socially parasitic relationships. © 2013 WILEY Periodicals, Inc.

Iverson J.B.,Earlham College | Le M.,National American University | Ingram C.,American Museum of Natural History
Molecular Phylogenetics and Evolution | Year: 2013

The turtle family Kinosternidae comprises 25 living species of mud and musk turtles confined to the New World. Previous attempts to reconstruct a phylogenetic history of the group have employed morphological, isozyme, and limited mitochondrial DNA sequence data, but have not been successful in producing a well-resolved phylogeny. With tissues from every recognized species and most subspecies, we sequenced three mitochondrial (cyt b, 12S, 16S) and three nuclear markers (C mos, RAG1, RAG2). Our analyses revealed the existence of three well-resolved clades within the Kinosterninae (aged >22. mya), only two of which have been named: Sternotherus and Kinosternon. We here describe the third clade as a new genus. The evolutionary relationships among most species were well resolved, although those belonging to the K. scorpioides species group will require more extensive geographic and genetic sampling. Divergence time estimates and ancestral area reconstructions permitted the development of the first rigorous hypothesis of the zoogeographic history of the group, including support for three separate dispersals into South America, at least two of which preceded the closure of the Panamanian portal. © 2013 Elsevier Inc.

Jager G.,University of Tübingen | Rogers J.,Earlham College
Philosophical Transactions of the Royal Society B: Biological Sciences | Year: 2012

The first part of this article gives a brief overview of the four levels of the Chomsky hierarchy, with a special emphasis on context-free and regular languages. It then recapitulates the arguments why neither regular nor context-free grammar is sufficiently expressive to capture all phenomena in the natural language syntax. In the second part, two refinements of the Chomsky hierarchy are reviewed, which are both relevant to the extant research in cognitive science: the mildly context-sensitive languages (which are located between context-free and context-sensitive languages), and the sub-regular hierarchy (which distinguishes several levels of complexity within the class of regular languages). © 2012 The Royal Society.

Reproduction in the red-cheeked mud turtle (Kinosternon scorpioides cruentatum) was studied in southeastern Mexico and Belize (Yucatan Peninsula) on the basis of museum and field-collected specimens. Adult females (mean carapace length CL110 mm) were not significantly larger than adult males (mean CL108 mm). Females matured at 100-105 mm CL and an estimated age of 9-10 years. Annual reproduction by females was apparently continuous for at least 10 months of the year (August-June), with the production of multiple annual clutches (possibly as many as 5) being typical and the number of clutches per year increasing with female size. Eggs exhibit diapause and embryonic estivation and apparently hatch in nature during the wet season (June-August) after up to 9 months in the nest. Modal clutch size was only 2 eggs (mean 2.2; range 1-4), and clutch size increased with female body size. Egg size averaged 31.5 × 16.6 mm and 5.5 g and did not vary with female body size. Relative egg mass (REMmean egg mass×100/body mass-clutch mass) averaged 2.3, was lower in larger clutches, and decreased with increased body size. Relative clutch mass (RCMREM×clutch size) averaged 4.85, similar to that for the sympatric K. creaseri (4.5), the 2 lowest values reported for any studied Kinosternon population. RCM did not vary with female body size or clutch size. Females devote a relatively constant proportion of body mass to each clutch, and increases in reproductive output with size and age are apparently accomplished by increases in clutch size (but not egg size) and clutch frequency. This unusual suite of reproductive traits (small body size, small clutch size, production of up to 5 clutches per year, reduced relative clutch mass, and embryonic diapause and estivation) may have been instrumental in the success of this species at colonizing more of South America than any other Mesoamerican turtle genus or species and in less than 4 million years. © 2010 Chelonian Research Foundation.

