Keck Foundation LOI

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== 1) Opening (Charlie) ==
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Step by step list of what we're doing.
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Computational methods are now an important part of basic research in all of the natural sciences, yet few undergraduate programs have such components. Earlham is very well positioned to develop a template for incorporating computational methods into science curricula, e.g. our interdisciplinary approach and the high percentage of our graduates that go on to earn Ph.D.s in a science.  These methods are just one type of scientific inquiry covered by our curriculum modules.  /* Is this paragraph placed correctly? */
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\begin{document}
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== 2) Description (Ron, Mike/Corrine) ==
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\centerline{\large \bf Multidisciplinary Science Curriculum Modules and Student/Faculty Research}
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Course curriculum module development
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*Describe one introductory and one upper-level fully, list the others that will be like this.
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\section*{Introduction}
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Hydrogeology, a course in the Geosciences Department, serves to illustrate application of our curricular approach to an upper-level offering.  The 1 to 3 week modules developed for hydrogeology will be designed to knit together over the semester to yield a significant end result: the complete characterization of the hydrogeologic settingDuring the life of the grant, the course would develop a hydrogeological characterization for both the back-campus research plot and for Springwood Lake.  To illustrate our approach for the back-campus plot, characterization will entail installation of several analysis-grade ground water monitoring wells, suction lysimeters and multi-level piezometers. Installations will be subcontracted to an environmental drilling firm and will utilize Hollow-Stemmed Auger (HSA) techniques in order to recover continuous split-spoon soil samples. Smaller subsurface monitoring points may be installed by hand augerThe hydraulic properties of the subsurface will be calculated on the basis of constant head slug tests and constant discharge pumping stress tests.  Monitoring points will be chemically characterized to establish background conditions prior to experimental dosing by environmentally benign proxy metal compounds.  Total metal concentrations will be quantified by Inductively-Coupled Plasma-Mass Spectrometry (ICP-MS) and aqueous species distributions will be modeled by use a public-domain equilibrium speciation model (e.g. MINTEQA2,PHREEQC).  Hydrogeology students will be engaged in all facets of the subsurface investigation, aquifer property determination and sample collection.  Students in other courses will cooperatively engage with Hydrogeology students to develop the protocols for running the environmental fate experiments, chemical analyses and equilibrium speciation modeling.
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Earlham College requests \$342,400 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environmentThis project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary and collaborative; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem, ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives in both coursework and independent research projects with facultyWe believe this idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.
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For Springwood Lake, previous and on-going investigations by Industrial concerns and Municipal and State Regulatory agencies have developed a library of data, including that from many existing monitoring wells in the areaLittle of the extant data has been compiled, yet most of this data is available as public record.  Complete hydrogeological characterization of Springwood Lake will require that students compile and evaluate extant subsurface and hydraulic data. as a means of identifying data gaps and the sampling required to fill themStudents must integrate all of the above to construct a comprehensive model of ground water behavior. Installation of data collection points (vadose zone lysimeters, multi-level piezometer arrays, potentiometric surface observation wells),
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A grant from the Keck Foundation would support a modest amount of equipment, curriculum module and seminar development, and student/faculty summer research, over three years.  Curriculum modules will be created for both introductory and upper-division science courses.  Field, laboratory, and computational methods will be integrated in the modules for students at all levels to experience first-hand how modern scientific inquiry is carried out using a multidisciplinary approachOur study of metals in the environment will generate module and research topics reflecting faculty expertise, student interest, and local impact. Following the scientific and pedagogical success of this initial topic, we intend to expand it to reflect the changing interests of students, faculty, and the communityWe will study anthropogenic impacts on two local ecosystems: nearby Springwood Lake with documented pollution impacts from industrial activity and a site on campus.
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Summer workshops
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Earlham College is a four-year, private, coeducational institution providing a liberal arts education for 1200 undergraduates.  In 2000, Earlham ranked eighth among 1302 institutions of higher learning in the Biological Sciences category of the Baccalaureate Origins Report.  One quarter of Earlham students major in science.  Earlham's teaching philosophy strongly emphasizes collaborative student/faculty research, both within courses and extracurricularly.  Earlham students regularly present papers at the annual Butler University Undergraduate Research Conference and at the annual Merck/Earlham College Undergraduate Research  Conference, and at national conferences in a wide range of science disciplines.  Students are frequently co-authors on papers submitted to refereed scientific journals.
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*Describe all of them with some detail
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Physical aspects
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Four aspects of our project work together to make it powerful: 1) our focus on local problems; 2) the combined use of field, laboratory, and computational methods;  3) the longitudinal involvement of students as they take introductory through upper-level science classes; and 4) showing students how modern science is multidisciplinary with teams of scientists who inform and illuminate the different disciplinary perspectives of a problem. 
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*Back campus study plot
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\section*{Description}
