Linfield College is an American private institution of higher learning located in McMinnville, Oregon. As a four-year, undergraduate, liberal arts and science college with a campus in Portland, Oregon, it also has an adult degree program located online and in eight communities throughout the state. Linfield Wildcats athletics participates in the NCAA Division III Northwest Conference. There are a combined 2,266 students at Linfield, which employs more than 153 full-time professors at the 195-acre campus. Wikipedia.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has announced the best online colleges and universities in Oregon for 2017. 12 four-year schools made the list, with Oregon State University, University of Oregon, Linfield College—McMinnville Campus, Willamette University and Western Oregon University taking the top five spots. Of the 9 two-year colleges that were also commended, Linn-Benton Community College, Chemeketa Community College, Klamath Community College, Mt. Hood Community College and Southwestern Oregon Community College were recognized as the top five schools. “Some students have scheduling or geographical limitations that prevent them from earning a degree in a traditional classroom setting,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These Oregon schools address those problems by offering online programs that give all students access to high-quality, flexible learning options that suits their unique needs.” To earn a spot on the Community for Accredited Online Schools list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also ranked based on data points such as the availability of financial aid, graduation rates, academic and student services and student/teacher ratios. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Oregon’s Best Online Four-Year Schools for 2017 include the following: Concordia University-Portland Corban University Eastern Oregon University Linfield College-McMinnville Campus Marylhurst University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University University of Oregon Western Oregon University Willamette University Oregon’s Best Online Two-Year Schools for 2017 include the following: Blue Mountain Community College Chemeketa Community College Clackamas Community College Klamath Community College Linn-Benton Community College Mt Hood Community College Portland Community College Southwestern Oregon Community College Tillamook Bay Community College About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of Oregon’s best colleges and universities for 2017. Of the 22 four-year schools that made the list, Willamette University, Linfield College, University of Portland, Pacific University and Lewis & Clark College scored highest. Of the 16 two-year schools that were also included, Southwestern Oregon Community College, Clackamas Community College, Columbia Gorge Community College, Chemeketa Community College and Mt. Hood Community College were the top five schools. A full list of the 38 schools is included below. “The job market in Oregon is rallying, with unemployment recently dropping to a record low,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have proven they provide the education and employment resources that translate into measurable student success after graduation.” To be included on Oregon’s “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional metrics such as career and academic resources, annual alumni earnings 10 years after entering college, financial aid opportunities, student/teacher ratios, and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Oregon” list, visit: The Best Four-Year Colleges in Oregon for 2017 include: Concordia University-Portland Corban University Eastern Oregon University George Fox University Lewis & Clark College Linfield College-McMinnville Campus Marylhurst University Multnomah University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University Pacific Northwest College of Art Pacific University Portland State University Reed College Southern Oregon University University of Oregon University of Portland Warner Pacific College Western Oregon University Willamette University Best Two-Year Colleges in Oregon for 2017 include: Blue Mountain Community College Central Oregon Community College Chemeketa Community College Clackamas Community College Clatsop Community College Columbia Gorge Community College Klamath Community College Lane Community College Linn-Benton Community College Mt Hood Community College Portland Community College Rogue Community College Southwestern Oregon Community College Tillamook Bay Community College Treasure Valley Community College Umpqua Community College About Us: LearnHowtoBecome.org 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 LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | February 15, 2017
Linfield College Online and Continuing Education is offering a new online sustainability certificate program beginning this spring. The college is currently accepting enrollment applications and classes start February 13. Linfield is one of a handful of colleges to offer an online sustainability certificate. The certificate enables students with the necessary knowledge and skills to advance sustainability practices and objectives in businesses large and small, public sector institutions and non-profit organizations. It provides an understanding of sustainability's social, ecological and economic imperatives. It also focuses on practices in waste reduction, renewable energy, alternative transportation, green architecture and landscape design. "Linfield's certificate programs are for adults who want to compete for the high-demand, well-paying jobs that aim to hire well-educated workers," said Laura Brener, director of Linfield’s College Online and Continuing Education program. "Our sustainability program is designed to be completed in less than two years. The courses are entirely online, and unlike other programs, no undergraduate degree or prerequisite courses are required." Employment opportunities that may be available for those earning a sustainability certificate are director of facilities, energy manager, sustainability coordinator, sustainability analyst, farm manager and sustainability outreach specialist. The Online and Continuing Education Program enables students to fit their educational pursuits around current daily schedules. Linfield has been offering online courses for more than 10 years. The program provides students with library and research assistance, IT troubleshooting of computer problems, tutoring services and a personal faculty advisor through graduation. The Linfield Online and Continuing Education program also offers continuing education courses that are designed to enhance the possibility of career advancement through students' increased knowledge and experience. Students can apply for federal loans and grants. However, no scholarships are currently available. For more information on Linfield's certificate of sustainability, prospective students can visit http://www.linfield.edu/dce, call 503-883-2213, or visit 900 SE Baker St., McMinnville, Ore. 97128-6808. Accredited by the Northwest Commission on Colleges and Universities, Linfield College offers a broad range of online courses. The Online and Continuing Education Program enables individuals to earn certificates and degrees away from campus. Each student is provided with tools to pursue studies at home, and are assisted by faculty and staff members committed to advancement regardless of age, nationality, background or academic history.
