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SCIENCE and COLLABORATION

Earlhamite THE MAGAZINE OF EARLHAM COLLEGE / WINTER 2014


Earlhamite

THE MAGAZINE OF EARLHAM COLLEGE

DEPARTMENTS 02 20 23 43

54 56 58 62 64

New & Notable Engagements Classnotes and Obituaries Fact Sheet

Earlham School of Religion Sports Focus Faculty Activities Homecoming Photo Collage Last Laugh

Read the latest alumni profiles, submit classnotes, check out upcoming events and more at earlham.edu/alumni.

Editor Jonathan Graham

FEATURES

Class Notes Editor Ellen Blevens Graphic Design Susanna Tanner Contributing Editors Denise Purcell and Brian Zimmerman

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STANLEY RENEWED

THE PRE-HEALTH MINDS ET

BY BRIAN ZIMMERMAN

A $17.6 million renovation has transformed Stanley Hall into a modern hub for collaborative teaching and learning in the sciences.

Associate Vice President for Marketing and Communications Tamara Cissna Vice President for Enrollment and Communication Jonathan Stroud

BY JONATHAN GRAHAM

Earlham’s tradition of exceptional teaching and advising in the sciences is a boon to students pursuing careers in health care.

Vice President for Institutional Advancement Jim McKey ’78 Provost Nelson Bingham Academic Dean Greg Mahler

BE SOCIAL

Winter 2014

President John David Dawson

instagram.com/earlhamcollege1847

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GLOBAL SCIENCE

SCIENCE AND INDUSTRY

BY DENISE PURCELL

BY JONATHAN GRAHAM AND SUSAN MILLER

Biology in Borneo. Chemistry in China. Computer Science in Iceland. The whole world is a laboratory for Earlham students and faculty.

Meet science alumni who have found rewarding positions in industry.

facebook.com/earlhamcollege

twitter.com/earlham1847

Earlhamite magazine is the oldest college alumni magazine in continuous publication in the United States. Today it is published twice a year, in January and July, and continues to follow the statement of purpose that has guided it since its 1873 founding: “a regular messenger going out and bearing tidings of prosperity and vicissitudes of Earlham to its friends and supporters, and bringing all associated here into communication with one another.” Opinions expressed in the magazine are those of the signed contributors and do not necessarily represent the official position of Earlham College. Writers wishing to submit manuscripts to the magazine are encouraged to submit a query letter to the editor first, as space is limited and issues of the magazine are planned months in advance and according to selected themes. Address correspondence to Earlhamite, Marketing and Communications, Earlham College, 801 National Road West, Richmond, IN 47374. Phone: 765-983-1292. Email: grahajo@earlham.edu

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FACILITATING RESEARCH

BY DENISE PURCELL

BY BRIAN ZIMMERMAN

A profile of Richard Nakamura ’68, director of the National Institutes of Health’s Center for Scientific Review.

FIELD WORK

A look at ways that Earlham students and faculty are integrating field experiences into science courses.

Earlham College reaffirms its commitment, in all of its activities and processes, to treat all people equally, without concern for age, gender, sexual orientation, race, nationality or ethic origin.

Earlhamite: The Magazine of Earlham College / Winter 2014

Earlhamite: The Magazine of Earlham College / Winter 2014

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“The entire teaching and learning enterprise at Earlham is based on shared inquiry.”

New & Notable

Scientific Collaboration This issue of Earlhamite magazine celebrates the possibilities and rewards of collaborative inquiry. While this issue is focused on collaborative research in the sciences, it’s important to note that similar collaborative work occurs across the Earlham curriculum in the humanities, the social sciences and the visual and performing arts as well.

Earlham has launched a new comprehensive marketing and branding initiative to support its strategic plan, which includes a $60 million investment in facilities and a greater emphasis on student outcomes. The latest step forward features a “fully present” brand identity that reinforces the College’s four themes of distinction – intellectually challenging, globally engaged, socially concerned and future directed – and strongly articulates its purpose in higher education. The themes are featured prominently on new banners now hanging across campus. “Being fully present means being thoroughly immersed in your learning, being open to others’ opinions and perspectives, and being intentionally direct in your actions,” President David Dawson says. With the new identity comes a dramatic redesign of Earlham’s website, new admissions materials, a revised social media strategy and updated visual identity and messaging. Elements of the College’s new visual presentation are also visible in the pages of the magazine, including new fonts, color palette and a refreshed logo. The initiative aims to help Earlham shape its unique story in compelling and memorable ways. “Earlham College already has a strong reputation as a leading liberal arts college,” Dawson says. “With the launch of this comprehensive branding initiative, we have the external tools to tell our story more effectively.” In developing the branding initiative, the College worked with two national marketing firms. Both firms met extensively with alumni, faculty, and students in order to

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Earlhamite: The Magazine of Earlham College / Winter 2014

learn more about the distinctive qualities of the Earlham community. “In working with our consulting firms we quickly understood that an over-the-top marketing campaign would not serve the College well,” says Jonathan Stroud, vice president for enrollment and marketing. “We are confident that Earlham’s brand expression captures the essence and richness of this special academic community.” The College’s strategic plan is aimed to help students navigate their ways toward future vocations and careers. All the elements of the plan emphasize the interconnection of a broad-based liberal arts education and timely career preparation that positions graduates for their initial career steps. Earlham recently launched the Center for Integrated Learning to meet that need. Through the Center’s programs, all Earlham students will benefit from expanded opportunities to experience opportunities for community service, internships, project-based learning, off-campus study and social entrepreneurship. The brand launch occurred in the days leading up to Homecoming Weekend, when the College celebrated the completion of renovations to Tyler and Stanley halls. Tyler Hall is Earlham’s new welcome center, combining the admissions, financial aid and marketing and communications operations of the College.

The stories in this issue prompt me to wonder: What is it about asking questions together, rather than asking them alone, that makes collaborative inquiry so productive?

a research site on another continent, or even around a conference room table, Earlhamites are constantly observing and inquiring together and reckoning with alternate interpretations. This spirit of collaboration helps each of us to resist our inclination to reduce the world to the limits of our own imaginations. Through interactions with our colleagues, we discover again and again that reality is bigger, richer, and more complex than our individual perceptions and interpretations could ever hope to grasp. When we explore with others, we have a better chance to produce interpretations more adequate to the way things actually are, rather than just to the way we would personally like them to be. (And please do not send me emails with postmodernist critiques of that last sentence — I do appreciate the “constructedness” of human interpretations. But every time I board a plane, I am personally relieved that scientists agree that the Bernoulli principle — on which the lift generated by my wing depends — is a description of the way things actually are!)

I think one reason is that when several people share a passion to explore something in common, they help one another to remain attentive (our minds like to drift) and avoid premature conclusions (we like to resolve things quickly). Imagine yourself in an art gallery. When you look at the painting alone, there’s just yourself to decide when you’ve seen all that you think matters. But when you look at the painting with others, just when you think you’re done and ready to move on, your friend will say, “Yes, but did you see that small object over there “Through interactions with our in the right corner? What do you colleagues, we discover again think that’s about?” The entire teaching and learning enterprise at Earlham is based on this type of shared inquiry. Whether in the lab, at

and again that reality is bigger, richer, and more complex than our individual perceptions and interpretations could ever hope to grasp.”

In the pages that follow, we celebrate a wide variety of productive collaborations, each symbolic of Earlham’s commitment to intellectual community as the key to generating the kinds of questions that lead to the most significant discoveries. —David Dawson, President

Work at Stanley Hall, the home of the sciences, is expected to continue in future years with a second and third phase of renovations and new construction. To see Earlham’s new website and learn more about the branding initiative, visit earlham.edu. Earlhamite: The Magazine of Earlham College / Winter 2014

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“I hope there never comes a day when talented, caring, globally aware young people are denied the Earlham experience for no reason other than they cannot afford tuition.”

New & Notable

—Fred McClure ’84

vice-learning and faculty-student collaborative learning. On average, students complete about 23,000 hours of service learning annually and 85 percent of faculty collaborate on meaningful research with students. Fundraising for the internship will continue through June 2014.

Accolades from Forbes, U.S. News and World Report and Kiplinger’s Personal Finance

Earlham has received accolades from three publications in recent months that reinforce the College’s position as a national leading liberal arts institution. Earlham College was named one of only 40 “Great Schools at a Great Price” in the 2014 U.S. News and World Report rankings of national liberal arts colleges last summer.

Happy Birthday, Landrum

This category, based on academic quality in comparison with the cost of attendance, comprises only institutions with strong overall institutional rankings, including such national liberal arts colleges as Bowdoin, Middlebury, Pomona, Carleton, Wellesley, Vassar and others. Earlham ranked 39th in this list.

During two private events in November — one on campus and one at Sidwell Friends School in Washington, D.C. — Bolling was recognized for his lasting contributions to internationalizing the College and also for his work to achieve peace in the Middle East. Bolling served as the College’s president from 1958-73.

The College also ranked 11th among national colleges known for “Best Undergraduate Teaching;” fifth among national liberal arts colleges for the largest percentage of international students on campus; and 65th overall.

Earlham College celebrated yet another milestone in the life of President Emeritus Landrum Bolling: His 100th birthday.

Both events were organized with help from the Bolling family, and MercyCorps, the international humanitarian assistance agency with which Bolling remains actively involved. Friends not attending the events can send greetings to Bolling at 914 19th St. South, Arlington VA 22202. The Class of 1963, which recently celebrated its 50th reunion, is leading the charge to raise $250,000 for an endowed internship for students interested in international or peace studies. An anonymous donor has already agreed to match, dollar-for-dollar, any gift made to the College to support the endowed internship, for up to $100,000. The internships will be managed by the Center for Integrated Learning, the College’s hub for experiential learning, which includes internships, and opportunities for ser-

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Earlhamite: The Magazine of Earlham College / Winter 2014

Much like U.S. News, Kiplinger’s Personal Finance also included Earlham in their list of the Top 100 private colleges nationwide that provide high-quality academics at a reasonable cost. “These distinctions reinforce Earlham’s standing as a national leader in liberal arts education,” Earlham President David Dawson says. “We pay careful attention to the concerns of students and parents about college costs, and this recognition verifies that we are on track in offering the essential benefits of a liberal arts education with a valued approach.” According to Kiplinger’s, Earlham exemplifies the attributes parents and students look for in higher education, including small class sizes, a good freshman retention rate and a high four-year graduation rate. Kiplinger’s criteria include the student admission rate (the number of students accepted out of those who apply),

the test scores of incoming freshmen, the ratio of students to faculty members, and the four- and five-year graduation rates. On the cost side, Kiplinger’s measures the sticker price, the availability and average amount of need-based and merit-based financial aid, and the average student debt at graduation. Also last summer, Earlham was named one of the top 150 colleges in the country in Forbes’ annual ranking of “America’s Best Colleges.” Of the approximately 4,000 colleges in the United States, Forbes ranked 650 colleges. Earlham is ranked No. 146 among all private and public colleges and universities. According to Forbes, these rankings measure return on investment. Consequently, schools with impressive “outputs” rank well. “Our sights are set directly on ROI: What are students getting out of college?” Colleges are scored on measures of post-graduate success, student satisfaction, graduation rates, student debt levels and national recognition. In recent years, Earlham College has redoubled its focus surrounding return on investment. A key emphasis of the College’s new strategic plan is strengthening the connection of a liberal arts education and career preparation. A newly created Earlham Center for Integrated Learning will provide students expanded opportunities for experiential, community-based learning including service, internships, community-based research, project-based learning, off-campus study and social entrepreneurship.

