Wabash, IN, United States
Wabash, IN, United States

Wabash College is a small, private, liberal arts college for men, located in Crawfordsville, Indiana, United States. Founded in 1832 by several Dartmouth College graduates and Midwestern leaders, Wabash is ranked in the top tier of national liberal arts colleges by U.S. News & World Report. The trustees have consistently rejected calls to institute coeducation, leaving Wabash one of the country's three remaining male-only liberal arts colleges. Wikipedia.

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News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, 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 LearnHowToBecome.org “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: 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.

NEW YORK--(BUSINESS WIRE)--Time Inc.’s (NYSE:TIME) Sports Illustrated Kids has named Tai, Rainn and Brooke Sheppard, of Brooklyn, New York, the 2016 SportsKids of the Year. The Sheppard sisters—aged 11, 10 and 9, respectively—were selected from among thousands of entries for overcoming substantial obstacles to qualify for this year’s AAU Junior Olympic Games and for each individually medaling in track and field events. The sisters appear on the cover of the December issue of Sports Illustrated Kids and are featured in a cover story and special SI Kids video production that spotlights their remarkable optimism and achievement at a time when they have been living with their mother in a two-bedroom unit in a homeless shelter. They are the first set of sisters to win this award and the second set of siblings; brothers Conner and Cayden Long were honored in 2012. The new issue of SI Kids hits newsstands on Monday, November 28, and the new cover and SportsKid feature are available online now at SIKIDS.com/skoty. Tai, Rainn and Brooke Sheppard will be honored alongside their mother, Tonia Handy, at a special SportsKid of the Year event at the Barclays Center in Brooklyn, New York, on December 12. They will also be recognized with the Sports Illustrated 2016 Sportsperson of the Year, the recipient of the 2016 SI Muhammad Ali Legacy Award and other top names in sports at the SI Sportsperson of the Year ceremony to take place at the Barclays Center later that evening. Goldfish® Flavor Blasted® crackers is the presenting sponsor of the SI Kids SportsKid of the Year program. The Sheppard sisters began living in a homeless shelter with their mother after having been evicted from their apartment in September 2015. They began their track and field careers when a babysitter signed them up for a meet in January 2015 as a fun, free activity. After the meet, they were invited to join the Jeuness Track Club and subsequently qualified for the 2016 AAU Junior Olympics in Houston, Texas. Tai ran the 400-, 800- and 80-meter hurdles; Rainn ran the 3,000; and Brooke participated in the 800, 1,500 and high jump. Each girl placed within the top 15 in each event, and Rainn won the 3,000-meter run for the 11-year-old girls’ division. The girls are also heavily involved in activities outside of sports, ranging from chess and book clubs to playing the piano and performing in school plays. "This is such an amazing story. You can’t hear it and not be moved by the dedication that Tai, Rainn and Brooke have shown,” said Mark Bechtel, Managing Editor of Sports Illustrated Kids. “We hear a lot about the obstacles that athletes have to overcome to succeed. But very few have coped with what these sisters—and their mom—have faced. They’ve done it with grace and poise. Their efforts have been phenomenal—and inspiring. For these reasons, and for their accomplishments on the track, the Sheppard sisters are the SportsKids of the Year." The three sisters spoke to SI Kids about their accomplishments and future sports goals: The annual SportsKid of the Year award was introduced in 2007 to recognize exemplary young athletes who excel on the field, in the classroom and in service to their communities. This is the 10th year of the award. In honor of the anniversary, SI Kids has retroactively chosen famous athletes who could have been SportsKid of the Year prior to 2007; see those choices and the mock SI Kids covers featuring LeBron James, Eli Manning, Dominique Dawes, Michelle Wie, Bryce Harper and more here. Past recipients of the SI Kids SportsKid of the Year award include the following: 2015: Reece Whitley (Lafayette Hill, PA)—Whitley is a standout swimmer and 2020 Olympic hopeful who has medaled in Junior Championship meets and made the semifinals of the 2016 Olympic Trials at 16. He was honored for being a role model and mentor for younger swimmers in his community and beyond. 2014: Mo'ne Davis (Philadelphia, PA)—Davis, the honor roll student who became only the fourth girl in history to play in the Little League World Series, the first girl in 75 years to win a game in the Series and the first girl to pitch a shutout, illustrated for the world that no matter age, gender or race, everyone has the ability to make an impact and inspire. Today, Davis continues to pave the road for young female athletes and is outspoken about gender equality and sports. She has turned her sights to basketball and hopes to play in the WNBA someday. 