Killgore G.L.,Linfield College
Physician and Sportsmedicine | Year: 2012
Deep-water running (DWR) is used as an adjunct to training and conditioning, and as an injury-rehabilitation technique. It is important for the physician or sports medicine practitioner to focus on the underlying physics and biomechanics of running in water in order to better produce the desired physiological, metabolic, and psychological outcomes. Deep-water running maximal heart rate and oxygen consumption values have been consistently shown to be lower than those found during treadmill running. However, recent evidence reveals that there is less of a difference between these maximal values relative to treadmill running and DWR with increased DWR experience. Submaximal values have been shown to be strikingly similar. The skill level of DWR technique, psychological comfort, perception of work, muscular recruitment patterns, and running kinematics are all affected by the physics (ie, temperature, buoyancy, hydrostatic pressure, specific gravity, and drag) of running in water. Therefore, the relationship between the biomechanics and the corollary practical physiological indicators of workload found in DWR must be factored into the appropriate prescription of training and conditioning workloads and rehabilitation protocols. © The Physician and Sportsmedicine.
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 83.18K | Year: 2015
An award is made to Linfield College to support biochemical research with undergraduate students in the chemistry and biology departments with the acquisition of a fast purification liquid chromatography (FPLC) system. A research-grade FPLC system will support cross-disciplinary research and training for a diverse group of undergraduate students, especially in the research areas of mitochondrial transcription protein interactions and protein folding patterns. This cutting edge instrument will strengthen the already robust molecular and cellular biology facilities and encourage the recruitment and retention of high quality faculty teacher-scholars, including those from underrepresented groups. The FPLC instrument will also allow for the development of a research-intensive biochemistry course that has at its core fundamental research into the structure and function of proteins. Thus, acquisition of a FPLC system will allow the chemistry and biology departments to support the education and training of students from biology, chemistry, and biochemistry and molecular biology majors in courses and participate in independent research and summer research as part of Linfields Student-Faculty Collaborative Research Program.
This project has two research areas: 1) understanding regulatory mechanisms of mitochondrial transcription, and 2) investigating how distinct protein folding patterns may affect cellular function. Protein purification is essential to the methods of this project, and the FPLC system from this award will allow for the reproducible purification of the proteins of interest. Specifically, this includes mitochondrial proteins involved in transcription which are then used in an in vitro transcription assay, and conformational variants of the cortactin protein analyzed for functionality in an actin polymerization assay. Multiple methods of protein purification chromatography will be used including anion exchange chromatography, size exclusion chromatography, and metal ion affinity chromatography.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 648.56K | Year: 2016
This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will contribute to the national effort to produce more STEM graduates by establishing a cohort of 15 academically strong scholars with demonstrated financial need. The project will build on Linfield Colleges robust interdisciplinary STEM programs, which emphasize experiential learning through a student-centered approach. Scholars will participate in new and existing curricular and extracurricular programs along with the broader STEM student population. Such programs include (a) student-led learning communities organized around intellectual topics, (b) an interdisciplinary science and mathematics seminar, (c) career development, and (d) one-on-one student and faculty mentoring.
The theory of action for this project is based on research that shows that cultivating communities in which students connect to one another while engaging in science can foster their STEM identities and aid in their retention and persistence as STEM majors. Building upon the success of and expanding on a prior interdisciplinary initiative at Linfield, this project will support student collaboration on real-world problems that cross several disciplines through the science and mathematics seminar. The research team has developed a modified version of the Colorado Learning Attitudes in Science Survey to assess students beliefs about the nature of science and the way it is conducted, as well as their attitudes about their own abilities to learn science before and after this intervention. Student interest surveys, participation in project activities, and monitoring of student retention and graduation rates will be performed as part of formative and summative project evaluation. Results from the project will be disseminated via education journals such as the Journal of Higher Education and the Journal of Science Teaching and at national conferences sponsored by Mathematical Association of America, American Chemical Society, and Project Kaleidoscope.