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*Springwood Lake is a small (20 acre) pond located within the City limits of Richmond, Indiana.  It was created in 1930 by dredging and damming a perennial wetland and was intended to be a recreational destinationThe lake is situated between the Middle Fork of the Whitewater River to the east and a steep 50 foot embankment to the westThe embankment is topped by flat land that was the preferred location of industrial development in the 40s, 50s and 60s. Industrial development was attended by uncontrolled releases of contaminating substances, many of which were captured and archived in Springwood Lake sediments.  The base of the embankment along the western lakeshore is the locus of perennial springs;  elevated concentrations of metals and chlorinated organic solvents continue to enter Springwood Lake via these springs.  
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Curriculum modules relevant to this proposal will be incorporated into 6 introductory courses in 5 departments in the SciencesAlmost every one of Earlham's 1200 students will take at least one of these classes before they graduateAdditionally, curriculum modules will be incorporated into at least 7 upper-level courses in 4 departments in the Sciences.
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*Laboratory experiments with ground water simulators
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{\bf Introductory Course Modules} - To illustrate how traditional topics can be introduced in an innovative way using this environmental project as a unifying theme, we propose to incorporate a new environmental chemistry component into our general chemistry class (typical annual enrollment of 90). This unit will introduce students to fate and transport modeling of metals by measuring the distribution coefficient, Kd, which is a common parameter used to estimate the concentration of metal pollutants in aqueous systems. Students will learn the significance of Kd, a measure of the soil sorption capacity, by determining this parameter in standardized material and applying the procedure to soils collected from our study sites.
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This project will focus on interdisciplinary collaboration and curriculum development among the natural and physical sciences departments at Earlham College, including biology, chemistry, computer science, geosciences, mathematics, and physics. It is clear that cutting-edge scientific research is becoming more interdisciplinary and collaborative at all levels; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem and ask students to collect and analyze data, as well as make interpretations, using different disciplinary perspectives in both coursework and independent research projects with faculty. We believe this idea of collaborative learning will transform our undergraduate curriculum in the sciences and provide a model for interdisciplinary curricula for other liberal arts colleges.
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The module will be conducted over two laboratory periods. The first week will consist of a spectroscopy lab, where the students will be introduced to absorption spectroscopy for the determination of the metal concentration in water, and to infrared spectroscopy for the characterization of soil components. In the second week, students will use atomic spectroscopy to determine Kd of one or more metals. The effect of pH on Kd will also be investigated for the soils.  The results will be used to discuss such environmental issues as acid rain and metal mobilization. The soil Kd results will be compiled in a database for use in fate and transport modeling.
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In choosing the scientific problem around which to construct this project, we have tried to generate topics centered around faculty expertise, student interest, and local impact. We anticipate that if this approach is successful, both scientifically and educationally, we would be able to expand topics to reflect the changing interests of students, faculty, and the community. Therefore, our selection of the research problem is purposefully flexible, although any topic must meet the following explicit criteria:
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{\bf Upper Division Course Modules} - Hydrogeology serves to illustrate an application of our project to an upper-level course. The lab modules for hydrogeology will target complete hydrogeologic characterization of both the on-campus research site and Springwood Lake. For the on-campus site, we will install ground water monitoring wells and multi-level piezometers. Subsurface hydraulic properties will be determined via constant-head slug tests and constant-discharge pump tests. Quantitative analyses (using Earlham's Inductively Coupled Plasma spectrometer) will establish baseline metals concentrations. Students will track the environmental fate of target metals added to the control site under regulated conditions.
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*It must be broadly relevant to the scientific community (research results should be publishable in more than one venue).
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*It must be easily adapted to both student/faculty research and the undergraduate science curriculum.
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*It must involve field work, laboratory work, and computational analysis.
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*It must be interdisciplinary in nature.
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*It must have local impact or be important to the local community.
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We will focus on the following metals:
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*Mercury
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*Lead
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*Uranium
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*Arsenic
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*Selenium
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*Vanadium
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*Molybdenum
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*Chromium
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*Cadmium
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*Copper
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*Iron
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*Manganese
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*Zinc
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The proposed modules for hydrogeology will give students an experience that embodies much of the professional practice of the science.  Students will conduct all facets of the subsurface investigation, aquifer property determination, and sample collection. Students in other courses will cooperatively engage with hydrogeology students to develop the protocols for performing the environmental fate experiments, chemical analyses and equilibrium speciation modeling.  
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Water flow through soil via field and laboratory experiments and comutational modeling.  