Alumni meet “100 for 100 Challenge”

Alumni recently met a challenge issued by Trustee Fred McClure ’84 and raised more than $205,000 — largely donors giving their first significant gifts to the College’s Annual Fund. McClure says the challenge was motivated by his desire to assure that other students will benefit from an Earlham education as he has. “I hope that there never comes a day when talented, caring, globally aware young people are denied the Earlham experience for no reason other than they cannot afford the tuition,” says McClure. “I believe that those of us who benefitted from the College’s teaching, nurturing and support owe it to the generations to come to ensure that a well-funded Earlham Fund will always be available to answer the call.

We owe that duty not just to future students, we also owe it to ourselves.” Last June, McClure promised $100,000 to Earlham if 100 new donors joined the President’s Circle — a group of philanthropists who give $1500 or more to the annual fund. Alumni from the last 10 years can join the President’s Circle with gifts of $500 or more. Known as the “100 for 100 Challenge,” the initiative eventually attracted 143 donors, including 10 young alumni from the classes of 2002-12. For McClure, a partner at the law firm DLAPiper, providing financial support to Earlham is highly personal, since financial aid made it possible for him to attend the College.

$1.1M gift to benefit new Center for the Visual and Performing Arts

Paul and Pat Lingle and the Lingle Family Foundation in Richmond, Ind., have pledged $1.1 million to support the College’s new Center for the Visual and Performing Arts. With this gift, the College will name a recital and rehearsal hall in the building the Lingle Music Hall. President David Dawson announced the gift during a campus event on Aug. 11, which celebrated artistic collaboration in the Richmond community. As part of the program, which was attended by about 100 people, visitors enjoyed an art exhibit in the College’s Leeds Gallery featuring works by two local artists who teach at Indiana University East. The two institutions have collaborated on several art exhibits and poetry readings recently. Dawson says that Lingle’s support underscores the importance of the connections between the College and the surrounding community. Lingle — who is president of three local companies: Lingle Real Estate, Meadow Park, Inc. and Bayberry Development Group — says the decision to support Earlham was an easy one. “I am really impressed with the direction in which Earlham is headed,” says Lingle. “With the extraordinary investment that the College is making in new facilities — from the football and baseball stadiums, to the science building and, of course, the visual and performing arts building — Earlham is saying it is going to be a player in higher education. “Our foundation has focused its philanthropy in three areas: health care, education and the arts. This gift will contribute to two of these areas, and will help Earlham to continue to be a positive presence in our community,” he adds. Earlhamite: The Magazine of Earlham College / Winter 2014

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“We’re reaching out to China to expand Asian studies into areas where faculty and student interest have grown.”

New & Notable Team places 2nd in Chemistry competition

Earlham College seniors Emily Pavlovic, Steve Hornak and Jiqiao Shi won second place in the “Chemistry in Motion Challenge” sponsored last semester by the American Chemical Society (ACS),during its annual meeting in Indianapolis. As part of the second-place prize package, the three students got to go for a ride in an Indy racecar driven by an Indy 500 driver at the Indianapolis Motor Speedway. The Challenge encouraged chemistry students at U.S. colleges and universities to present research and compete with one another for points to win prize packages that included laps and photos with Indy car drivers. The three Earlham students were randomly selected from the College’s team, which is composed of five faculty research advisors: Kalani Seu, Mark Stocksdale, Lori Watson, Michael Deibel and Corinne Deibel, as well as eight student presenters: Hornak, Colton Miller ’14, Pavlovic, Shi, Michael Nsoesie ’14, Diana Ainembabazi ’14, Chinwude Nwana ’16, and Elizabeth Harper ’15.

Alumni Council Funds collaborative science in Iceland The newly established Alumni Council Fund for Faculty Scholarship and Innovation will allow an Earlham group to continue defining experiential learning in Iceland.

Earlier this year Professor of Computer Science Charlie Peck ’84 and a group of students designed and built the hardware and software for scientists to take geocoded soil and water samples for microbial DNA analysis. In July, members of Earlham’s group joined the scientists and spent a month in Iceland taking samples from fjords, glaciers, volcanoes, waterfalls, caves, geysers and lagoons. “The Iceland project is an excellent example of faculty-student collaboration,” says Alumni Council member Melissa Moye ’84, who serves as Chief Investment Officer for the Maryland State Retirement and Pension System. “And, it is exactly what the Alumni Council Fund is designed to promote.” Alumni Council is the advisory body to the College on behalf of the Earlham Alumni Association. Currently, 34 members meet on campus twice each year to focus on programs and communications to strengthen the relationship between Earlham and its alumni and friends and to advance the interest and needs of the College.

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Earlhamite: The Magazine of Earlham College / Winter 2014

“Earlham is encouraging a 10-year mindset among students and educators to move students into a post-graduation world,” Moye explains. “Hands-on research experience alongside mentoring faculty can give students and graduates a sense of direction and know-how that is valued and needed in the world. We, as alumni, find it exciting to be a part of collaborative research projects that are helping to define Earlham’s contribution to a better world.”

cluding David Shear ’75, U.S. Ambassador to Vietnam, and Richard Emmert ’72, one of the world’s leading experts on Noh Theatre.

Earlham delegation visits Asia to celebrate 50th anniversary of Japan Study Program

“What’s unique about this program is that it is comprehensive,” he says. “Students, faculty and administrators travel in both directions to experience and learn from each other’s educational system.” Earlham, for example, is currently hosting Waseda administrator Nobuku Shinno for fall semester 2013 and will welcome five faculty members for a one-month professional development program.

President David Dawson and Vice President for Institutional Advancement Jim McKey ’78 visited Tokyo, Hong Kong and Shanghai as part of the trip. Director and Professor of Japanese Studies Gary DeCoker and President Emeritus Dick Wood, who was involved in the early years of the Japan program, joined them in Tokyo.

Board of Trustees member Gerry Cooper ’66, whose business is in China, joined Dawson and McKey for the China portion of the trip. Cooper also sponsors an internship for an Earlham student each summer.

Earlham sent a delegation to Asia in late October to celebrate the 50th anniversary of its Japan Study Program and to strengthen the campus’ connections to China.

“Since the 1960s, other colleges have looked at us as a model for our longstanding programs in Japan,” Dawson says. “We’re reaching out to China to expand Asian studies into areas where faculty and student interest have grown.” On Oct. 25, the delegation attended the 50th anniversary celebration at Earlham’s partner institution, Waseda University, one of Japan’s premier private universities in Tokyo with an enrollment of about 40,000 undergraduate students. As part of the anniversary, Earlham and Waseda agreed to establish a new dual-degree program that will provide unprecedented opportunities for students at both institutions. Although Waseda has a number of dual-degree programs in East Asia, the partnership with Earlham’s Japan Study Program will be the first such undergraduate dual-degree program they have with an institution in the United States. Many alumni have pursued careers focused on Asia, in-

“A lot of people consider their participation in our study abroad program a very significant part of their education and of their life when they look back on it,” DeCoker says. “It’s really a milestone, a transformative event for them.

In Hong Kong, they visited with donors who are helping to fund the teaching of Chinese at Earlham. They also visited the Li Po Chun United World College to recruit international students. In Shanghai, they visited with an official from the Indiana Economic Development Corporation to make connections for student internship opportunities in Shanghai and Taipei, Taiwan. They also visited an international school for recruitment.

Alumni Council news

The Earlham Alumni Council welcomed 11 new members during its fall meeting that coincided with Homecoming Weekend. They are Kirk Bixler ’89, Amy Efland ’94, Sarah Hernandez ’88, Sue McNaughton ’88, Mari Meyer ’07, Mark Napier ’91, Mandi Rice ’10, Randall Shrock ’68, Alizabeth Smith ’90, Donnie Smith ’11 and Bryan Sorrows ’87. The Council announced the first endowed grant from the new Alumni Council Fund for Faculty Scholarship and Innovation. The grant will fund continuation of a faculty-student research project in Iceland led by Professor of Computer Science Charlie Peck ’84.

fellowship and discussions on career planning and prospects. Students came well-prepared with questions, and were encouraged to meet with as many alumni as possible in a modified “speed-dating” format. The Council also discussed the ongoing process of changing the campus smoking policy with student Jelena “Anna” Juras ‘15 of the Campus Life Advisory Committee. During the Council’s fall meeting in 2012, it took the position that Earlham should become a tobacco-free campus.

$1 million grant from Lilly Endowment Inc.

Earlham has received a $1 million grant from Lilly Endowment Inc. to create new opportunities for high-impact student learning in partnership with 30 organizations across Indiana. The funding is designed to keep graduates in Indiana, and will assist our “Indiana Pathways” program in bringing together experiential learning and the liberal arts to build bridges for students from college to career. With this grant, Earlham is positioned to provide students with opportunities to engage with professionals from across Indiana that will allow for real-world discovery of wide-ranging career paths. Locally, the College will partner with Reid Hospital, Cope Environmental Center, the Wayne County Foundation and other organizations. Outside of Richmond, the College will partner with Riley Hospital for Children, Conner Prairie Interactive History Park, The Nature Conservancy, Patriot Engineering and Environmental, Inc., Hoosier Environmental Council, the Indianapolis Museum of Art, and other businesses, government and non-profit agencies. As part of the program, interns will receive pre- and post-internship training. Faculty grants will also supply short-term experiences with our Indiana partners that will help them promote career opportunities for students. Earlham students will also be given opportunities to pursue projects at the new Indiana University School of Public Health and engage with local technology entrepreneurs and others in the state interested in social entrepreneurship.

“As alumni, we enjoy supported projects of this type” said Council member Melissa Moye ’84. The Council’s annual Alumni Connections Social brought 35 alumni and 125 students together for an evening of food,

Earlhamite: The Magazine of Earlham College / Winter 2014

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Stanley Hall

Written by Brian Zimmerman Photo by Stephen Allen

Above: Associate Professor of Chemistry Lori Watson (second from right) with students in a lab in Stanley Hall.

SINCE ARRIVING AT EARLHAM COLLEGE nine years ago, Associate Professor of Biology Peter Blair never had to deny eligible students from taking his classes. Then this fall, 43 students signed up for his BIOL461: Microbiology class, or about 20 too many to comply with federal regulations for safety. “I’ve never put a cap on a class before because I’ve never had to worry,” Blair says. “I had to do the unfortunate task of saying, ‘no,’ to students for an upper-level class that has prerequisites and meets at 8:00 a.m.” Blair doesn’t take the growing interest in the class as a sign of his budding celebrity. Rather, he says, it’s a nod to both Earlham’s high-quality science program and the enthusiasm generated by the renovation to Stanley Hall that was completed last summer.

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Private donors and a grant from the National Science Foundation-American Recovery and Reinvestment Act funded the $17.6 million project, which has modernized Stanley’s laboratories and created unprecedentedEarlhamite: opportunities for collaboration between students and faculty across scientific disciplines. The Magazine of Earlham College / Winter 2014

“I remember my early tours of the building as a candidate for this job,” Blair says. “I kept thinking, ‘this is just OK.’ I knew there was great teaching going on here, but the labs were modest and the infrastructure was outdated. But because I knew about Earlham’s reputation as a great teaching institution, I was thrilled at the opportunity to join the Earlham community.” Renovations were completed last summer after two years of work to rehab the 45,000 square-foot building built in 1972 and named for Earlham’s Nobel Prize-winning graduate Wendell Stanley ’26. In 1946, Stanley won the Nobel Prize in Chemistry for crystallizing the tobacco mosaic virus, which led the way toward elucidating the structure of viruses. Today, Stanley Hall has been reconfigured for optimal collaboration between chemistry, biology and biochemistry, which better reflects the way modern science is conducted. “Research neighborhoods,” or labs that are organized by research themes and common function, have been established for analysis, biochemistry, molecular biology, support and synthesis. Earlhamite: The Magazine of Earlham College / Winter 2014

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“Before we just did what we could with what we had,” says biochemistry major Nathan Wallace ’14. “With the addition of this new building, you walk into a room and you say, ‘Wow!’ “Everything is streamlined. We have these brand new lab tables that have gas, air, and a vacuum all built right into it,” he says. “It’s really cool. It allows you to do all of your work in one spot.”