2013: Jack Wellman (Newtown, CT)—While sidelined with a neck injury, this three-sport star uplifted the Newtown community by volunteer coaching the local youth wrestling team in the aftermath of a tragedy that took one of their teammates. Jack is now a wrestler at Newtown High School. 2012: Brothers Conner and Cayden Long (White House, TN)—The elder brother, Conner, competes in youth triathlons side by side with Cayden, who suffers from cerebral palsy. Conner pushes Cayden in a stroller during the run portion of the competition, pulls Cayden in a raft during the swim and in a trailer during the bike race. The two recently helped develop an accessible playground in their hometown, and their mother wrote a book about what Conner and Cayden have taught her. 2011: Noah Flegel (Lighthouse Point, FL)—Flegel, who won the World Wakeboard Association's World Championship, was equally impressive in the classroom and dedicated much of his time to organizing and cooking meals for the homeless in his community. Flegel still competes in wakeboard competitions, and he recently won the 2016 Supra Boats Pro Wakesurf Tour title. 2010: Jessica Aney (Rochester, MN)—Aney became the first female to receive the honor. A two-sport athlete with a perfect academic record, Jessica was one of the top-ranked tennis players nationally in her age group and excelled at an elite level in ice hockey. Aney now plays tennis for the University of North Carolina. 2009: Austin McCarthy (Ludington, MI)—McCarthy scored 430 points with 63 hat tricks in only three years of playing ice hockey. Off the ice, Austin was very involved in his community, working at fundraising events to benefit his local hockey association and to boost interest in hockey among local children. Today, Austin plays hockey for Ludington High School. 2008: Derek Andrews (Buffalo, NY)—Despite suffering from an unknown muscle disorder, Andrews inspired the entire city of Buffalo through his participation in baseball, hockey, soccer, swimming and gymnastics. 2007: Brock Heffron (Chandler, AZ)—Heffron became the International Cycling Union World Champion and the USA Cycling Champion in his age class. Away from the track he was a straight-A student and played on local football and baseball teams. Now, after playing for his high school’s football and baseball teams, Brock is a linebacker for Wabash College. Sports Illustrated Kids, the first sports magazine written for kids ages 8 and up, connects with its readers through their passion for sports. The magazine offers kids the access to athletes and sports information that they want with in-depth reporting, action photography, first-person athlete accounts and other features. The magazine, books and web site sikids.com, promote positive values, good sportsmanship and the fun of reading. Time Inc. (NYSE:TIME) is a leading content company that engages over 150 million consumers every month through our portfolio of premium brands across platforms. By combining our distinctive content with our proprietary data and people-based targeting, we offer highly differentiated end-to-end solutions to marketers across the multimedia landscape. Our influential brands include People, Time, Fortune, Sports Illustrated, InStyle, Real Simple and Southern Living, as well as more than 50 diverse titles in the United Kingdom. Time Inc. has been extending the power of our brands through various acquisitions and investments, including Viant, an advertising technology firm with a specialized people-based marketing platform; The Foundry, Time Inc.’s creative lab and content studio; and the People Entertainment Weekly Network (PEN). The company is also home to celebrated events, such as the Time 100, Fortune Most Powerful Women, People’s Sexiest Man Alive, Sports Illustrated’s Sportsperson of the Year, the Essence Festival and the Food & Wine Classic in Aspen.

Gunther K.L.,Wabash College
Journal of the Optical Society of America A: Optics and Image Science, and Vision | Year: 2014

This study tested two hypotheses: (1) that non-cardinal color mechanisms may be due to individual differences: some subjects have them (or have stronger ones), while other subjects do not; and (2) that non-cardinal mechanisms may be stronger in the isoluminant plane of color space than in the two planes with luminance. Five to six subjects per color plane were tested on three psychophysical paradigms: adaptation, noise masking, and plaid coherence. There were no consistent individual differences in non-cardinal mechanism strength across the three paradigms. In group-averaged data, non-cardinal mechanisms appear to be weaker in the two planes with luminance than in the isoluminant plane. © 2014 Optical Society of America.