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The courses will we incorporate these modules into include:
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{\bf Summer Research} - Overall, we propose that the summer research component of this project will involve at least 6 faculty each year, about 18 projects total, and at least 36 students over three summers.
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*Introductory Classes
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**EcoBio - 100 per year
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**Environmental Science and Sustainability - 40 per year
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**Programming and Problem Solving - 30
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**Introduction to Computational Science - 10
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**Statistics - 40
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**Principles of Chemistry - 90
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*Upper-level Classes
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Chemistry: collection, sample preparation and analysis of metals in a variety of environmental matrices, and the development and implementation of metal speciation protocols; investigation of the redox chemistry of soil; characterization and model synthesis of the metal-ligand complexes present in these soils/leachates.
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**Equilibrium and Analysis
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**Hydrogeology
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**Geochemistry
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**Modeling
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**Environmental Chemistry
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**Instrumental Analysis
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(Include a total number of students per year, over the life of the grant, and as a percentage of the total number of students at Earlham.)
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Biology: sampling of aquatic biota (macrophytes and animals) in Springwood Lake to describe and quantify the food chains; evaluate the extent of bioaccumulation of metals by those organisms; assess the rates of biomagnification occurring in higher trophic levels.
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The environmental impact of local industry and geology on ground water sources would be studied using such methods computational modeling of aqueous speciation to assess bioavailability, quantitative analysis of uptake in different trophic levels and analytical techniques, effects/evidence of metal uptake by plants or aquatic life. The study sites will be a local plot developed on-campus and a small lake several miles from the Earlham campus with documented pollution impacts.
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Geosciences: characterization of the physical properties of subsurface soils by conducting whole-soil hydraulic conductivity tests and laboratory grain-size analyses; determine reactivities of soil minerals by quantifying mineral constituents, cation-exchange capacities, organic matter content and surface functional groups.  
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Snapping turtles are potential heavy metal reservoirs, as such they would provide us with one particularly good angle with which to approach this which builds on significant faculty expertise.
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Computer Science: design, development, deployment, and management of the field monitoring equipment using photovoltaic panels, batteries, imbedded controllers, wireless data transfer interfaces, environmental sensors, and open source tools; modeling of the biochemical and groundwater processes.
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Course Modules
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\section*{Purposes, Aims, And Impact}
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*Test plot to examine ground flow and uptake
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*Year round
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*Longitudinal
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*Off-site plot maintenence
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Summer faculty and student research assistant workshops (See the list in the budget to fill-in here.)
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This project will bridge the gap between modern scientific research and science education by incorporating research modules into courses and further developing multidisciplinary summer research activity.  In addition to using multidisciplinary approaches in courses and research, we will institute a series of seminars for small groups of students who are enrolled in one of the courses with a research project module. In these small groups, students will discuss and present the work their class is pursuing on the topic, and engage in weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.
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*Computational science and modeling
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*Remote sensing and data aquisition
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*Bioavailability, toxicity and bioaccumulation.
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*Analytical laboratory methods
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Summer multidisciplinary research community
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An important artifact of this project will be further development of Earlham's Environmental Studies program, which is largely staffed by the same faculty that would be a part of this work.
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*Continue maintence/development of local plot
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*Off-site plot research
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*Projects include (fill-in your details below, include number of faculty and students (roughly).
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**Chemistry
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**Biology
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**Geoscience
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**Computer Science
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== 3) Purposes, Aims, and Impact (Meg Draft) ==
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Because this project will impact the local community, we will hold an annual poster session on-campus for the public in which faculty and students will present their results.  We believe this innovative approach of combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation will give our students a unique opportunity to engage in truly modern collaborative science.