Food and food consumption matters in interpersonal interactions. Foods consumed can affect how a person is perceived by others in terms of morality, likeability, and gender. Food consumption can be used as a strategy for gendered presentation, either in terms of what foods are consumed or in the amount of food consumed. Finally, foods themselves are associated with gender. Previous research (Browarnik, 2012; Ruby & Heine, 2011) shows inconsistent patterns in the association between vegetarianism and masculinity. The current research conceptually replicates and extends this research by including the explicit label of vegetarian. The four studies in this article provide increased information about the effects of diet on gendered perceptions. Study 1 shows that vegetarian and omnivorous targets are rated equally in terms of masculinity. Study 2 shows that perceptions of vegetarians and vegans are similar, though comparing this research with past research indicates that perceptions of vegetarians are more variable. Study 3 shows that veganism leads perceptions of decreased masculinity relative to omnivores. Finally, Study 4 tests one possible mechanism for the results of Study 3, that it is the choice to be vegan that impacts perceptions of gender. Implications include increased knowledge about how meatless diets can affect the perceptions of gender in others. Multiple directions for future research are discussed. © 2015 Elsevier Ltd.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 168.74K | Year: 2012

The primary goal of this project is to increase in-class research using data that have local/global relevance, utilize modern technologies and computational approaches, and integrate molecular and organismal biology. Data on the soil bacterial communities present in corn and soy (industrial and organic) agroecosystems are collected using next generation sequencing technology. These data are then used to develop full courses and modules for courses ranging from introductory/core courses (that also serve non-majors) to upper-level electives. In each course, while the hypotheses addressed and the tools used to address them differ in content, they are complementary to each other and illustrate the power of using an interdisciplinary approach to science. For example, students in one course examine community differences in species composition while in another they look at how the communities differ in terms of metabolic pathways. Knowledge surveys are used at the beginning and end of each course. Comparisons within and between courses evaluate changes in student perceptions and learning over the short and long-term. Each module also includes a summative assessment in the form of an analysis of students formal papers or presentations and an evaluation of the students abilities to use the tools involved and to interpret the results they generate.

Intellectual merit: Students exposed to this project have a fresh appreciation of the complexity of the soil biome, especially as they pass through the midwestern landscape dominated by corn and soy. They gain first-hand knowledge of bacterial prevalence, diversity, and importance. They use real DNA sequences to identify organisms, to find out what biological processes are occurring in the soil, and throughout use computer programs to organize, query, and analyze the data. Faculty and students collaborate to write results for publication in peer-reviewed scientific journals. The data are helping to answer such questions as: How do different crops and different agricultural practices influence soil bacterial communities? Are some potentially harmful bacteria facilitated or are important nutrient pathways absent depending on the agroecosystem?

Broader Impacts: The team includes a broad array of faculty, institutions and students so the project acts as a test site for the strength of such breadth. The faculty team for this project includes evolutionary ecologists, molecular biologists, a biochemist, and a computer scientist spread across two institutions, only four miles apart, that have different missions and serve different populations of students. One institution is a residential liberal arts college (Earlham College) and the other a branch of a state university (Indiana University East). The students and faculty at both institutions interact in course preparation, research, and the sharing of results. These interactions expose students to a greater range of faculty and faculty to a greater range of students, as both institutions work together to transform their curricula. The project also increases the ways by which underrepresented groups can participate in research; IU East enrolls a high proportion (~40%) of first-generation college students and the McNair program at Earlham College promotes the involvement of underrepresented groups in research. In addition, most of the course materials are organized as modules that can easily be adopted without a major change in the structure of established courses. The data and modules developed are being made freely available and actively disseminated, via new and already established repositories for teaching resources, and also through presentations at research and teaching workshops and national meetings.

This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts toward Vision and Change in Undergraduate Biology Education.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 347.23K | Year: 2014

This project, CC*IIE Campus Design: Network Infrastructure for Improved Science Discovery and Education, provides a robust, responsive cyber-infrastructure which enables Earlham College science faculty and undergraduate students to engage more effectively and successfully in scientific discovery and education. Earlham is upgrading the cyber-infrastructure backbone connections of its entire Science Complex from 1Gbps to 10Gbps, adding a dedicated network for science research traffic, and correspondingly upgrading its Internet connection to I-Light, the regional optical network provider for higher education institutions in Indiana, providing high-speed access to Internet2. These cyber-infrastructure improvements remove the limitations that have stifled the effective use of data and also significantly improve the transfer of large datasets and the computational research being conducted by STEM faculty using both on-campus and off-campus resources. Research initially benefiting from this project includes collection of microbial DNA from local farm fields and soils covered by glaciers in Iceland, and computational topology calculations to identify potential anti-cancer drugs and classify protein structures.

