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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.


Ransom T.S.,University of Virginia | Ransom T.S.,Wabash College
Ecology | Year: 2012

In addition to creating or modifying habitat, ecosystem engineers interact with other species as predators, prey, or competitors. The earthworm, Lumbricus terrestris, interacts with the common woodland salamander, Plethodon cinereus, via: (1) ecosystem engineering, by providing burrows that are used as a refuge, (2) direct effects as a prey item, and (3) indirectly, by competing with microinvertebrates, another prey item for P. cinereus. Using enclosures in the forest, I examined the relative strengths of these component pathways between seasons and salamander age classes. I found that the relative strength (partial η2) of the positive direct (trophic) effect of L. terrestris on the change in mass of P. cineresus was greater than that of the negative indirect effect, but only in summer. Positive effects of ecosystem engineering were only evident over the winter as increased adult survival. This research has implications for how habitat provisioning complements more well-studied species interactions, such as competition and predation, within communities. © 2012 by the Ecological Society of America.


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.


Grant
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).


Grant
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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