Gunther K.L.,Wabash College
Journal of the Optical Society of America A: Optics and Image Science, and Vision | Year: 2014

Cardinal color performance (reddish, greenish, bluish, yellowish, black, and white) has been shown to decline in peripheral viewing. What about non-cardinal color performance (e.g., orange, burgundy, and sky blue)? In visual search, performance on non-cardinal colors matched that of the cardinal colors in the -L ? M-?-S ? -L - M- (isoluminant) color plane (Experiment 1, n - 10, to 30°; Experiment 2, n - 3, to 50°). However, performance in the -L ? M-?-L - M- and -S ? -L - M-?-L - M- color planes was worse for non-cardinal colors, at all eccentricities, even in the fovea. The implications that these results have for the existence of non-cardinal mechanisms in each color plane are discussed. © 2014 Optical Society of America.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 599.70K | Year: 2013

This project is designed to establish the Establishment of a Scholarship Program in Chemistry and Physics with the overall goal of increasing the number of science degrees awarded and broadening participation in the physical sciences. The specific objectives of the project are to:
(a) Expand access to the high quality and proven academic programs in the physical sciences at the college by reducing the financial burden for qualified and motivated students;
(b) Leverage the fact that many students come from backgrounds and regions where participation in the scientific enterprise is low;
(c) Engage prospective science students in the scientific research process early in their college career through pre-enrollment internships, an innovative research-focused freshman seminar course, and subsequent immersion in the culture of scientific research;
(d) Develop a robust community of science scholars using multiple mentoring models that involve student peers, faculty, staff and alumni; and
(e) Provide learning experiences that represent the best aspects of the scientific community.

Intellectual Merit: Scholarships are being awarded annually to highly-capable and motivated college students pursuing degrees in chemistry and physics. Strategies being utilized include an early immersion in faculty mentored undergraduate research, formation of a community among the scholars, and frequent, quality interactions with science faculty to provide both one-on-one tutoring and referral to the extensive set of programs that the college has developed to aid students in their transition to college, to retain them as students, and to assure their success in their chosen course of study. Faculty members are working closely with admissions staff to market the program, identify prospective scholars, and bring them to campus for pre-admission events. First-year scholars arrive on campus the week before their classmates to begin a comprehensive first-year program that includes academic support, professional development, and research opportunities. Scholars are sharing academic experiences through common sections of Chemistry, Physics, Mathematics, and English, as well as their own section of the first-year seminar course called the Freshman Tutorial. In this tutorial section scholars are exploring a science-related topic that includes a laboratory/experiential component focused on a shared research problem from the laboratories of the faculty. Support services that are being made available to the students include one-on-one tutoring, participation in mentoring networks developed specifically for these students, and biweekly lunches with science faculty and advanced students to discuss issues related to career development, the practice of science, ethics, and other topics. Faculty members are continuing to mentor these students throughout their four year experience and are coordinating with the career development staff as these students seek internships, apply to graduate programs, and seek employment.

Broader Impacts: This program is broadening participation by underrepresented groups and providing a diverse group of students access to and guidance through the high quality physical sciences programs at the college that have historically been among the top producers in the nation of students that go on to earn Ph.D. degrees.

Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 347.11K | Year: 2014

Wabash College has a strong history of educating undergraduates in STEM disciplines, and for decades the college has been highly ranked among baccalaureate institutions in originating PhD recipients in the physical sciences. In order to provide the highest-quality research and scholarship opportunities for the next generation of scientists, high-performance data networks are essential to support transfer of large data sets, as well as high-speed access to remote instruments and collaborators.