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The purpose of this project is not only to bridge the gap between scientific research and science education by incorporating research modules into courses and encouraging summer research activity, but also to introduce students to the different disciplinary perspectives that can be used to approach scientific problems.  We envision implementing the multidisciplinary aspect of this curriculum by instituting a series of seminars taken by small groups of interested students who are also enrolled in one of the courses with a research project module.  These seminars will be offered at multiple levels, with advanced undergraduates leading the underclass seminars, and faculty leading the upper-class seminars.  In these small groups, students will discuss and present the work their class is pursuing on the topic, and students will do weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.
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\section*{Timeline}
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In addition to learning skills in scientific inquiry and science research, these course modules and projects will also have an impact on the local community.  Since all projects will be grounded in scientific issues important to our local and regional environment, we anticipate holding yearly poster sessions open to our community in which students or groups of students will present aspects of their projects and link them into a larger scientific and social context.  We believe this innovative approach, combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation will give our students a unique opportunity to engage in truly collaborative science.
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== 4) Timetable ==
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\begin{tabular*}{6.5in}{l@{\extracolsep{\fill}}l}
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4 years, full summer of activity in 2007 through spring semester 2011.
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Spring 2007 & Purchase and installation of equipment \\
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Summer 2007 & Course module and seminar development, student/faculty research \\
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Academic 2007-08 & Initial implementation of course modules and seminars \\
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Summer 2008 & Course module and seminar development, student/faculty research \\
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Academic 2008-09 & Continued implementation of course modules and seminars \\
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Summer 2009 & Course module and seminar development, student/faculty research \\
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Academic 2009-10 & Continued implementation of course modules and seminars \\
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\end{tabular*}
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Include a statement that shows that Earlham will carry this on supported by funds that are described in the current capital campaign menu.
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\section*{Justification For Keck Request}
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== 5) Justification for why Keck and not some other funding source (Barbara) ==
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The costs involved in the proposed multidisciplinary project exceed the capacity of Earlham's operating budget.  In order to plan and implement this project, we must secure outside funding.  Private and government funding for multidisciplinary projects at 4-year colleges is limited.  Furthermore, many focus on one core discipline with collaborative disciplines radiating from the  core.
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The costs involved in the proposed interdisciplinary science research and curriculum development project far exceed the parameters of the Earlham College operating budget.  In order to plan, implement and evaluate this project, we must secure outside funding.  Private and government funding sources for interdisciplinary projects are few and far between.  Even then, many focus on one core discipline with collaborative disciplines radiating from the core.  In addition, most are targeted toward large research universities, and not at undergraduate colleges and liberal arts institutions.
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\newpage
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By reviewing W.M. Keck Foundation funded projects, it is clear that Keck places a high value on research at undergraduate colleges and in funding innovative projects. With educational programs that have strength across the full range of the liberal arts and sciences, Earlham has demonstrated unusual strength in the sciences, and stands alongside the undergraduate institutions that have received Keck Support.
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\section*{Budget}
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Because of the shared interest in multi-disciplinary projects and the confidence in undergraduate collaborative research, Earlham turns to the W. M. Keck Foundation to seek support.
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\begin{verbatim}
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                                  2007      2008      2009      Total
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PERSONNEL             
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  Faculty Stipends           
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    Summer research (@$600/wk) $28,800    $28,800    $28,800    $86,400
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    Project Coordinator        $3,000    $3,000    $3,000    $9,000
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  Student Stipends               
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    Summer research (@$400/wk) $38,400    $38,400    $38,400  $115,200
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== Appendix A - Budget ==
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TOTAL PERSONNEL                                                $210,600
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Equipment:
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*Ultrasonic Nebulizer (Boorman?  Leave it here for now).  $15K
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EQUIPMENT             
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*Large freeze drier $20K
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  Ultrasonic Nebulizer         $15,000           
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*Acid digestion system $20K
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  Large freeze drier           $25,000           
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*Field monitoring equipment (one per location) ~$1.5K per, about 6
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  Acid digestion system       $25,000           
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**Temperature  
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**PH (digital)
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  Field Monitoring (4@$3000 each):             
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**Conductivity
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    Temperature, pH (digital), conductivity, redox (reduction oxidation  