Agency: NSF | Branch: Standard Grant | Program: | Phase: PROJECTS | Award Amount: 49.79K | Year: 2015
Industrial agriculture is heavily dependent on affordable fossil fuels to power every step of the food supply chain - to move water, produce and apply critical inputs (fertilizer, pesticides), cultivate, harvest, process and distribute food and fiber from a diverse array of crops, and finally to power all the steps around preparing and consuming these materials and manageing the resultant waste streams. However, a transition from fossil fuels to other energy sources (e.g. biofuels, solar) may be needed to modify key drivers of climate change. This transition may have serious implications for net energy availability in food-energy-water (FEW) systems. Net energy is the energy that remains after the energy costs of procuring and processing or refining an energy resource are subtracted. There has been insufficient attention to the potentially enormous implications for society of a decline in the net energy available to power systems within the FEW nexus. Additionally, while there may be substitutes for energy-dense fossil fuels, substitutes for water do not exist. Since FEW economic development strategies hinge on water availability, a key focus of research ahead will need to be aimed at understanding how net energy decline may impact water needs in industrial agriculture, especially in the U.S. Effective measures to address these bottlenecks in and enhance sustainability of FEW systems will need to link larger social, political, and economic processes with net energy realities. There is great need to bring social, behavioral, and economic disciplines squarely into research on net energy implications for the FEW system.
Linfield College will host a two and half day conference to examine net energy challenges facing FEW systems and the social, political, and economic dimensions of net energy in the context of FEW systems. Specifically, this workshop will discuss two key elements of the FEW nexus: 1) implications of trends in the net energy available to power food and water systems, and 2) societal challenges stemming from declining net energy working through food systems. This workshop will also identify gaps in current FEW system knowledge, particularly those that emerge from systemic and exogenous factors relating to declining net energy. Workshop participants will include scientists with net energy and complex systems expertise drawn from the social and physical sciences, including: economists, anthropologists, sociologists, political scientists, physicists, chemists, and engineers. This workshop will also include practitioners with applied FEW nexus experience from the US and other countries.
Agency: NSF | Branch: Standard Grant | Program: | Phase: SYMBIOSIS DEF & SELF RECOG | Award Amount: 128.42K | Year: 2016
Intracellular associations between animal hosts and algal symbionts support important ecosystems like coral reefs. Despite the importance of these associations, there is limited understanding of basic aspects about how stable interactions between host and algal partners is achieved. This inhibits our ability to make informed decisions about the management of vulnerable ecosystems. For example, coral reefs experience periodic bleaching events that involve the breakdown of the symbiosis and jeopardize reef health, but the process of bleaching and subsequent recovery of the host are poorly understood. To protect our valuable reef resources, greater understanding of the cellular and genetic cross-talk between symbiotic partners is required. This project will elucidate key components of the conserved genetic regulatory pathways important in host:symbiont exchanges. As changes to ocean environments occur (e.g., increasing average seawater temperatures), it is imperative that details about how hosts support symbiont populations at the cellular and genetic level are fully understood. The project has a diverse suite of planned broader impacts including training of STEM undergraduates, involvement in a pre-college summer bridge program to increase diversity in STEM, partnerships with national leaders in incorporating undergraduate research in community colleges, and high impact community based learning opportunities.
The research will refine understanding of host:symbiont interactions through identification of major-effect symbiosis genes and genetic pathways. The proposed work takes advantage of unique properties of marine and freshwater sponge hosts and their algal partners to identify the molecular, genetic, cellular, and physiological interactions that occur. These properties allow control over the timing of symbiont infection, so that gene expression profiles can be correlated with events involved with symbiont contact, engulfment, recognition, intracellular migration, and repopulation. In a methodologically novel way, the research will create different combinations of hosts and algal partners to explore reasons why particular hosts become suitable habitat for particular symbionts while other hosts cannot support those symbionts. The project will explore how down-regulating gene expression can change dynamics of host:symbiont interactions, and combining field-based experiments, RNAseq, and advanced physiological, microscopic, and molecular tools, the research will identify common regulatory features of those interactions. The results will increase understanding of the habitat requirements of the symbiont, and the ability of the hosts to interact with different partners. The results will also help define the scope of change in the identity of symbiotic partners. In addition to intellectual contributions in the form of publications and presentations, this project will expand educational and research opportunities for pre-college, community college, and undergraduate students, particularly those from underserved backgrounds. The proposal will support high impact practices like course-based research and community-based learning in the context of an undergraduate curriculum, as well as community outreach through a multi-disciplinary faculty learning community and civic-engaged talks.