Showcasing the sciences

Professors of Chemistry Mike and Corinne Deibel say Stanley Hall is now a gleaming showcase for current and prospective students, facilities they are also proud to work in. Like Blair, the Deibels say their classes have attracted more interest in recent years, and with the renovations, enrollment could continue to grow. “I think the previous building had many pros and cons,” Mike Deibel says. “Stanley Hall was built with the idea of modularity. There were floors that could come up easily and benches without fixed casework. That all sounds good, but it had functionality issues such as lack of house utilities and it looked very unfinished or temporary.” “Now the building looks very professional,” he says. “We are a place where a lot of exciting science has happened. There’s a lot of great research taking place, grants being awarded and great instrumentation being used. Now we have a building that reflects the science that is being done.” To put it another way, Corinne Deibel says, the old Stanley Hall had a way of transforming even Earlham’s $80,000 inductively coupled plasma atomic emissions spectrometer

into something less than the cutting-edge equipment that it actually is. “The range of instrumentation that students get hands-on experience with at Earlham is really above what a lot of our competitors offer,” she says. “Before, it was hard to showcase that.” Not any longer. Apart from the NSF grant that paid for a portion of Stanley Hall’s remodeling, science faculty have also secured nearly $1 million in active grants that continue to improve the students’ classroom experiences. They include three NSF grant awards secured by Associate Professor of Chemistry Lori Watson ($437,962); Assistant Professor of Biology Chris Smith collaborating with Professor of Computer Science Charlie Peck and Blair ($168,739); and Biology Research Professor John Iverson ($105,232). Iverson’s grant is a sub-award from Iowa State University. Blair also has an active grant from the National Institutes for Health ($200,523). With more reliable equipment and infrastructure, Blair says Stanley Hall allows for more predictable outcomes, too. “I think the biggest impact for me is going to be a confidence that the science we do is more likely to have a successful endpoint,” he says. “We don’t have to worry as much about infrastructural components like power and safety. We have sufficient utilities like vacuum, air and gas, as well as accessible molecular-grade water. “As students go through the pipeline from hypothesis-driven question forming, to conducting the experiments, and data collection and interpretation, they’re going to produce more publishable results.”

A brighter, more open space

Apart from the scientific upgrades, the new Stanley Hall is also markedly brighter. Large windows now surround the exterior of the building allowing for natural light to fill faculty offices, conference rooms and classrooms. The laboratories themselves also have large windows allowing passersby a glimpse into the world of science as it is taking place, including splicing genes, sequencing DNA, and heavy metal analysis. The open atmosphere has other practical purposes, too. “Before, if the door to the lab was shut you would have no idea if someone was in there,” Mike Deibel says. “This helps with prospective students and even current students who can see a biochemistry lab taking place. They can see an advanced laboratory of some kind. “It’s forming connections between the different levels of students at Earlham so they see not only where they are but can envision where they are going to be,” he says. “It serves as a motivator. It’s like, ‘wow, I could be doing something like that if I keep doing well in my class.’”

Stanley Hall’s transformation continues

Stanley Hall will continue to evolve in the future. Construction is planned for early 2014 to build a three-story addition to the west end of Stanley Hall that will house mathematics, physics, computer science, Wildman Library, social spaces and the Science Center for Integrative Learning (SCIL). Construction is expected to be complete in August 2015. A third phase, which is still being planned, would bring geology into the mix and showcase the Joseph Moore Museum, along with providing a large lecture hall and rooftop research areas, including a rooftop greenhouse. Wallace says he believes prospective students are taking notice of Stanley Hall and its future. As a student-worker for the College’s Admissions department, he emphasizes the future of the science division when he gives campus tours.

Photo by Susanna Tanner

“I really think Earlham is heading in the right direction in terms of student recruitment,” he says. “ “I tell students, ‘you see the development and where they’re headed. You’re in a good place.’”

LEED CERTIFIED Stanley Hall is expected to achieve Gold-level Leadership in Energy & Environmental Design (LEED) certification from the U.S. Green Building Council, Earlham Director of Facilities Ian Smith says. “It may take a year to 18 months before we get the plaque on the wall, but that’s normal,” Smith says. “We’ve got bragging rights here.” Stanley Hall is the College’s first LEED certified building, the second highest level of LEED certification awarded by the USGBC. The College’s standard is Silver-LEED certification, or one step above basic certification, for all new construction and major renovation, Smith says. LEED recognizes the best-in-class building strategies for environmental sustainability practices. Building projects can earn credits for environmental design, energy and water efficiency, among other sustainable measures. For more information, visit usgbc.org/leed/.

Brian Zimmerman is Earlham’s Director of Media Relations.

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Earlhamite: The Magazine of Earlham College / Winter 2014

Left: Wendy Tori, Assistant Professor of Biology, works with a student in one of the renovated labs in Stanley Hall.

Earlhamite: The Magazine of Earlham College / Winter 2014

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THE PRE-HEALTH MINDSET

A key component of Earlham’s strategic plan is a concerted effort to get students to start planning for careers early on, and pursuing the courses, internships, research experiences and other opportunities necessary to meet their professional and personal goals. This plan builds on longstanding strengths of the College. One area that has long been successful in getting students to plan for future success is pre-health advising. Written by Jonathan Graham Photos by Susanna Tanner

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Broadly prepared

Sean McGuire ’12 wanted a college where he could pursue a pre-med track, study religion, participate in off-campus study and continue running competitively. This would be a very tall order on most campuses, but he did it all at Earlham. McGuire, a biochemistry major who has been offered a full-tuition scholarship to the University of Chicago’s medical school, enjoyed the full range of experiences at Earlham while compiling impeccable credentials to begin a career as a physician. Following his sophomore year, he worked with Professor of Biology Bob Rosenberg Ph.D. on research projects on campus. After his junior year, he earned a National Science Foundation Research Experience for Undergraduates (R.E.U.) placement at the University of Chicago. He took full advantage of Earlham’s liberal arts curriculum, majoring in biochemistry, but also completing a minor in religion. For the past two years, McGuire has worked in a laboratory at the Schepens Eye Research Institute at Massachusetts Eye and Ear Infirmary, a prestigious research facility affiliated with Harvard University where

Earlhamite: The Magazine of Earlham College / Winter 2014

several recent alumni have held positions. McGuire says that his bosses there have told him that they have been happily surprised just how competent and successful Earlham graduates are in a laboratory setting.

that speaks to the wide-ranging support that is available to pre-health students at Earlham,” says McGuire, citing Pat Thomas, his coach in cross-country and track, as an especially important supporter.

a little reluctant to even bring it up, but her focus was to tell me what I need to do to reach my goal. She basically said, ‘let’s see if we can make this work.’”

“Without the help, encouragement, and connections of Earlham faculty, my research experiences would not have been possible.” Says McGuire.

“I still have broad interests, and I think my Earlham experience helped me to see how I can fit things together. After I complete my medical education, I would like to be involved in international work. Earlham helped me grow into the person I wanted to become.”

Laskin is now a second-year medical student at Temple University, studying for her first licensing exams. Last summer, she helped coordinate a medical outreach trip to Honduras, an activity she links to the global engagement she experienced at Earlham. Laskin also credits Earlham for helping her achieve post-graduate success.

McGuire also competed in crosscountry and track while at Earlham, and studied for a semester in India — two things that were priorities for him when he chose a college. “The ability to keep running and the emphasis on off-campus study were two of the things that attracted me. Earlham does allow you to explore things outside your major, and that was important to me when I was looking at schools,” says McGuire, an Indianapolis native. “Being pre-health at Earlham meant having not only a great pre-health committee but also a support system that extended into other fields of study and into athletics. At Earlham, I was able to set new school records in the indoor mile run and distance medley relay (with three teammates). I think

Rising to the challenge

When Ruby Laskin ’08 entered Earlham, she didn’t think she was medschool material. Laskin was interested in science, even though she hadn’t excelled in her high school science classes. Her grandfather, a surgeon, had encouraged her to consider a career in medicine, however, and she was intrigued. So the first time she met with her adviser, Professor of Chemistry Corinne Deibel, Ph.D., Laskin broached the topic of the prehealth path. “Corinne didn’t give me the third degree about my motives or try to talk me out of it,” Laskin recalls. “At first, I was

It did.

Earlham’s excellent teaching and relatively small classes convinced her that she had more ability in the sciences that she had previously believed. She also benefitted from the College’s prehealth career advising program — an offering that is open to alumni as well as current students. In Laskin’s case, four years at the College included an off-campus program at the Philadelphia Center, where she completed an internship at Children’s Hospital of Philadelphia (C.H.O.P.). After graduation, she got a job at the same institution, working for two years as a patient coordinator for a department that studies genetic disease.

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VISUALIZING SUCCESS Left: Victor Anciano ’09, a third -year student at Harvard Medical School.

P

Right: Ruby Laskin ’08, of Temple University School, organzied a medical outreach trip to Honduras last summer.

Professor of Chemistry Michael Deibel, Ph.D., is the primary adviser for pre-health careers. Collaborating with Associate Professor of Biology Peter Blair, Ph.D., and Professor Emeritus of Biology William Harvey, Ph.D., Deibel offers extensive advising and mentoring to students beginning their first year of college, but he often works with students years after they graduate, since many students choose to gain additional credentials and experience before continuing their studies. This Fall, a cuttingedge e-portfolio/advising system called AdviseStream was introduced at Earlham for Pre-Health students, which allows them to create online profiles that chronicle their academic and co-curricular achievements. “The program is really a helpful tool because the system asks for all of the things that graduate programs are looking for. We can help the student see the areas in which they are doing well, and what areas could use additional development,” says Deibel. “The software will help us keep track of our advisees’ progress, and will help students visualize what they will need to do in order to be successful.” Part of the job is managing students’ initial expectations, since not every student who starts at Earlham thinking of a health career will ultimately enter medical, veterinary, dental or other pre-health programs. Additionally, each student who pursues a health care career will take a unique journey through Earlham and beyond. Alumni have found rewarding careers in a wide range of clinical and research settings that are linked to health care, and Earlham faculty endeavor to introduce their students to many options. “The goal is to help students discover what pathway fits best for them.” Deibel notes that many students work for a year or so in a laboratory setting, while others take additional courses after graduating from Earlham. At least one recent graduate sought training as an Emergency Medical Technician before applying to a pre-health graduate program. Another sought advice about the medical school application process more than 15 years after graduating from Earlham. “Our job is to help people envision a variety of possible paths for themselves,” says Deibel. “Part of it is giving them permission to look at various career options. We try to be creative about getting students from point A to point B and encourage them not to skimp on the Earlham experience. I think our program is The Magazine of Earlham College / Winter 2014 a good exampleEarlhamite: of how the ’10-Year Mindset’ will benefit students.”