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**Redox (reduction oxidation potential)
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    potential), pressure transducer, nitrate selective probe, computer,
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**Computer, packaging, uploading
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    packaging, and communications 
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**Nitrate selective probe through the summer?
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  Total Field Monitoring      $12,000           
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*Sampling equipment (what depth do we need?) $1K + lots
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**Lake sediment cores to 2m
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**Shelby soil cores to some unknow depth
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**One time install for monitoring wells and equipment for drawing
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**Sounds like different approaches for different locations. Springwood has wells that we could sample (possibly)
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Software and hardware $5K
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  Field Sampling:                     
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*Groundwater flow analysis, Do we need cycles? Talk to Mic about this
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    Lake sediment cores to 2 m             
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    Shelby soil cores             
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    Monitoring wells (one time install)
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    Drawing equipment             
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  Total Field Sampling        $15,000
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  Biology sampling gear        $3,800
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Workshops
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TOTAL EQUIPMENT                                                  $95,800
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*Faculty stipends - 10 per workshop (year) over 4 years
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*Meals and supplies
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SUPPLIES               
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*Intructor stipends
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  Per student (12) per year    $1,000    $1,000    $1,000 
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*Topics (possible, refine before submission)
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TOTAL SUPPLIES                $12,000  $12,000    $12,000      $36,000
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**Computational Science Methods - general and domain specific
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**Environmental Geology
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GRAND TOTAL                                                    $342,400
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**Hydrology
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\end{verbatim}
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**Soil Chemistry
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**Analytical Techniques
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**Biochemistry and metabolism of metals
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**Computational Chemistry
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*PDF would pay for faculty stipends, Keck would pay for instructor costs and general stuff.
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Supplies
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In 2010, Earlham will be in the final stages of a capital campaign which includes support for an on-going summer student/faculty science research program.  This endowment would continue support for the projects described in this proposal.
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*Per faculty, per course, per student researcher
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Faculty and student stipends for summer prep of curriculum modules
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\end{document}
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Faculty Release Time during the academic year for first offering
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Faculty and student Stipends for summer research projects based on this
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== Appendix B - Reviewers ==
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We'll need complete addresses, telephone, and fax
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<pre>
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Lew Reilly
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Ursinus College
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Department of Physics
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Collegeville, PA
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Scott Brooks - BioGeoChemist
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Environmental Sciences Division, POB 2008
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Oak Ridge National Laboratory
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Oak Ridge, TN  37831
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Mic's friend
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Oak Ridge National Laboratory
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Oak Ridge, TN
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Bob Panoff
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Shodor Institute
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Raleigh, NC
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Brock Spencer
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Beloit College
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Department of Chemistry
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Beloit, WI  53511
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Biologist?
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Bruce Herbert, Professor
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Department of Geology and Geophysics
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Texas A & M University
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MS 3115
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College Station, Texas 77845
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herbert@geo.tamu.edu
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979-845-2405
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</pre>
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== Appendix C - College Collateral ==
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Fact sheet
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Background on each department, orange flyers?
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Division Brag Sheets - EllieV's revisions?  SaraP?
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Latest revision as of 11:31, 31 January 2006