This project improves the campus cyberinfrastructure at Wabash College in three areas to support increased demand by researchers, both across campus and beyond: 1) it increases Wabashs connection to Internet2 and other national research networks from 1Gbps to 10Gbps via Indianas regional network provider, I-Light; 2) it increases the connection speed from the network core to the campus science buildings to 10Gbps and provides redundant network paths to those buildings; and 3) the new 10Gbps-capable Science DMZ ensures unimpeded high-performance data transfer for researchers across the regional and national research networks.

These infrastructure improvements significantly increase data transfer rates and network reliability for Wabashs science research network, benefitting all researchers and students in STEM disciplines at the College. They address immediate research needs for projects in physics, chemistry, biochemistry, biology, and mathematics, including work at the National Superconducting Cyclotron Laboratory (NSCL), and with the Midwest Undergraduate Computational Chemistry Consortium (MU3C).

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 208.95K | Year: 2015

Providing undergraduate chemistry students with opportunities to acquire effective science communication skills is an important component of science education for the twenty-first century. Scientists encounter a variety of audiences with which they must communicate, including peer disciplinary experts, scientists from disciplines other than their own and the general public audience. Current research in the field of science communication identifies several types of methods by which the interchange of information occurs and suggests that broadening the exchange of ideas between experts and the public is a valuable pursuit. Yet undergraduate science programs rarely include meaningful opportunities for students to learn how to communicate highly technical information to others, especially to non-scientific members of the public. This project will provide robust education in science communication by incorporating innovative activities throughout the undergraduate chemistry curriculum at Wabash College. For students majoring in chemistry, the activities will include communicating laboratory results in a clear and effectual manner, translating scientific data for a general audience and encouraging broad discussion of science-related news items, innovations and public policy issues. For non-major chemistry students, activities will be designed to demonstrate how to incorporate scientific evidence into public decision-making about issues such as energy policy and the use of genetically modified organisms. Integrating effective communication skills into the science curriculum has the potential to impact how educators think about science education, preparing students for the challenges they will face after graduation. As they enter the workforce, regardless of their career path, science graduates will be required to communicate scientific principles, concepts and results to clients, patients, members of teams of collaborators, investors and many more audiences. In the public sphere, they will be faced with countless conversations with non-scientists about policies related to science and technology, issues of health and safety and actions that affect society as a whole. This interdisciplinary science communication approach of this project spans the entire chemistry curriculum and will develop valuable skills in students to create well-rounded citizen-scientists who can competently serve as leaders for their communities and their governments in the future.

The overarching focus of the project is to build capacity in students and their professors to create learning environments that will ultimately empower students to understand, interpret and explain complex scientific matters competently, which will ultimately facilitate effective communication with both scientific peers and the general public. The primary goals of this project are: (1) to develop innovative curriculum-based modules that cultivate science communication skills in Wabash College Chemistry majors and minors; (2) to increase the abilities of non-science majors to understand the importance of scientific research and evidence in personal and public decision making; and (3) to encourage faculty development in science communication education. Project activities will include providing students early in the curriculum with exposure to the language of chemical research. More advanced undergraduates will engage in translational science communication activities, public presentations of scientific news items and will receive guidance via evaluation of oral communication through senior comprehensive examinations. Faculty professional development will be achieved through a series of summer workshops for Wabash College Chemistry faculty and chemistry faculty members from a diverse group of other institutions, including two-year colleges. Additionally, materials and outcomes generated by the project will be disseminated through conferences and workshops to encourage and equip other faculty to integrate science communication into their curricula. To evaluate the activities, the project will use pre- and post-surveys that incorporate quantitative and qualitative measures to assess items such as self-reported learning gains and the ways students and/or faculty conceptualize science communication.

Agency: NSF | Branch: Standard Grant | Program: | Phase: Molecular Biophysics | Award Amount: 511.55K | Year: 2015

Title: RUI: Atomistic Modeling of Membrane Proteins

Many proteins carry out their function within the environment of the cellular membrane. In this project, the investigator will use computer modeling to examine the effect of lipids on the structure and interactions of proteins contained within the cellular membrane. The membrane protein that will be the focus of this work is Rhodopsin, the protein involved in the first steps of the vision process and one that serves as a model for an important class of membrane proteins. Undergraduate students will be trained in this project. In addition to learning computer simulation methods, students will present their results to the campus community and at national and regional scientific meetings. These presentations will prepare them for careers as scientific researchers and will demonstrate exciting opportunities available to prospective science majors. All science majors at the institution will be impacted during undergraduate instruction through the transfer of molecular modeling techniques from the research laboratory to the chemistry curriculum.