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She worked with patients and families from all over the country and outside the United States, helping to plan weeklong visits to the hospital, and facilitating communication between families and a range of specialists who consult on these cases. “It was a remarkable experience to work with those patients and physicians. The disease we were working on is very rare, and C.H.O.P. is a world leader in treating it. So for these families, it was really the first time they were receiving direct patient care. That experience helped me to see first-hand that in the medical profession, there is a unique and positive impact you can have on people’s well being that would be hard to find in another profession,” she says. Once she made the decision to apply to medical school, Earlham’s faculty provided significant support. “It’s amazing that [Professor of Chemistry and Pre-Health Adviser] Mike Deibel even took my calls,” she says. “I wasn’t a student anymore, but he was extremely helpful when I needed to create a strategy to make myself an attractive candidate. And when I asked other professors for letters of recommendation, they were very willing to help. “I remember when I got my scores from the first time I took the Medical College Admissions Test, I called Mike at 10 p.m., and he talked to me for an hour. I wasn’t happy with the scores and was trying to decide whether or not I should apply. He helped me come up with a plan to do better the next time. I took the test again the following year, and wound up being a much stronger candidate.”

Harvard, meet Earlham

When Victor Anciano ’09 was

preparing to apply to medical school, his Earlham professors encouraged him to think of prospective schools in two categories: those who know Earlham and those that he could help introduce to Earlham. They put him in touch with recent graduates who were attending schools that interested him, and they assured him they would write strong letters of recommendation to introduce him to programs where the faculty would not be familiar with the College. Anciano, now a third-year student at Harvard Medical School, believes that Earlham was instrumental in helping him get into — and thrive at — one of the top-ranked schools in the country. “They did a great job of showcasing me as a student,” says Anciano. “And obviously, they prepared me to get a good score on my M.C.A.T. and do well at a top school. It was intimidating at first to think about going to a place like Harvard, but Peter Blair and Mike Deibel were very encouraging. They told me I could probably go wherever I wanted.” A native of Venezuela, Anciano was a biochemistry major at Earlham and an all-conference player in soccer. He spent the year after his graduation working in a laboratory at Indiana University’s medical school in Indianapolis. He says his proximity to campus was a definite benefit during the application process. “Peter and Mike were always willing to talk with me when I came back to campus,” he recalls. “One night, Mike even had me over to his house to do a mock interview, to prepare for an interview I had the next day.” As he contemplates a possible future career, he is considering a specialty in orthopedic surgery. He hopes to follow a path that combines research, teach-

ing and clinical practice. In addition to what he is learning in the classroom and clinical settings, he knows that he will draw on a strong network of personal connections.

I think one of the best things about Earlham’s program is that the professors are always available and ready to help. They are willing to interact with students outside the classroom. That aspect of Earlham has really helped me at Harvard.

—Victor Anciano ’09

“I think one of the best things about Earlham’s program is that the professors are always available and ready to help. They are willing to interact with students outside the classroom. That aspect of Earlham has really helped me at Harvard,” says Anciano. “One of my fears was that at a big university like Harvard, I might fall through the cracks. But all the professors and physicians I’ve worked with wanted to get to know me as a person. Earlham helped prepare me to make those connections.” Do you have a story about how an Earlham faculty mentor helped you prepare for career success? Share stories with the editor at grahajo@earlham.edu. Earlhamite: The Magazine of Earlham College / Winter 2014

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G

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BA O L

SCIENCE FOR EARLHAM

students and faculty, collaborative research can happen just about anywhere. Professors and students have participated in research projects in such farflung places as Borneo, China and Iceland. by Denise Purcell

In May a group of Earlham biology and environmental science students will travel for three weeks to Borneo, a region of the world that has for centuries inspired and captured the imagination of explorers and naturalists. Students will spend part of their time in Sukau, a small village where humans strive for a balance between nature and the sustainable use of resources using traditional and technical knowledge. The Earlham students will join a group of scientists in studying the endemic Bornean orangutans, which is listed as endangered. In addition, they will experience and engage in discussions with lead scientists and community leaders about sustainable uses of resources, the creation of forest corridors, and how the community is engaged in the entire process — a grassroots community-based conservation approach. The course title is Borneo: Tropical Ecology, Primates, Conservation and People.

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Earlhamite: The Magazine of Earlham College / Winter 2014

“The particular focus is on primate conservation,” says Assistant Professor of Biology Wendy Tori, program co-leader with Wildman Library Director Jose IgnaEarlhamite: The Magazine of Earlham College / Winter 2014 involving cio Pareja. “We will work with a case study

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Borneo palm oil plantations, which are necessary for the economy of Malaysia but are responsible for the clearing of large expanses of rainforest and the negative effects on biodiversity.” Tori stresses the issue’s complexities. “Conservation is multidisciplinary,” Tori says. “Students will interact with locals, researchers, conservationists, biologists and palm oil farmers to be exposed to different perspectives and see what strategies might be viable. They will experience the complexity of conservation. “Conservation depends on good information to make good decisions, and good decisions take all sides into account. Good viable solutions work not only for today, but they should take into consideration what will happen 10-15 years from now.” Students also will spend 10 days at Danau Girang, a Borneo field station, conducting independent research projects. They also will gain a firsthand cultural experience during five-day homestays in a Muslim village.

“We know where the males are because they have small territories that are stable across years,” Tori explains. “We will have receivers and antennas triangulating the females’ locations so that in the end, we hope to generate a map of where females are or the number of females in this given area. Then we will compare this map with the location of male territories to see if males are settling their territories in areas with higher female densities than expected by chance.”

“We set out to see if students could learn computer science, geology, biology and chemistry in this experiential way,” Peck says. “Many courses have lab components, but in this case it was a lab course with a classroom component. The context raised the stakes for the students. It wasn’t enough to score 80 percent on the test. The gear needed to do what the science required, period.”

Deek says that the experiential learning could not have been duplicated with a similar research experience in the U.S. “First off, the jades are very expensive and date back to the Stone Age or before,” he says. “This research opportunity opened the door for me to learn not only academically, but also culturally. I enjoyed being in China and getting to know their traditions and learning about their lifestyle.”

Wright calls the research trip a “dream opportunity.”

Deek says he gained a different perspective.

Tori says she appreciates the deeper relationships she develops with students during these international research opportunities.

“It was all very breathtaking,” Wright says. “There was plenty of fish and sunlight in a relatively untouched landscape unlike anywhere else. In the 1800s all the trees were cut down on the island for charcoal; the island has not fully recovered and so the landscapes are very open. Fjords and glaciers are still inconceivably huge.”

“Going to a place far away gives you a different perspective,” he says. “I learned how to face challenges with a group of researchers from a different country. This was a good opportunity to interact with Chinese archaeologists and scientists. I was inspired by the amount of care they place on archaeology and how important it is to them. They place a high importance on archaeology and how it reflects their history, ancestors and culture.”

“You have to rely on each other, and this produces a really close relationship,” she says. “You get to know your students in a different way than if they were in one of your classrooms. If you are living in an Amazonian rainforest for a month and you want to play cards, you can either play with yourself or play with members of your research team.”

There’s an App for That

“This will be an eye-opening experience for students, as it was for me,” Tori says. “Water is an issue there because there are no treatment facilities, so they will learn about bucket showers. You don’t know what you have until you experience life without it. This is a wonderful experience from a research and cultural perspective.”

A group of biologists, chemists, and geologists became dependent on a group of Earlham computer science students led by Professor of Computer Science Charlie Peck ’84 recently during a month-long trip to Iceland. The Earlham group designed and built the hardware and software for the scientists to take soil and water samples for microbial DNA analysis. The samples were taken from fjords, glaciers, volcanoes, waterfalls, caves, geysers and lagoons.

Later that summer Tori will travel with four students for five weeks to the Amazonian rainforest of Ecuador to continue collecting data about White-Crowned Manakins. This research is a part of a multi-institutional project that investigates factors influencing male reproductive success and female mate choice in six Manakin species. Tori’s research is part of a Ford/Knight opportunity and will take place at the Tiputini Biodiversity Station.

Ivan Babic ’13 says that typically similar projects utilize different and expensive sensors for each parameter and platform. The group decided the easiest way to significantly reduce cost and complexity was to use one hardware and software platform for all sensors. They chose to use the Nexus 7 tablet, and Tristan Wright ’13 took the lead in developing an Android app Seshat.

Since 2001, Tori has been studying lek mating systems, where adult males gather to dance and sing in elaborate displays for females. Typically, a few males monopolize most of the matings, while other males don’t mate at all. This summer Tori and students will capture female Manakins with mist nets and equip them with tiny radio transmitters. They will then measure the females’ area of movement or home range for feeding, resting, perching, etc., to generate a map of female density in their study site.

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Earlhamite: The Magazine of Earlham College / Winter 2014

“The app was essentially a digital clipboard which would constantly record e.g. ambient parameters like air temperature, humidity, pressure and C02 content, and you could easily record samples from other sensors, too,” Wright says. This information was easily transferred to a local laptop for aggregation, analysis and visualization. “Once we were in the field, a lot of it was observing the geologists and chemists and adapting the technology to meet their needs instead of the scientists adapting to the technology,” says Peck, who is working with three current students to plan next summer’s fieldwork.

Babic says he also loved the geographic diversity of Iceland and that it was daylight the entire month. Peck admits that he woke up nearly every two hours and had trouble navigating. “We would be out on a glacier or crawling around a volcano, and we needed to know north from south,” Peck says. “There were no navigational cues in the environment. I spent a lot of time staring at the compass app on my phone.” “I have been to a lot of different places, but I felt like Iceland was a different planet,” Babic adds.

Analyzing artifacts in China

Professor of Chemistry Corinne Deibel and students Jiqiao Shi ’14 and Yazan Mohammad Deek ’14 spent four weeks analyzing jades and other artifacts at one of the largest Neolithic sites in Northwest China during a recent May Term research project. “This research in China helped me in a practical way in the field that I want to study,” Deek says. “Academically it helped me to have a valuable research experience for my future career.” The Earlham group brought a portable X-Ray Fluorescence (XRF) spectrometer to the site. “We scanned over 500 artifacts, mostly of Chinese Neolithic jade and pottery artifacts, and we scanned some soil and unearthed skulls,” Deek says. “The XRF helped determine the chemical composition of each piece.” Once the data is analyzed, archaeologists use the elemental signature we determined to learn more about the cultural context of the object.

International geoarchaeology

Assistant Professor of Geology Cynthia Fadem has led student research teams in the U.S. as well as Armenia, Croatia, Ukraine, and is excited about a potential new project in Olduvai, Tanzania. “I have pretty much established myself as someone who is interested in international geoarchaeological research,” she says. “When looking for research opportunities, I always make sure my undergraduates are welcome. While they might be handling priceless samples, I trust my students. They easily do graduate-level work.” Fadem is excited about the project at Olduvai, where Louis and Mary Leakey made many of their major archaeological finds during the 1930s.

“There are some of the most famous archaeological sites in the world in the East African Rift Valley, where we’ve learned so much about human evolution,” she says. The Earlham students will study the area’s geology, including digging soil pits and building soil profiles. “A soil profile tells us how the area has evolved, what it supports and what it doesn’t support,” Fadem says. “We might find out what the ancient environment was like or how the soil is affecting the archaeological contents or plant production.” Denise Purcell is a writer in the Marketing and Communications office.

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photo by Abe Shklar

The Brimleys Turn 15 by Erik Landfried ’00

The 15th anniversary of The Brimleys, Earlham’s first student-led a cappella group, feels like a good opportunity to reflect upon the group that I helped create and find out how the current incarnation of The Brimleys is doing.