\documentclass[12pt,letterpaper]{article} \usepackage{fullpage} \usepackage{url} \textheight=9.0in \textwidth=6.5in \parskip 1.6mm \pagestyle{plain} \raggedbottom \raggedright \setlength{\tabcolsep}{0in} \usepackage[small,compact]{titlesec}

\usepackage{pslatex} %\usepackage{times} %\usepackage{palatino} %\usepackage{palatcm} %\usepackage{helvet} %\usepackage{bookman}

\begin{document}

\centerline{\large \bf Multidisciplinary Science Curriculum Modules and Student/Faculty Research}

\section*{Introduction}

Earlham College requests \$342,400 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment. This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary and collaborative; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem, ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives in both coursework and independent research projects with faculty. We believe this idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.

A grant from the Keck Foundation would support a modest amount of equipment, curriculum module and seminar development, and student/faculty summer research, over three years. Curriculum modules will be created for both introductory and upper-division science courses. Field, laboratory, and computational methods will be integrated in the modules for students at all levels to experience first-hand how modern scientific inquiry is carried out using a multidisciplinary approach. Our study of metals in the environment will generate module and research topics reflecting faculty expertise, student interest, and local impact. Following the scientific and pedagogical success of this initial topic, we intend to expand it to reflect the changing interests of students, faculty, and the community. We will study anthropogenic impacts on two local ecosystems: nearby Springwood Lake with documented pollution impacts from industrial activity and a site on campus.

Earlham College is a four-year, private, coeducational institution providing a liberal arts education for 1200 undergraduates.  In 2000, Earlham ranked eighth among 1302 institutions of higher learning in the Biological Sciences category of the Baccalaureate Origins Report.  One quarter of Earlham students major in science.  Earlham's teaching philosophy strongly emphasizes collaborative student/faculty research, both within courses and extracurricularly.  Earlham students regularly present papers at the annual Butler University Undergraduate Research Conference and at the annual Merck/Earlham College Undergraduate Research  Conference, and at national conferences in a wide range of science disciplines. Students are frequently co-authors on papers submitted to refereed scientific journals.

Four aspects of our project work together to make it powerful: 1) our focus on local problems; 2) the combined use of field, laboratory, and computational methods; 3) the longitudinal involvement of students as they take introductory through upper-level science classes; and 4) showing students how modern science is multidisciplinary with teams of scientists who inform and illuminate the different disciplinary perspectives of a problem.

\section*{Description}

Curriculum modules relevant to this proposal will be incorporated into 6 introductory courses in 5 departments in the Sciences. Almost every one of Earlham's 1200 students will take at least one of these classes before they graduate. Additionally, curriculum modules will be incorporated into at least 7 upper-level courses in 4 departments in the Sciences.

{\bf Introductory Course Modules} - To illustrate how traditional topics can be introduced in an innovative way using this environmental project as a unifying theme, we propose to incorporate a new environmental chemistry component into our general chemistry class (typical annual enrollment of 90). This unit will introduce students to fate and transport modeling of metals by measuring the distribution coefficient, Kd, which is a common parameter used to estimate the concentration of metal pollutants in aqueous systems. Students will learn the significance of Kd, a measure of the soil sorption capacity, by determining this parameter in standardized material and applying the procedure to soils collected from our study sites.

The module will be conducted over two laboratory periods. The first week will consist of a spectroscopy lab, where the students will be introduced to absorption spectroscopy for the determination of the metal concentration in water, and to infrared spectroscopy for the characterization of soil components. In the second week, students will use atomic spectroscopy to determine Kd of one or more metals. The effect of pH on Kd will also be investigated for the soils. The results will be used to discuss such environmental issues as acid rain and metal mobilization. The soil Kd results will be compiled in a database for use in fate and transport modeling.

{\bf Upper Division Course Modules} - Hydrogeology serves to illustrate an application of our project to an upper-level course. The lab modules for hydrogeology will target complete hydrogeologic characterization of both the on-campus research site and Springwood Lake. For the on-campus site, we will install ground water monitoring wells and multi-level piezometers. Subsurface hydraulic properties will be determined via constant-head slug tests and constant-discharge pump tests. Quantitative analyses (using Earlham's Inductively Coupled Plasma spectrometer) will establish baseline metals concentrations. Students will track the environmental fate of target metals added to the control site under regulated conditions.

The proposed modules for hydrogeology will give students an experience that embodies much of the professional practice of the science. Students will conduct all facets of the subsurface investigation, aquifer property determination, and sample collection. Students in other courses will cooperatively engage with hydrogeology students to develop the protocols for performing the environmental fate experiments, chemical analyses and equilibrium speciation modeling.

{\bf Summer Research} - Overall, we propose that the summer research component of this project will involve at least 6 faculty each year, about 18 projects total, and at least 36 students over three summers.