The primary research tool for this investigation is molecular dynamics (MD) computer simulation. Specific projects include: (1) studies of lipid mediated protein-protein interaction as a function of lipid type with a focus on polyunsaturation, (2) characterization of the annulus of lipids associated with transmembrane proteins in terms of structural, dynamic, and thermodynamic parameters, (3) investigation of retinal-opsin interactions as a function of the Rhodopsin photocycle to understand the extent of reciprocal control between protein and ligand, and (4) refinement of the CHARMM force field for modified retinal ligands to support investigations of their role as agonists. This project is jointly funded by the Molecular Biophysics Cluster in the Division of Molecular and Cellular Biosciences in the Directorate for Biological Sciences and the Chemical Theory, Models and Computational Methods Program in the Division of Chemistry in the Directorate of Mathematical and Physical Sciences.

Agency: NSF | Branch: Standard Grant | Program: | Phase: COMPUTATIONAL MATHEMATICS | Award Amount: 112.90K | Year: 2012

The overall effectiveness of numerical methods for partial differential equations may be severely limited by solutions that lack smoothness on a relatively small subset of the domain. Problems may have singularities induced by the geometry of the domain; convection dominated regimes may result in interior or boundary layers; discontinuous material coefficients can cause sharp gradients; or solutions may blow up at interior points when operator coefficients are singular or degenerate. This project proposes a systematic study of weighted finite element methods where standard norms and inner products are replaced with weighted norms and inner products. In the least-squares finite element setting, these weight functions serve to redefine the metric under which the error is minimized and, as such, the relative accuracy of the numerical solution can be balanced throughout the domain in an optimal way. For some problems, the right choice of weights can recover convergence where the analogous nonweighted case does not converge and, in other problems, convergence rates are enhanced by an appropriate set of weights. This project will develop robust adaptive methods for a wide class of linear and nonlinear problems, where the weights are chosen from coarse scale problems within a mesh refinement strategy.

The efficient numerical solution of partial differential equations is of great importance throughout the applied sciences. Finite element methods constitute a popular and flexible approach to solving a wide range of problems, and the development of robust, accurate, and efficient finite element algorithms is in high demand for applications including mechanics of deformable solids, fluid flow, transport, and electromagnetics. This project aims to develop a new class of adaptive finite element methods that are motivated by the success of weighted-norm least squares methods and adaptive mesh refinement algorithms. Robust adaptive algorithms allow for better numerical simulations by focusing computational resources on the most challenging aspects of the problem, increasing overall accuracy and decreasing computational time. In models of glacier flow, for example, regions of the ice near the surface and the ground require more resolution than the majority of the interior ice, and accurate models must be able to allocate the computational work in an optimal way. Successful results from this project will enhance the current understanding of how adaptive algorithms can be designed to evolve optimally from coarse scale approximations.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 127.92K | Year: 2012

This project develops and evaluates the effectiveness of two interventions on strengthening student understanding of prerequisite knowledge required for learning biochemistry and integrating this understanding into new knowledge gained. The two interventions are: (1) pre-class activities that review prerequisite material and (2) process-oriented guided inquiry case studies that incorporate both new and review materials to strengthen the understanding of prerequisite knowledge and to integrate new knowledge. Cognitive neuroscience and science education studies demonstrate that students retain less than half of the material presented in class. Developments in learning theory show that regularly recalling previously learned concepts reinforces connections and conceptual understanding. These two interventions to enhance student learning and critical thinking are implemented sequentially so that their separate effects can be determined. Their effects will be evaluated through pre- and post-testing of prerequisite concepts, conceptual questions embedded on unit exams, and surveys of students self-evaluation of understanding. Long term retention is assessed on comprehensive exams given a year later. This work impacts educational delivery strategies, including textbook organization and classroom delivery methods.

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