Filling a void: The formation of the Brimleys

Growing up in the Boston area, I was a big fan of the formidable college a cappella groups in New England, including the Tufts Beelzebubs and Wesleyan Spirits. I helped start an all-male a cappella group in high school and looked for a similar opportunity when I came to Earlham in 1996. I joined the wonderful Concert Choir and the offshoot male a cappella group right away. I liked both groups a lot, but both had limitations. Sports conflicts in the spring meant I could only participate in Concert Choir during the fall semester (the music director did allow me to continue to participate in the a cappella group both semesters). And

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unfortunately, tying membership in the a cappella group to Concert Choir meant that a lot of talented singers at Earlham did not have the option of singing in an a cappella group at all. The biggest limitation for the a cappella group was practice time. The group only met once a week for an hour, which was simply not enough time to build up a decent repertoire of songs and perform them well. By the end of my sophomore year, I realized that the type of vocal group I wanted to join simply didn’t exist and that one would have to be created from scratch. So, with a little push from a friend, I set about forming The Brimleys. (Incidentally, the group’s name refers to the actor, Wilford Brimley, who appeared in TV commercials for Quaker Oats).

Earlhamite: The Magazine of Earlham College / Winter 2014

Year One: The challenge of starting something new

One of the largest benefits of attending Earlham is the ability to participate in a wide variety of classes and activities. But starting a new activity was daunting — no previous leadership roles quite prepared me for The Brimleys. First, we had to find members! Recruiting students (particularly men) to be in a group that had never existed before proved to be quite difficult, and some that did join later dropped out of the group. Some members could not read music, which meant that I had to teach any song arrangements to the group by singing the parts to them. There were practices (and practice space) to schedule and run, songs to

arrange (which I had never done before!), and performances to figure out. I took on most of these duties myself. This unwillingness to delegate proved to be one of the larger lessons I learned about being in a leadership role. I also learned, often through making mistakes, about the need to become a better communicator, both within the group and with other organizations at Earlham such as the music department. Despite these early challenges, that first year was exciting! The first song we ever performed was called “Baby” by Bobby McFerrin, a playful song about the wonders of discovery. There were a lot of fun-loving and creative members in the group and I started to get the hang of arranging songs and growing into a leadership role. The Brimleys slowly started to gain a small foothold in the Earlham community by performing in dorms and at whatever small opportunities came our way. By the time I left for my study abroad program in Martinique, I felt good about how far we had come in such a short time.

Year Two: Getting established and leaving it behind

When I returned for my senior year at Earlham, the group really started to gain some momentum. With a year under our belt, interest in the group grew. I had to hold auditions to keep the group manageable at 14-16 members. My arrangements and directing continued to improve, the talent level was high, and having a full year to develop a repertoire was an enormous advantage over the previous year. It also began to feel more like fun and

less like work, which was really the point all along. Absurd and hilarious moments occurred during nearly every practice, and this levity translated to the performances, drawing laughter and cheers from the crowd. There were moments of magic, when harmonies came together perfectly, or a soloist nailed the lead vocal. The year culminated in a show that we headlined in April 2000 in Goddard Hall, where we performed 10 songs to a large audience. The Brimleys had arrived. I learned a lot of leadership skills during my tenure with The Brimleys, most notably how to be confident, committed, and maintain a positive attitude and sense of humor. I did not do as good a job at delegating authority and communicating what I needed from others in the group, skills that I continue to work on to this day. By the time I graduated, I was very proud of what we had accomplished and hoped that what I had started would endure for many years. I was also a bit burnt out by the experience and did not follow the progress of the group as much as I thought I would.

I had ever been, and they have clearly defined roles that complemented each other. They also recognize that some of the younger members of the group look to them for guidance, a role they have taken on with earnestness. There are still challenges, especially finding that precarious balance between devoting the necessary time to The Brimleys and all of the other commitments. But it’s clear that the group has continued to progress and mature. It’s also clear that it’s all still a lot of fun! It is reassuring to know that The Brimleys are in good hands. Katie and Charlie are committed to excellence and passing their leadership skills onto the next conveners. They have helped create or continue a lot of fun events during the year, including Convopella, a concert uniting several vocal groups during Convocation, and the more informal end of semester concerts during finals week. Happy 15th anniversary, Brimleys! My baby’s all grown up.

Where Are They Now?

Thirteen years later, curiosity and pride have gotten the best of me, and I wanted to find out what The Brimleys are up to these days. I called Katie Schneller and Charlie Boyd (both ’14), the current co-conveners of The Brimleys. Both were candid in talking with me about the challenges and opportunities of leading a now-established fixture in the Earlham community. I was immediately impressed with the seriousness with which they took their leadership roles. They are more committed to the process of consensus than

Photo: This year’s edition of The Brimleys performance in Goddard Auditorium during Convopella, an annual showcase for Earlham’s singing groups. Erik Landfried ’00 received a Master’s degree in City & Regional Planning from University of North Carolina in 2007. He lives in Durham, N.C. with his wife, Meg, and one year old son, Soren, where he works as a transit planner.

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LOOK BACK

PostGrad

Success Medical school acceptance rate among EARLHAMITES who have sought the assistance from the College’s pre-health advising program in the last 10 years.

40%

37.3%

89%

Percentage of Earlham medical school applicants participated in a varsity sport.

Percentage of Earlham medical school applicants who participated in a semester long off-campus programs.

50%

Acceptance rate of all U.S medical school applicants in 2012 with average G.P.A. (3.54/4.0) and M.C.A.T. scores (28.3).

45.6%

National percentage of applicants accepted to medical school in 2008.

OVERALL,

Earlham ranks 30th among 1547 institutions for the percentage of students who go on to earn research doctorates in all fields.

PH.D. PROWESS According to the Higher Education Data Sharing consortium report from Fall 2012, Earlham achieved the following ranks for producing graduates who go on to earn research doctorates (these figures do not include M.D., D.D.S. or other professional doctorates). The ranked institutions awarded at least 100 bachelor’s degrees in the discipline between 1996-2005 and had at least one earned doctorate in the field by the time the report was completed.

A chemistry lab in old Parry Hall, January 8, 1947.

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Life Sciences

Geosciences

10th out of 1331 institutions

Physical Sciences Mathematics

38th out of 612 institutions

94th out of 1079 institutions

206th out of 1002 institutions

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A Toolbox for Success Ian Henry ’01 Senior Scientist, Procter and Gamble (Cincinnati, Ohio)

Interviews by Jonathan Graham and Susan Miller

Many graduates believe the science education they receive and the collaborative skills they develop at Earlham prepare them for successful careers in industry. As the following profiles highlight, Earlhamites follow a variety of professional paths — from research and development positions with major corporations to leadership roles at technology start-ups.

Research and Development Katie Pawelczak ’01, Ph.D., Biochemist with Dow AgroSciences (Zionsville, Ind.) Katie and her colleagues are trying to build a better food supply. A biochemist with Dow AgroSciences in Zionsville, Ind., she collaborates with experts in plant breeding, biotechnology, computer science, statistics and other disciplines to improve crop yields, develop new approaches to pest management and otherwise support improvements in agriculture. “One of the things that I love about working in industry is that the problems we are given to solve are not small and isolated as sometimes in the case in academia,” she says. “In graduate school, I sometimes felt as if my work was all about me — my little research project in my lab. But the work I’m doing now has to do with making sure that people around the world have enough food to eat. That is no small thing.” Palwelczak also appreciates working with a diverse group of experts at Dow AgroSciences who collaborate as a team and bring various perspectives to the work. “I had never met a plant breeder before coming here, but now I get to talk with breeders about problems that are occurring in the field and see if I can fix those problems in the lab on the molecular level,” she says. “There also is an enormous amount of data that can help us in the lab, so I work closely with statisticians and informational technology people to analyze all the information we have.

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For Ian Henry ’01, Ph.D., undergraduate campus projects and involvements honed skills he now uses in his career as Senior Scientist in Research and Development with consumer-products giant Procter and Gamble.

“Earlham was wonderful preparation for this kind of environment because at Earlham you had students from an incredible variety of backgrounds and with various academic interests working together on teams,” she recalls. “We learned to think creatively as a group, and that is an incredibly important skill for a scientist.”

Earlham was familiar to the Marion, Indiana, native since at least five members of his family are past attendees, but he made it his own during his college years.

In a recent telephone interview, Pawelczak described how her adviser, Professor of Biology Amy Mulnix, Ph.D., helped imagine career paths she hadn’t considered, including seeking work in a laboratory immediately after graduating. She worked in labs at Purdue University and the Wright State University School of Medicine before entering graduate school at Indiana University. She earned her doctorate in biochemistry there in 2010. Pawelczak credits Earlham with preparing her for a career as a scientist, and just as importantly, giving her the confidence to pursue such a career.

Henry, who is currently the youngest member of Earlham’s Board of Trustees, participated in the Hughes Bridge Program the summer prior to his first year on campus. Through that experience, he met Professor of Biology Amy Mulnix, Ph.D., and Professor Emeritus of Physics John Howell, Ph.D., who remained strong supporters during his time at Earlham. They introduced the chemistry major to Professor Emeritus of Chemistry Paul Ogren, Ph.D., with whom he collaborated on numerous research projects. The experiments they conducted resulted in Henry’s opportunity to present at regional conferences and have his work published.

“I come from a long line of English professors, and I’m the only scientist in my family. I didn’t start out with a lot of confidence in my abilities in science. If Amy Mulnix hadn’t encouraged me to pursue work as a lab technician after graduation, and connected me with her mentor at Purdue, I wouldn’t be where I am today,” says Pawelczak. “In my interactions with Amy, she encouraged me to explore options I hadn’t considered, and that started me down a career path that I love.” Pawelczak was a biology major at Earlham but also enjoyed many courses in art history and English, as well. “I really appreciated going to a college where I could pursue all of my different academic interests and succeed at them all,” she says. “It made a more well-rounded person, and maybe even a better scientist.”

Henry was also a student analyst in the Earlham Analytical Laboratory, which was a contract lab for EPA water quality testing at that time. With guidance from Craig Kubitschek and other Earlham staff, he collected and analyzed water samples from industrial clients in Richmond. The summer following his junior year, Henry worked in the biology department at Purdue University as part of an NIHfunded Summer Research Opportunities Program, learning and applying microbiology techniques for understanding gene expression. (He later received his doctorate in Analytical Chemistry at Purdue.) One of Earlham’s big selling points, right from the start, was getting to know professors and being on a first-name basis with them. In his experience, Earlham was the only college with a culture like this. The aforementioned professors, as

well as Professors of Chemistry Corinne and Mike Deibel and Terry Shipley, chemistry administrative assistant, were influential mentors. “Earlham delivers challenging experiences to each of its students from the moment they step on campus, giving them a skill set, or toolbox, with which to engage the world,” says Henry. He carries that “toolbox” everywhere he goes, using it on a daily basis. “I give Earlham a lot of credit for cultivating and honing this skill in me.”