Chemistry: collection, sample preparation and analysis of metals in a variety of environmental matrices, and the development and implementation of metal speciation protocols; investigation of the redox chemistry of soil; characterization and model synthesis of the metal-ligand complexes present in these soils/leachates.

Biology: sampling of aquatic biota (macrophytes and animals) in Springwood Lake to describe and quantify the food chains; evaluate the extent of bioaccumulation of metals by those organisms; assess the rates of biomagnification occurring in higher trophic levels.

Geosciences: characterization of the physical properties of subsurface soils by conducting whole-soil hydraulic conductivity tests and laboratory grain-size analyses; determine reactivities of soil minerals by quantifying mineral constituents, cation-exchange capacities, organic matter content and surface functional groups.

Computer Science: design, development, deployment, and management of the field monitoring equipment using photovoltaic panels, batteries, imbedded controllers, wireless data transfer interfaces, environmental sensors, and open source tools; modeling of the biochemical and groundwater processes.

\section*{Purposes, Aims, And Impact}

This project will bridge the gap between modern scientific research and science education by incorporating research modules into courses and further developing multidisciplinary summer research activity. In addition to using multidisciplinary approaches in courses and research, we will institute a series of seminars for small groups of students who are enrolled in one of the courses with a research project module. In these small groups, students will discuss and present the work their class is pursuing on the topic, and engage in weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.

An important artifact of this project will be further development of Earlham's Environmental Studies program, which is largely staffed by the same faculty that would be a part of this work.

Because this project will impact the local community, we will hold an annual poster session on-campus for the public in which faculty and students will present their results. We believe this innovative approach of combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation will give our students a unique opportunity to engage in truly modern collaborative science.

\section*{Timeline}

\begin{tabular*}{6.5in}{l@{\extracolsep{\fill}}l} Spring 2007 & Purchase and installation of equipment \\ Summer 2007 & Course module and seminar development, student/faculty research \\ Academic 2007-08 & Initial implementation of course modules and seminars \\ Summer 2008 & Course module and seminar development, student/faculty research \\ Academic 2008-09 & Continued implementation of course modules and seminars \\ Summer 2009 & Course module and seminar development, student/faculty research \\ Academic 2009-10 & Continued implementation of course modules and seminars \\ \end{tabular*}

\section*{Justification For Keck Request}

The costs involved in the proposed multidisciplinary project exceed the capacity of Earlham's operating budget. In order to plan and implement this project, we must secure outside funding. Private and government funding for multidisciplinary projects at 4-year colleges is limited. Furthermore, many focus on one core discipline with collaborative disciplines radiating from the core.

\newpage

\section*{Budget}

\begin{verbatim}

                                 2007       2008       2009      Total

PERSONNEL

 Faculty Stipends             
   Summer research (@$600/wk) $28,800    $28,800    $28,800    $86,400 
   Project Coordinator         $3,000     $3,000     $3,000     $9,000 
 Student Stipends                
   Summer research (@$400/wk) $38,400    $38,400    $38,400   $115,200 

TOTAL PERSONNEL $210,600

EQUIPMENT

 Ultrasonic Nebulizer         $15,000            
 Large freeze drier           $25,000            
 Acid digestion system        $25,000            
 
 Field Monitoring (4@$3000 each):              
   Temperature, pH (digital), conductivity, redox (reduction oxidation 
   potential), pressure transducer, nitrate selective probe, computer, 
   packaging, and communications  
 Total Field Monitoring       $12,000            
 Field Sampling:                      
   Lake sediment cores to 2 m              
   Shelby soil cores               
   Monitoring wells (one time install)
   Drawing equipment              
 Total Field Sampling         $15,000
 
 Biology sampling gear         $3,800

TOTAL EQUIPMENT $95,800

SUPPLIES

 Per student (12) per year     $1,000    $1,000     $1,000  

TOTAL SUPPLIES $12,000 $12,000 $12,000 $36,000

GRAND TOTAL $342,400 \end{verbatim}

In 2010, Earlham will be in the final stages of a capital campaign which includes support for an on-going summer student/faculty science research program. This endowment would continue support for the projects described in this proposal.

\end{document}

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