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 223.18K | Year: 2012
Linfield College requests funding to purchase a Zeiss AxioObserver Z1 inverted fluorescence microscope system. The system enables DIC, phase, and fluorescence microscopy, and includes a motorized body for automated analysis in the x, y, and z planes, an environmental chamber system, and a micro-injection system. This microscope system will be used to enhance the research programs of faculty within the Biology department as well as to enhance the training of undergraduate researchers in the college. The research projects that will be enabled with this instrument include 1.) Deciphering molecular mechanisms of microRNA activity in vivo and determining the roles of specific microRNAs during animal development, 2.) Determining the role of phosphoregulation of proteins in regulating cellular motility in human and Dictyostelium models, and 3) Investigating the role of sponges and sponge-associated bacterial communities on nutrient fluxes in estuarine habitats. Undergraduate students participating in research projects in faculty laboratories and through curriculum-based research projects will use the microscope system to acquire high resolution images of mammalian cells, analysis of GFP reporters and immunofluorescence in Drosophila tissues and cell culture, and fluorescent in situ hybridization assays of bacterial symbionts in sponge. Undergraduates trained on this instrument will include a range of introductory through senior level students, and it is anticipated that research training incorporating this instrument will further enhance students productivity and acceptance into graduate programs.
In the past six years, the Biology Department at Linfield College has undergone a significant period of growth, due to retirements and addition of new faculty lines, resulting in the hiring of five new faculty members. Among these new faculty hires are three faculty whose research includes various applications of fluorescence microscopy. In order to facilitate their research, to increase the productivity of all faculty, and to improve the research experience of undergraduate students in this program, Linfield College requests funds to purchase a Zeiss AxioObserver Z1 Microscope System that will enable faculty and students to generate publication quality images using its fluorescence, DIC, and phase contrast capabilities. The goals in acquiring this instrument are to 1) enable faculty members to collect high quality data, publish their results, and increase competitiveness for future external federal funding to support research programs; 2) enhance the departments work that integrates education and research by providing students with research grade equipment to perform high resolution, quantitative analyses of cells and; 3) provide outstanding research training facilities for undergraduate students in preparation for future research and medically related careers in the biological sciences. The department?s integration of research and education leads to research publications and presentations at national meetings as well as an excellent success rate for students applying to and succeeding in graduate and professional programs at the national level. Approximately 40% of the graduates from the department in the past five years have continued on to graduate or professional programs, and the trend in this pattern is increasing as new faculty establish and maintain their research programs.
News Article | November 2, 2016
Linfield College is excited to announce their new online certificate in Communication and Diversity. This certification aims to teach students effective professional communication skills within a variety of cultural contexts. Offering online courses for over ten years, Linfield College provides convenient, practical courses that students in all fields can utilize. The Communication and Diversity Certificate provides a foundation in personal discourse with an experiential learning opportunity to build their skillset with an internship or community service. Students may also select an elective outside of communication arts that correlates to their individual career path or interests such as Business, Education, or Health Care. Linfield's faculty and staff believe this certificate will offer one of the most important and effective tools for all students. "Increasingly global connectivity in the work environment calls for us to provide our students with an opportunity to hone their communication skills so that misunderstandings and conflicts on the job decrease," said Laura Brener, director of Online and Continuing Education. Linfield's goal is to have a communications program that will benefit almost anyone who is working within diverse populations. Students can advance their careers by developing the proper skills in communicating with individuals from varied backgrounds. Our Online and Continuing Education department provides a learning environment that allows students to succeed, with technical support available at all times as well as online tutoring and academic advising. Prospective students can also apply for financial aid in addition to loans and grants. For more information on the program, visit the website at http://www.linfield.edu/dce. Interested students can also call directly at (503) 883-2213, or visit the Linfield College Online and Continuing Education campus at 900 SE Baker St. in McMinnville, Oregon 97128-6808. Located in the Pacific Northwest, Linfield College is a private, undergraduate institution with an emphasis on teaching and diversity. Linfield College provides its students with numerous online programs and certifications that allow working adults to continue their academic studies and further their careers from anywhere around the globe.