Earlham College has a long tradition of undergraduate participation in research, both collaboratively with faculty and independently, and all science departments engage students in hands-on research within specific courses in their curricula. This project expands Earlhams ability to advance undergraduate science education specifically in the more effective use of computational resources both on and off campus. It exposes a greater number of undergraduate students to scientific research and discovery through hands-on research projects with faculty and through access to scientific resources and applications available through the research and education networks.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 2 Project | Award Amount: 437.96K | Year: 2012

The goal of this project is to improve student learning in inorganic chemistry on a national scale through design, implementation, evaluation and dissemination of classroom and laboratory activities that incorporate topics in cutting-edge research. Four professional development workshops deepen faculty content knowledge in emerging research topics in materials, bioinorganic chemistry, catalysis, and organometallic chemistry. Workshops are led by pedagogy and discipline experts from a variety of institution types, including leading researchers in these areas. Teaching materials based on the research are produced by workshop participants and reviewed by the expert workshop leaders. Workshop participants join an online community of inorganic chemists and disseminate their work on the Virtual Inorganic Pedagogical Electronic Resources (VIPEr) web site. VIPEr, a platform for collaboration, conversation, and dissemination, is home to more than 550 registered faculty users and serves as a dynamic community for the evaluation and improvement of these materials. Workshop participants and others in the VIPEr community test the learning materials and report student learning outcomes on VIPEr. Virtual versions of the four workshops are also made available on VIPEr.

Agency: NSF | Branch: Continuing grant | Program: | Phase: RSCH EXPER FOR UNDERGRAD SITES | Award Amount: 51.34K | Year: 2016

This REU Site award to the College of Wooster (Wooster, OH), Ohio Wesleyan University (Delaware, OH), Kenyon College (Gambier, OH) and Earlham College (Richmond, IN) will support 16 students for 9 weeks during the summers of 2016-2018. This project is supported by the Division of Biological Infrastructure (DBI) in the Directorate for Biological Sciences (BIO) and the Directorate for Social, Behavioral & Economic Sciences(SBE). The research theme in the broad area of neuroscience include projects such as genetic model systems, neuromodulation, cellular responses to neurotrauma, rodent behavioral assessment, and cognitive and stress neuroscience. Participating labs are located in Biology, Chemistry, and Psychology departments. The diverse student research projects span the biological and social sciences, including gene expression studies during nervous system development in Drosophila, regulation of sodium channel expression in lamprey neurons, the effect of nitric oxide synthase on olfactory neurons in the fleshfly, computational modeling of the microglia-astrocyte-neuron system, and studies of action video games (AVGs) on executive functioning and perceptual ability. All of these projects contribute to important basic and applied research with the AVG project providing a thorough scientific investigation of effects and potential transfer of acquired skills to other contexts using a combined behavioral and psychophysiological approach. Students will participate in a full-time, mentored, team-based research project. A 3-day opening workshop will introduce students to the research theme, development of research plans, and data management. In addition, students will be trained on the responsible conduct of research. Participants will gather weekly either virtually or at one of the participating institutions for research updates, demonstrations, and professional development in writing CVs, attending and presenting at scientific meetings, local outreach, career planning, and applying to graduate programs. Students will present their findings at a research symposium at the conclusion of the program. Housing, a stipend, and meal and travel allowances will be provided. Students will be selected based on their interest in research, academic record, and other factors.

It is anticipated that a total of 48 students, primarily from schools with limited research opportunities, will be trained over a period of 3 years. Students, especially those from groups that are typically underrepresented in science, are encouraged to apply. Students will learn how research is conducted, data analyzed, and results presented to both scientific and public audiences.

A common web-based assessment tool used by all REU programs funded by the Division of Biological Infrastructure (Directorate for Biological Sciences) will be used to determine the effectiveness of the program. Students will be tracked after the program in order to determine their career paths. Students will be asked to respond to an automatic email sent via the NSF reporting system. More information about the program is available at, or by contacting the PI (Dr. Amy Jo Stavnezer at or the co-PI (Dr. Jennifer Yates at

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