Tech Entrepreneur Alex Lemann ’06 Founding Member, Caktus Group (Carrboro, N.C.) Would a group assignment in an Earlham course seem more inviting if the members knew that the project would morph into a successful company? Little did computer science majors Alex Lemann ’06, Kevin Hunter ’06, Colin Copeland ’07 and philosophy major Tobias McNulty ’06 know that their data-gathering project in a software engineering class would plant the seed for the founding of Caktus Group in 2007. As the foursome worked on the class assignment in early 2006, they found that they enjoyed the group process as they divvied up tasks, stayed up late hacking, wrote code, maintained a schedule and entered into negotiations with others involved in the project. Since they enjoyed working together and had success while doing so, they decided to continue that relationship following graduation, soon creating Caktus Group. Based in Carrboro, N.C., in the Chapel Hill/Raleigh/Durham Triangle, Caktus Group provides custom web applications, content management services, planning, training, mobile health and non-profit services. The company is described as “a team of smart, sharp developers and designers who use Django, a Python framework, to create customizable, content-rich sites and web applications.” Although Kevin left Caktus Group in 2008 to pursue doctoral studies, the remaining three Earlhamites appreciate the value of their undergraduate education on a daily basis. The technical and project management skills learned in computer science coursework, such as writing code and tests, estimating projects, and gathering requirements, are commonly called upon. Lemann describes the company’s decision-making as “pretty close to consensus, slow and thoughtful,” reflecting Earlham’s Quaker roots. He also credits the College for emphasizing the importance of both the global and local community, since their company

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“The hands-on experience that I got in labs at Earlham has been invaluable for this job. My boss said that the reason I was hired was because I was the only candidate who’d previously worked with the instrumentation that we have in the lab. On top of that, I came into the position already familiar with the lab techniques and vocabulary, which made the learning curve less steep,” says Flanagan. During her senior, Flanagan elected to spend a semester at a large state institution so that she could take some particular course not offered at Earlham, but she notes that she never worked in a wet lab at that larger institution. “At Earlham, I used tools and instruments that I never would’ve had the opportunity to work with at another school.” Flanagan adds that Earlham’s influence on her life and work goes deeper than the scientific knowledge she gained there.

Tobias McNulty ’07, Alex Lemann ’06, Colin Copeland ’06 (shown here left to right) lead the Caktus Group, a web development company in Carrboro, N.C. has ties to both. And, he believes Earlham developed a wellroundedness in each of the founders that has enabled them to manage all aspects of Caktus Group as well as relationally connect with each client they serve. Lemann highlights Professor of Computer Science Charlie Peck ’84, Ph.D. as an inspiration for the team. Peck’s willingness to share his own experiences running an internet service provider in Richmond was appreciated, as well as his teaching ability. Lemann describes him as always “excited and willing to help out.” Another noted influence and mentor was Chris Hardie ’99 who co-taught their software engineering course. As the owner of a local Web development firm in Richmond, Hardie offered them additional expertise about operating a business. Lemann and his partners have appreciated the opportunities that Earlham has given them and their company.

For more information about Caktus Group, visit www.caktusgroup.com.

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“Earlham required high standards. My position involves test results and medical information for real people so there’s an extra level of responsibility and gravitas that comes with that,” says Flanagan. “I think about Earlham’s Principles and Practices when I’m at work and I hold my decisions up to those standards. If a choice I make is in keeping with them, it’s the right decision.” In an interview conducted by email this fall, Flanagan pointed to Earlham’s community spirit as an important aspect of fostering academic success.

Ready to work Kerry Flanagan ’12 Laboratory Technician, Michigan Medical Genetics Many recent Earlham graduates find that their scientific education and laboratory experience help them to find interesting work in the sciences immediately following graduation. Kerry Flanagan ’12 is contemplating a career in public health, but she decided to gain some work experience in a laboratory setting prior to entering graduate school. She landed a position at Michigan Medical Genetics in Ann Arbor.

“On weekday evenings and afternoons studying in the Science Library, there was always a table to join while doing homework or writing papers,” Flanagan recalls. “It’s this sense of totally organically-formed, unassuming, supportive community that drew me to Earlham, and it’ll be one of the things I remember most fondly in the future.”

Rock solid Alvaro Puente ’11 Staff Geologist, Geologic Services and Consultants, Inc. Santa Cruz, Bolivia native Alvaro Puente ’11, majored in geology and minored in physics while at Earlham. He has put both subjects into practice as a staff geologist for Geologic Services & Consultants, Inc., an environmental geology consulting company located in Colorado Springs, Colorado.

in his position. He also appreciated the chance to partake in opportunities outside the standard curriculum, making his education more diverse and complete. For example, he conducted research on the creation of gas sensors based on semiconducting, metal oxide nanobelts for the physics department. He assisted Associate Professor of Geology Andy Moore during the deployment of an acoustic current Doppler profiler and other equipment in Pensacola, Florida, which monitored coastal erosion during tropical storms. Puente believes that the strength of Earlham’s academic programs lies in its talented faculty. Professors such as Moore, Professor Emeritus of Physics John Howell, Associate Professor of Geology Meg Streepey-Smith and Professor Emeritus of Physics Ray Hively stood out. He credits Howell as “a fantastic professor and mentor during my four years at Earlham” and states that he has “yet to meet a person with his pedagogic skills.” Moore and Streepey-Smith were “pillars of my college career. It was their teaching that drove me toward a degree in geology.” His positive memories of college employees weren’t limited to faculty; staff made an impact on his life as well. During Puente’s years at Earlham, he held a work-study position at the campus post office, where he met postal staff member Kay Lynch and her team. He admired their dedication, work ethic, immense hearts and humble spirits. In an interview last fall, Puente reported that he was in the process of applying to Master of Science degree programs in geological and geotechnical engineering in universities around the United States.

Puente credits four years of studying in a rigorous natural science program for providing him with the tools to succeed

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FACILITATING

Written by Brian Zimmerman Photo by Susanna Tanner

RESEARCH

Richard Nakamura ’68 leads the National Institutes of Health’s Center for Scientific Review (CSR), the group charged with reviewing 80,000 grant applications each year as the NIH decides how best to support groundbreaking research. “We’re the key step in ranking the scientific importance of the applications, and we represent about 90 percent of the decision on whether or not something is going to get funded,” says Nakamura, who earned a bachelor’s degree in psychology from Earlham. “NIH provides about $20 billion a year in grants that go everywhere from very basic science relevant to our understanding of disease to clinical studies about how a drug works.” Nakamura rose to the leadership post in 2012 after serving as an interim director the prior year. The application review process he manages involves about 16,000 reviewers and 1,500 meetings per year. “CSR has experienced many changes in a short amount of time, and Richard has demonstrated extraordinary leadership abilities as the CSR continues to evaluate its transNIH peer review processes by putting improved and more efficient procedures in place so the NIH can fund the most promising research,” says NIH Director Francis S. Collins, M.D., Ph.D. He is among four Earlhamites working for the CSR. They include Michael Selmanoff ’70, a Scientific Review Officer for Neuroendocrinology, Neuroimmunology, Rhythms and Sleep (NNRS) Study Section; David Winter ’85, a Scientific Review Officer for Cellular and Molecular Immunology A Study Section; and Don Luckett ’77, Communications Director. Nakamura came to the NIH’s National Institute of Mental Health in 1976 as a postdoctoral fellow, during a 33-year career at NIH. He served in numerous roles and received a number of leadership awards, including the prestigious Presidential Rank Award.

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After Earlham, Nakamura earned his M.A. in psychology from New York University, and his Ph.D. in psychology from the State University of New York in Stony Brook. His academic specialty is neuroscience.

Back on campus again

Nakamura waited 20 years after graduating before returning to Earlham’s campus. Since then, he has visited once every five years and enjoys watching the campus evolve.

“AT EARLHAM, I got glimpses of the power of science to reveal the natural beauty of the world and to make a difference in the lives of people. Those glimpses drew me into a determination to find a place for myself in that world.” —Richard Nakamura ’68

“I’ve enjoyed coming back to Earlham just to see where classmates are in their lives,” Nakamura says. “It’s also interesting to see how Earlham has changed over the years in its approach to educating the next generation.” While on campus, he also talked to students about approaching life after college and positioning themselves for a satisfying career, even if their grades are imperfect. “In my very crooked path to what many people would consider a successful career, I just wanted to relate that just because you have a poor G.P.A., there remain ways to make progress,” Nakamura says. “I talked about what you can do about setbacks and the value of an Earlham education as a background through which you can develop a career. At Earlham, I got glimpses of the power of science to reveal the natural beauty of the world and to make a difference in the lives of people. Those glimpses drew me into a determination to find a place for myself in that world.” He says Earlham’s continued dedication to preparing students to be globally engaged and future focused is critical. “I feel that Earlham’s attitude toward social awareness and communication, honest communication, are badly needed in our society,” he says.” Even though students felt lost in the late 1960s when I graduated because the country was so unhinged, I think we all found ways into meaningful, rewarding work.”

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Field

WORK

From the Cumberland Gap to research sites on other continents to Earlham’s own back campus, Earlham students enjoy a variety of field experiences in the sciences. Learning about the scientific intricacies of the natural world is best done during up close and personal fieldwork. Earlham students are so hungry for these opportunities that they will go to considerable lengths to participate. Last year, sign-ups for a weeklong experiential natural history expedition in Florida during spring break began at 8 a.m. When trip organizer and Assistant Professor of Biology Wendy Tori, Ph.D., arrived at 7 a.m., she was greeted by a long line of students in sleeping bags. They had been camping out since 9 p.m. the night before. “If you arrived at 6 a.m., you did not get a spot,” she says. “Students are really eager for these kinds of experiences, so much so that they are willing to sleep in a hallway for a night.”

measure the rocks and determine their orientation after deformation. Streepey-Smith says students may understand the theoretical process, but until they do the fieldwork, they don’t yet have a handle on the mechanisms of analysis and the techniques used to analyze the results. “Field geology labs are basically a way to see the theories we discuss in class out in real life,” says Tamru Taye ’14, a participant in the Cumberland Gap trip. “One of the reasons for being a geologist is the appreciation for the outdoors, and field labs help in that regard. When reading and learning about some of the geological theories, it is hard to have a full appreciation of their magnitude, but being out in the field puts things in perspective.”

Teaching in the field

Written by Denise Purcell Photos by Susanna Tanner

Assistant Professor of Biology Chris Smith, Ph.D., says fieldwork is an essential component for certain biology courses This fall, another group of students traveled to the Cumberas well, including his favorite course to teach, which is entoland Gap, a mountain pass that was formed by geological processes more than 300 million years ago. The North Amer- mology or the biology of insects. Among the major goals and ican plate collided with first the European plate and later the objectives of the course is to know the basic natural history of local insects and to be able to identify them. African plate, and these collisions helped to form the beautiful rippling Appalachian Mountains at the intersection of “The best way to teach that is in in the field,” Smith says. Tennessee, Kentucky and Virginia. Rocks there date from “Seeing a picture in a book is not sufficient. The course 540 to 295 million years ago and convey a complex geologic history, while caves, rivers, springs, sinkholes and disappear- would be nothing without the labs. The function of the labs is the process of discovery.” ing streams add to the geologic wonder. “In order to gain a better understanding of the structural geology we discussed in class, we needed to see some structural geology, and there are no rock deformations here,” says Associate Professor of Geology Meg Streepey-Smith, Ph.D. “The Cumberland Gap region, with its large-scale folds and faults, is a classic example of the structural geology we have been learning about in class.” Students who participated in the trip were part of StreepeySmith’s Structural Geology course and Teaching Assistant Professor of Geology Cynthia Fadem’s, Ph.D., Hydrogeology course. “For geology, going out in the field is a vital part of a student’s education,” Fadem says. “You learn geology better when you are doing geology. For example, hydrogeology is very experiential. You can’t do it completely in the classroom or learn it only from books.” Fadem’s hydrogeology students were able to learn about the paths of caves and rivers shaped by tectonics, while Streepey-Smith’s students used Brunton compasses to

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Because of the importance of field labs, they are part of even the introductory courses at Earlham. “With the higher level classes, these become more frequent, even to the point where labs that happen on a weekly basis become field trips too,” Taye says. Locally, professors do fieldwork with students in back campus, a stretch of 600 acres of woods, streams, ponds, old fields and prairies. Additional outdoor lab areas include Wildman Woods, Sedgwick’s Rock, Whitewater River, Cope Environmental Center and several privately owned properties. Weekend or overnight field lab trips travel to Chicago, Brown County and Nebraska, and lengthier field lab experiences have been set in international destinations including Peru, New Zealand, Ecuador, Iceland, China, Japan and Armenia. Professors say that while in the field students often learn more than they intended, including how the different disciplines of science work together. They also pick up non-scientific information as well.

