Ithaca College Will Make You Ready
With a vibrant community, professors who inspire, and the hands-on experience you need to dive into your field with confidence.
Allyce Barron had a problem when it came to deciding how to approach her future. “Since high school I had been torn between music and neuroscience. I actually applied to schools for both, so I could determine what I wanted to do.” Lucky for Allyce, she found she could do both at Ithaca College.
As a music education major, Allyce created a course in music cognition that allowed her to research how children learn in the classroom. “My independent study research was specifically about chunking and immersion learning. Do students learn a song better in pieces or when they are immersed into it all at once?”
With the help of a professor in the music theory department, Allyce experimented with teaching her 10-and 11-year old students songs using the chunking and immersion teaching strategies. She found that the students learned the song better if they were immersed in the entire piece repeatedly. “It was a surprising finding. All of the students felt initial frustration with the immersion, but figured out how to adapt to learn the piece.”
Allyce is now in grad school at Harvard, where she is studying the relationship the brain has with learning, especially in classroom settings. Looking back, she relishes the opportunity she had at Ithaca. “The rigor of the music education program is profound. It’s amazing that undergraduate students can take so much ownership in their learning. Thanks to Ithaca College, I feel ready to change the way students learn.”
There are no bogeys when it comes to finding a major in college. So when Adam Karnish switched from biology to chemistry and then to physics during his first two years at Ithaca College, he was never in danger of going over par.
The lifelong golfer’s fondness for math and science eventually drew him to Ithaca’s physics department. “I’ve always been a logical thinker, and physics is the study of how things work, so that really interested me,” he says.
The summer before his senior year, Adam joined an Ithaca College/Cornell research team studying the composition of an asteroid. The project required remotely accessing the controls of a telescope in Hawaii to do some of the work.
For his senior research project, Adam turned his attention to a different flying object: the golf ball. The real goal was to develop his knowledge of computer modeling software, but he took the opportunity to apply it to something he enjoyed.
After graduation, Adam landed a job with the United States Golf Association, where he now works to define individual course ratings and handicaps using statistical analysis and linear regression—skills he honed in Ithaca’s physics department.
“Within the first 10 years, a new golf course goes through big changes,” Adam says. “Trees, grasses, speed of the green—it evolves dramatically.” Because of that, a course needs to be rated at least three times in its first 10 years of existence, he says, and then once every 10 years after.
Theoretical scores produced from the course rating are compared to actual golfers’ scores to determine the course handicap. Those results are fed back into the course rating system.
“If the score is affected more by shots near the green, or by the difficulty of the contours of the green, that information needs to be weighed more heavily to reflect the actual scores made by players,” Adam says.
Adam also teaches course rating and handicap systems at golf courses around the country. Giving research presentations as a student helped prepare him for this aspect of the job, too.
“One thing I really learned at Ithaca was how to speak in front of a group of people and explain my thoughts clearly, in an organized manner, to convey whatever message I'm trying to bring to the audience,” he says.
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