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“I would say my favorite part of the Cumberland Gap trip was the very detailed cave tour we got,” Taye says. “Some of the caves have as much history in them as they did geology. They were used as refuge spots for confederate and union soldiers at some point. Some soldiers even marked their names on the walls and roofs of the caves with candle flames.”

Discovering what they love

Charlie Boyd ’14 and Zara Silberberg ’17 are completing fieldwork as independent research with Tori, who has situated more than 100 bluebird nest boxes in four different sites on or near campus. Tori studies factors that shape reproductive behavior in birds. “For the Eastern Bluebird, we want to find out what habitat the birds are more prone to select for breeding and what types of habitats increase their reproductive success,” Tori explains. “Once we have this information, we will know which type of habitats I should target next to put more boxes in for my long-term project studying Eastern Bluebird reproductive behavior.” Boyd has been recording factors that may affect nest box selection for breeding purposes. Factors include the height and size of the nest box, and the characteristics of the surrounding habitats of the nest boxes. “We are measuring everything we can think of to find out what makes the best sites, Tori explains. “To the naked eye it is very difficult to tell what makes a site special. We want to determine what it is that allows birds to be more successful in some nest boxes over others. A successful site is one where more eggs are laid, more chicks are fledged and the chicks are heavier.” It is not uncommon for students to discover their love for the sciences while doing fieldwork. “I fell in love with entomology during a field lab as an undergrad,” Smith says. “This is often when and where you get students interested in the field. It’s seeing nature up close that inspires students to learn, and collecting bugs tends to be fun.

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“We go out and get dirty collecting insects in ponds, creeks and woods. I love going out and looking for insects. There’s always the possibility of seeing something new. You never know what you will find, and there’s always a sense of excitement while students are collecting. It’s like opening presents.”

Science at its best

Boyd, who also has done research with Smith, says being in the field helps make the bookwork come alive. “Listening to a lecture on beetles is interesting and fun, but being able to get outside and see the different beetles in their natural habitats is so exciting,” Boyd says. “It is really cool when you have that ‘ah-ha’ moment in the field. It’s the moment when your brain makes the connections between what you’ve been learning in class and what you are observing out in the field.” Taye agrees. “Learning about trilobites and how they existed 520 million years ago sounds awesome and exciting, but being in the field and finding a fossil of that age is even more exciting and makes you treasure that moment,” Taye says. While in the field, students say they see a different side of their professors, and quite often, the professors are just as enthusiastic, if not more so, than students about field labs. “You get a chance to see your professors in their element,” Boyd says. “For instance, when Chris is digging through the dirt and finds an interesting insect, he lights up like a kid in a candy shop. This enthusiasm makes being in the field much more exciting for the students.” Tori says fieldwork is as important to her as it is to her students. “For me fieldwork is really important for my teaching,” Tori says. “I really like getting out in nature. It is much easier to get students excited about learning. When students engage with nature, they learn more about their natural home, and they may become much more serious about working to protect species. They have to engage with nature to foster the stewardship of nature.”

“Learning about trilobites and how they existed 520 million years ago sounds awesome and exciting, but being in the field and finding a fossil of that age is even more exciting and makes you treasure that moment.” Photo by Mark Pearson

For example, Streepey-Smith says students found it interesting to learn how the Cumberland Gap affected settlement because it served as a major pass through the lower Appalachia to the midcontinent of the United States.

—Tamru Taye ’14, reflecting on a recent trip to the Cumberland Gap.

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A Collaborative Success Story: ESR and the Newlin Center for Quaker Thought and Practice by Matt Hisrich and Abbey Pratt-Harrington Photo: Participants in the Quaker College Leadership gathering. Earlham School of Religion (ESR) often attracts second-career professionals who feel led to transition into ministry. Although I was young for a second career, this was still the case for me when I came to study at ESR in 2005. This is by no means the only path one can take to seminary, however. Across the country many students move into seminary study directly after graduating from college. When I returned to ESR in 2012 as Director of Recruitment and Admissions, I sought to build stronger relationships with this younger age group, and Earlham College was an obvious choice to begin this work. Located on the northeastern edge of the college campus next to ESR and housing both the Office of Religious Life and the Newlin Quaker Center, Virginia Cottage serves as a natural bridge between the College and the School of Religion. In the past year both offices have worked collaboratively with ESR on a variety of projects and initiatives from Religious Emphasis Week to the Newlin Quaker Center’s strategic planning effort. The goal is for both Earlham and ESR to assist each other in taking greater advantage of complementary strengths and resources. Below is an excellent example. Abbey Pratt-Harrington, an ESR graduate now working for the Newlin Quaker Center, shares her story. Once upon a time there was a young Quaker girl who attended Wilmington College. In her junior year she joined the Quaker Leader Scholars Program (QLSP). This group encouraged students to explore Quakerism and provided chances to clerk, participate in practice business meetings, begin talk about theology, and hang out and laugh with people who would be lifelong F(f)riends. Upon graduating she found herself called to the Earlham School of Religion. Admittedly, she went kicking and screaming because this was not in her plans, but within a week of interesting classes and amazing professors she accepted that this was a wonderful place to be. During her three years at ESR earning her Masters of Divinity, she dove into the community and opportunities that presented themselves. One such opportunity was to become the College Meeting for Worship Coordinator for Earlham College. In this role she enjoyed

interacting with students. So when she graduated and had the opportunity to work in the Newlin Quaker Center, she jumped at the chance. This is the very simple story of how I moved through Quaker College circles in to my current job. So why share this story? Because apparently I am the (poster child) or living embodiment of not only the hopes of Quaker programs but also of the collaboration between the Newlin Quaker Center and the Earlham School of Religion. One of the first projects I worked on was the newly imagined Quaker College Leadership Gathering. This was a gathering for young adult Friends (mostly from Quaker colleges), which occurred before the larger ESR Leadership Conference. We hoped to help these young Friends explore what their calling is and how they are leaders. On the day of the gathering I found myself wearing various hats. Since the Director of the Newlin Quaker Center could not be part of the gathering the entire time, I spent the majority of my time there. This meant being — for the first time — a leader of Quaker students instead of being one myself. In this new role I participated in some of the workshops and helped facilitate one. Reflecting on the gathering, many of the students noted what a great experience it was and not only because they were given the chance to interact with other Quaker students. They expressed a desire for this to continue next year, and we have already been in conversation about making this a reality. As Abbey’s story makes clear, Earlham College and Earlham School of Religion are not merely two institutions that happen to be in close proximity. Our partnership and continued collaboration in serving undergraduate and graduate students strengthens both institutions. Successful collaboration such as this, though, requires intentional cultivation. As both schools move into the future and implement new strategic plans it is vital that we remain mindful of the opportunities available to us right next door.

Matt Hisrich is Director of Recruitment and Admissions at Earlham School of Religion, and Abbey Pratt-Harrington is Program Assistant at the Newlin Quaker Center.

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How can alumni help serve Earlham’s admissions efforts?

» Assist counselors at local college fairs. » Refer exceptional students you know, or local students you read or learn about. » Encourage your friends, neighbors and relatives to consider EC. » Supply the landmark college guide Colleges that Change Lives to local schools and public libraries. » Spread the word about Admissions Visit Events and summer programs such as SEE or Explore-A-College sm. » Sponsor a student to Explore-A-College sm. » Host gatherings of prospective students and their families. » Inform people about the many great things happening at Earlham College!

Help students learn more about Earlham and schedule a visit:

EARLHAM COLLEGE 801 National Road West Richmond, Indiana 47374-4095 www.earlham.edu www.facebook.com/earlhamcollege CINDY PARSHALL, DIRECTOR, Admissions Volunteer Program 1-800-EARLHAM, ext. 1591 parshci@earlham.edu Earlhamite: The Magazine of Earlham College / Winter 2014

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Champions

For the first time since 1987, the

QUAKER MEN’S SOCCER TEAM won a conference title.

By David Knight

THE TOP OF THE HEARTLAND COLLEGIATE ATHLETIC CONFERENCE standings were crowded

entering the final day of the regular season. Earlham would have to defeat Mount St. Joseph on the road and get a little help to claim the men’s soccer title on Nov. 2. Sophomore Jacob Ebbs gave the Quakers a 1-0 lead by converting a penalty kick in the 54th minute, but the drama came later in the second half when senior goalkeeper Sam Embry saved a penalty kick at the other end of the pitch. Embry was lifted upon his teammates’ shoulders and carried off the pitch as Earlham held on for the victory. Minutes later members of the Earlham squad found their iPhones in the locker room and searched for results of the Hanover-Defiance match. The contest had gone to overtime, then a shout of “Defiance scored!” touched off another celebration.

Earlham had won the outright regular-season HCAC championship, the first title in men’s soccer since the Quakers captured the 1987 NAIA District 21 crown. Frank Mbaya ’14

“It’s great to win a championship,” said Head Men’s Soccer Coach Roy Messer. “Even the teams from the late ’90s that were ranked nationally in the top 10 didn’t win the conference.” “Our team speaks 25 different languages,” says Messer about his championship squad. “We’re a majority, minority team.” The Quakers worked together to post an 11-8-1 overall record, including a 7-2 mark in the HCAC. “There were a number of factors in our success this season,” says Messer. “One was that we had 12 seniors. You have resilience when you have that much experience.

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Photo: Teamm

ates lifted goal ke

eper Sam Embr

y ’14 on their sh

oulders after he

saved a penalty ki

ck to secure a

conference title

.

“Another reason was that our field is in such good condition,” adds the mentor who has compiled 274 victories since coming to Earlham in 1981. “When [President] David Dawson and I first met, he saw that our field was unacceptable. The grounds crew has worked very hard to improve it.”

Ameer Yusef and Frank Mbaya were named to the All-HCAC first team. Earlham’s leading scorer with 23 points, Yusef ranked fourth in the conference. Three of the junior’s 10 goals were game-winners, including the decisive goal against Rose-Hulman.

The Quakers were 8-1-1 at home this fall, including a victory over Rose-Hulman. The Engineers won their first two NCAA Division III tournament games, including a win over Ohio Wesleyan. “The Heartland Conference is coming of age,” says Messer.

Sophomores Mussa Ibrahim and Jacob Ebbs were HCAC second-team selections, while Sam Embry received honorable mention. Embry led all HCAC goalkeepers in save percentage and posted six shutouts.

Messer also credits the hundreds of students who attended the home matches. “Our fan support is always engaged and vocal. The experience confounds our opponents.”

Other seniors on the team were Endalkachew Demise, Tamru Taye, David Jones, Michael Nsoesie, Alex Ferreira, Scott Lawrence, Salvadore Rivas, Arsene Kabeya, Zander Ansara and All-HCAC Sportsmanship honoree Corey Campbell.

Championship seasons are usually capped with individual With his 33rd season complete, Messer says, “It’s time to get honors, too. Messer was named the HCAC Coach of the Year to work.” There are 12 outstanding seniors to replace. in men’s soccer. Senior Frank Mbaya was selected as the conference’s Co-Defensive Most Valuable Player.

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Faculty Activities Last summer, Professor Emeritus of French Annie Bandy interviewed the Mauritian writer Amal Sewtohul while attending the Council of International Francophone Studies in Mauritius Island. Her review of Sewtohul’s novel Made in Mauritius will be published in the French Review next spring. Assistant Professor of Art Walt Bistline had two exhibitions this fall — a solo show entitled “Watermarks” at Indiana University East and a show with Assistant Professor of Art Sungyeoul Lee at Earlham entitled “One Flight Up.” His work is also featured at the annual Whitewater ValleyAnnual Art Competition, a juried exhibition at Indiana Univeristy East. Reference Librarian Kate Blinn was one of 56 librarians nationally selected for American Library Association’s Emerging Leaders program for 2014. She also received a sponsorship from the College Libraries Section of the Association of College and Research Libraries to attend ALA Midwinter and ALA Annual Meetings.

Professor of Art Mark Van Buskirk and Associate Professor of Art Nancy Taylor had pieces featured in the Whitewater Valley Annual Art Competition, a juried exhibition at Indiana University East, and the Richmond Art Museum (RAM) juried exhibition. Assistant Professor of Music Bill Culverhouse gave a presentation entitled, “Choral Music in the Arab World” at the Virginia Music Education Association annual conference in November. In October, Culverhouse attended a Middle East Studies conference in New Orleans. Also attending were Professor of Spanish Chris Swafford, Director of International Programs Patty Lamson, Assistant Professor of History Helena Kaler, Assistant Professor of Arabic Kelly Tuttle and Vice President of Academic Affairs Greg Mahler and students Jeremy Reed ’14, David Turjman ’14, Anne-Margreet Sas ’14 and Winona Hawker-Boehnke ’14. Professor of Japanese Studies and Director of Japan Study Gary DeCoker presented a panel to graduate students and faculty at Teachers College, Columbia University in November. Associate Professor of Peter Blair gave a presentation entitled “Malaria in the PostGenomics Era: A Breath of Good Air.” at the Goshen College Global Health Seminar series. He also spoke at the dedication ceremony for the renovated Stanley Hall at Earlham.

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The presentation was based on his book, Japanese Education in an Era of Globalization (2013), co-edited with Christopher Bjork, who joined him on the panel. Jonathan Graham, creative director for marketing and communications, had productions of his new play, The Boy Who Loved Monsters and the Girl Who Loved Peas, at Pollyanna Theatre (Austin, Texas) and Emerson College (Boston, Mass.). His adaptation of Hans Christian Andersen’s The Snow Queen was produced in Arizona, Texas and Wisconsin. Professor of History Tom Hamm recently published a chapter in The Oxford Book of Quaker Studies (edited by Stephen Angell (of the Earlham School of Religion) and Pink Dandelion). Hamm recently concluded 18 years as a member of the Indiana Library and Historical Board, including 10 years as president. In November, he was the speaker for the annual meeting of the Friends Historical Association in Philadelphia. William Harvey, professor emeritus of biology, delivered an invited lecture entitled, “A public health crisis: Where have all the doctors gone?” at a national conference for medical schools in Poznan, Poland, in December. Associate Professor of English Scott Hess presented “Landscapes of Genius in Wordsworth and Thoreau” at the North American Society for the Study

of Romanticism (NASSR) Conference, at Boston University. At the Study of Literature and Environment (ASLE) conference, at the University of Kansas, Lawrence, Hess presented “Yoking Nature and Nation in ‘America the Beautiful’: A Study in Cultural Migration” and “Why Ecocriticism Still Needs ‘Nature’: the Example of Asher Durand” in a special preconference seminar in “Ecocritical Art History.” Angie Hobkirk, assistant director of residence life, presented as part of a panel on personnel and leadership in resident assistant programs at the Annual Great Lakes Association of College and University Housing Officers conference in Indianapolis.

Charlie Peck ’84, (far right) associate professor of computer science, and the LittleFe group (a project of the Computer Science department) recently hosted a build out at the SuperComputing13 conference in Denver, CO. Representatives from eight universities gathered to build and learn about their LittleFe before using it as a teaching appliance for computer science classes. Peck worked with students and alumni Kristin Muterspaw ’14, Ivan Babic ’13, Skylar Thompson ’06, Andrew Fitz Gibbon ’09, Aaron Weeden ’10 and Mobeen Ludin ’12 to host the build out.

Laura Hutchison, vice president for student development, was a panelist at the regional National Association of Student Personnel Administrators student affairs conference in Skokie, Ill. The topic was current challenges and opportunities in higher educational leadership. Professor Emeritus of English Paul Lacey is co-editor of The Collected Poems of Denise Levertov (New Directions Press, 2013). A collection of Lacey’s own poems, We Learn to Swim in Winter is forthcoming from Xlibris. Professor of Psychology Kathy Milar gave the Mary Whiton Calkins invited address at the American Psychological Association Annual Convention in Honolulu. The address, sponsored by the Society for the History of Psychology (Division 26 of APA) is named for the first woman president of APA and features histories of underrepresented groups in the history of psychology. Her talk entitled, “Ellen Pulford Reese 1926-1997: Behavior Theory in Practice.” Associate Professor of Philosophy Kevin Miles and students Ian Bartimole ’16, George Braithwaite ’14, Nicolas Brooks ’14, William Sido ’14 and Tara Urner ’16 presented papers at the Central Indiana Reading Group for Ancient Philosophy, the inaugural student/faculty conference hosted by Ball State University. Professor of Psychology Vince Punzo published , “Alzheimer’s Disease, Tube Feeding, and Prudential Judgment” in the Autumn, 2013 issue of the National Catholic Bioethics Quarterly. He also completed a Medical Health Ethics Certification Program from the National Catholic Bioethics Center.

The Acentos Review.

Joann Quiñones, associate professor of English, published three poems this fall. “A Bronx New Year’s Eve” appeared in Callaloo and “Ere Ibeji.” and “Cancer Poem #2.” in

Associate Vice President for Academic Affairs Jay Roberts published “Experiencing Sustainability: Thinking Deeper About Experiential Education in Higher Education” in the Journal of Sustainability Education, Spring 2013. Bob Rosenberg, professor of biology, serves on the editorial board of ERIN (Educational Resources in Neuroscience), a curated, edited, National Science Foundation-funded online resource for neuroscience professors. Rosenberg and his fellow editors presented a poster at a national neuroscience meeting this fall. Betsy Schlabach, assistant professor of history, published Along the Streets of Bronzeville: Black Chicago’s Literary Landscape (University of Illinois Press, 2013). She has also recently published in The Journal of Ephemera and Multicultural

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nominations please!

America. In October, Schlabach presented a paper at the Annual Convention of the Association for the Study of African American Life and History in Jacksonville, Fla. She is contributing to the Blog of the American Studies Journal. Assistant Professor of Biology Chris Smith is one of the authors on two recently published papers. “Do supergenes play important roles in social evolution?” appeared in Bioessays. “Social insect genomes exhibit dramatic evolution in gene composition and regulation while preserving regulatory features linked to sociality” was published in Genome Research. Susanna Tanner, assistant creative director for marketing and communications, has a traveling solo exhibit of her photography work entitled “As We Are: A Photographic Exhibit of Mothers and Daughters.” As We Are captures the unique relationship between mothers and daughters, exploring universal themes of love, tension, care and emotion as expressed through the intimacy of each portrait. Mothers and daughters were invited to share statements about their relationship and what they

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for the Outstanding alumni award and the distinguished service award

The Alumni Association seeks nominees who demonstrate:

Julie May, associate professor of art history, spoke at the Mathers Museum of World Cultures, Indiana University, on their collection of Aboriginal Australian bark paintings.

saw in the photograph. These statements add another layer of meaning and depth to the powerful exhibit. Lori Watson, associate of professor of chemistry, is one of the authors of an article entitled “Design Criteria for Polyazine Extractants,” which appeared in Inorganic Chemistry.

Earlhamite: The Magazine of Earlham College / Winter 2014

Chemistry faculty members Corinne Deibel, Michael Deibel, Kalani Seu, Mark Stocksdale and Lori Watson attended the American Chemical Society national meeting in Indianapolis with eight student presenters: Steve Hornak ’14, Colton Miller ’14, Emily Pavlovic ’14, Jiqiao Shi ’14, Michael Nsoesie ’14, Diana Ainembabazi ’14, Chinwude Nwana ’16, and Elizabeth Harper ’15. The group won 2nd place among institutions granting only undergraduate degrees in the “Chemistry in Motion College and University Challenge,” contest based on number of participants representing an institution.

• Excellence in a chosen career

For criteria and nomination materials:

• Service to the College • Participation in service and volunteer organizations

www.earlham.edu/alumni 765-983-1313 alums@earlham.edu

• Service to the Society of Friends

Nomination materials are due March 1. Awards are presented each year during Homecoming and Reunion Weekend.

• Achievement which reflects an interest or influence developed at Earlham

income for life?

Would you likE

Want to make a gift to Earlham and secure a stream of income for life? A charitable gift annuity might be the solution. In exchange for a transfer of cash or marketable securities, Earlham contractually guarantees to pay a specified annuity to you and/or another beneficiary for life. In addition, you receive a charitable deduction and other tax benefits. If you don’t need income now, but want to secure income sources for retirement, a deferred gift annuity might be the perfect tool. By making the gift now, you receive the charitable deduction now, and you increase your income payouts by deferring the payments for a period of years.

For more information, please contact

In addition to charitable gift annuities, there are many other planned giving options that might fit your philanthropic, financial and estate planning goals.

Kim Tanner, Associate Vice President for Institutional Advancement

Please also consider including Earlham in your will or as a beneficiary of your retirement plan assets.

765/983-1631 tanneki@earlham.edu

Earlhamite: The Magazine of Earlham College / Winter 2014

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Hundreds of alumni and friends of the College renewed friendships and got reacquainted with Earlham during Homecoming and Reunion Weekend, October 18-20, 2013. Featured events included the official dedication of the newly renovated Stanley and Tyler halls, a concert featuring Juan Dies ’88 and his Grammy-nominated group Sones de Mexico, and special gatherings for class years ending in 3 and 8 as they celebrated milestone years.

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Earlhamite: The Magazine of Earlham College / Winter 2014

Earlhamite: The Magazine of Earlham College / Winter 2014

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Last Laugh

Liza Donnelly ‘77

Make your way BACK TO THE HEART

&

Homecoming Reunion Weekend

– Distinctively –

EARLHAM

My experience at Homecoming and Reunion Weekend was actually beyond words. I haven’t been back since my 10th reunion, and being at Earlham was one of the best times of my life. While walking around The Heart I thought to myself, I now really know why they call it Homecoming. This was our home for four years and as part of the Earlham family, we carry the heart of EC with us. I wish I had come to every reunion since my 10th. Because of this beautiful experience, I will continue to come to more reunions as often as possible. -Jen Goldman ’88

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Earlhamite: The Magazine of Earlham College / Winter 2014

Your old roommate may look a little different and some of the buildings may be new to you, but the spirit of Earlham is forever. Make your way Back to The Heart for Homecoming and Reunion Weekend October 24-26, 2014. Renew old friendships, discover wonderful things students and faculty are accomplishing together and remind yourself what makes Earlham an amazing place. This year, we’ll be celebrating class years ending in 4 and 9. Visit earlham.edu/homecoming for information about accommodations, how to help plan your reunion, and to make a reunion gift. Earlhamite: The Magazine of Earlham College / Winter 2014

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801 National Road West Richmond, Indiana 47374-4095


Earlhamite winter 2014