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Antioch College is proud to announce that the Higher Learning Commission (HLC) has granted it accreditation. Since the College independently re-opened in 2011, it has been in a rigorous, multi-stage accreditation process. In June 2014, Antioch College was named a candidate for accreditation and was allowed to pursue early initial accreditation on a two-year path, rather than the traditional four-year timeline.

Curricular Ties

Get Involved

Volunteer to learn and to help out on the Antioch Farm.

Who: All ages and skill levels welcome.

When: Tuesdays, 6:00 pm to 8:00 p.m. (or until sunset). April through September, weather permitting.

Where: Meet on the Farm.

For more information, call 
(937) 477-8654.

Admitted Student Summer Program

Curricular Ties:

Antioch Farm as a Learning Laboratory

The Antioch Farm plays an indispensable role in the mission of Antioch College, and our community of students, faculty and staff value the Antioch Farm as an integral component of campus sustainability as well as a learning platform for the community. The Farm is a learning lab and is used by faculty across all four of Antioch’s major areas of study for teaching and research. See below for examples of the many ways the Antioch Farm enhances learning in the classroom.

  • Sciences
  • Social Sciences
  • Humanities
  • Arts
  • Global Seminar
  • Independent Research


BIO 210  Botany – This course investigates the wide variety of plant forms and the molecular mechanisms that generate them. It provides a conceptual framework for understanding plant development that includes an evolutionary perspective. Ecological principles are used to examine plant population and community processes. Special attention will be given to plant/animal interactions such as pollination, dispersal, and herbivory. The lab component will use local habitats to gain hands-on experience in field observations and data collection and analysis.  The Farm is used for botanical surveys and multiple labs (image 1220, in Botany folder, under kim landbergen, shared drive)

  • LAB: Autumn Aster comparative morphology: Students collect and dissect native blooming Autumn members of the Aster family, and compare these to domesticated varieties found in the Antioch Farm (Cosmos, Tickseed, Marigold, Zinnia).
  • LAB: Comparative root anatomy and nitrogen-fixer nodulation: Students collect wild and domestic species from the Antioch Farm to study and compare root types and their function (fibrous, tap, prop, adventitious, etc.). In addition, excavation of example legume crops allows for examination of the presence of N2-fixation nodules on legume roots.


ENVS 105 Introduction to Environmental Science - Farm Manager Kat Christen talks with the Environmental Science class about ecological agriculture and helps coordinate on farm student plantings and projects.Kim Landbergen

ENVS 230 Soils: A Living System - This course explores the nature, properties, and use of soil to capture its value and to understand better its critical role as a foundation of life. It is an introduction to soil organisms, and includes interactions between organisms, their processes, and metabolism with a major focus on microorganisms. This course also introduces students to basic concepts of soil science and the soil’s contribution to the functions of natural and anthropogenic ecosystems. It provides an overview of soil’s morphological, physical, chemical, and biological properties, and how these interact to form a soil with unique characteristics and  ecosystem function. Students discuss soils of the world from the perspective of soil taxonomy, the processes that form these soils, and land use properties specific to each soil order. Current issues regarding the proper use and management of soils are investigated. The Antioch Farm is used to collect and analyze soil samples.   

ENVS 310 Soil Science - This class uses the Antioch Farm to collect and analyze soil samples, with multi-week labs focusing on soil chemistry, fertility, structure, and land use on campus, on the Farm, and in the Glen Kim Landbergen

ENVS 319 Hydrology - In this class, The Antioch Farm is utilized for multiple labs on campus stormwater while other labs took place in the Glen (in-stream)

ENVS 339 Ecological Agriculture - This course focuses upon the science of ecological agriculture and the importance of understanding and comparing the current methodologies of agriculture with appropriate alternatives. This course will also focus on understanding the ecological concepts that are of universal application in all bioregions where agriculture is practiced. A special emphasis is be placed on alternatives to non-sustainable systems that rely too heavily on chemicals and irrigation, such as the development of systems that mimic native ecosystems. ENVS 339 uses the Antioch Farm on a weekly basis to investigate and apply course content to the practical application of growing crops. Weekly farm labs cover operations, biology, soils, pest control, fertility, permaculture, and more. 

ENVS305/ENVS339 Ecology and Applied Ecology - courses Grant: Propolis Foundation. Summary: Purchasing, planting native flowering prairie plants on western Farm. Planning and Launching Phase I: Pollinator Path Kim Landbergen

BIO160 General Biology II and Lab - Dr. Savitha Krishna, Assistant Professor of Biological Sciences, brought her students to the Farm to support their indoor studies on worms and collected earthworms.

BIO230 Genetics - Dr. Sarah Fritz used the Farm as a lab, connecting classroom genetics to the practical application of on farm chicken breeding.


SCI 370 - Zoology: Advanced Special Topics in Sciences Insect collection. Pre-pollinator path insect sampling.


Social Sciences

PECO315 Environmental Economics - Dr. Sean Payne’s class utilized the farm as a local case study for land use decision, environmental valuation techniques and spatial economic relationships.  The class also discussed zoning regulation during a study of cost-benefit analysis.  In addition, his Introduction to Economics class created a student production line to convey the ideas of productivity flowing to marginal productivity.

PSYC240 Somatic Psychology - Dr. Deanne Bell’s class utilized the farm to discuss the relationship between raising farm animals and eating them, the difference between having an intimate relationship with animals for sustenance and nutrition vs. being alienated from the animals and the earth and eating industrially processed food.



PHIL229 Eastern Philosophy - Dr. Lara Mitia;s class utilized the Farm to study animal meditation and animal consciousness.

PHIL105 Epistemology - Dr, Lewis Trelawny-Cassity, Assistant Professor of Philosophy, brought his Class came to the Farm to discuss Aristotle's idea of "plant souls" after Kat led students in a planting of wild onion ramps in the food forest.




Media students often utilize the Farm for media assignments. Here are three recent efforts:

chicken kitchen compost from Arts at Antioch College on Vimeo.

Dr. Sara Black, working with a small collaborative group of artists, architects, students, and staff created a series of weekend workshops to design and implement an International Tea Garden from the former Antioch Japanese Tea Garden.  The Tea Garden in located on the Northeast portion of the farm.


Global Seminars

GS120 Global Seminar Food - Dr. Rahul Nair, Visiting Professor of World History and Dr. Savitha Krishna, Assistant Professor of Biological Sciences, taught an assignment entitled "Sustainable Agriculture on the Antioch Farm: an integration of practice, method and theory". Students visited the Antioch Farm for a presentation by Kat Christen, Farm Manager, who organized small group presentations at four stations on topics such as "Sustainable Agriculture and Permaculture", "Medicinal Plants", "Seeds and Seed saving" and "rotational grazing and heritage breeds".

GS120 Global Seminar Food - Dr. Dean Snyder Assistant Professor of Political Economy, conducted a study of how Antioch’s farms and Kitchens reflect a sustainable agro-food supply chain; specifically how a cooperatively constructed regional supply chain system can work productively and ethically as opposed to the current food production system.

GS130 Global Seminar on Energy - Dr. Barbara Sanborn, Assistant Professor of Mathematics, worked with students in a course-related project in which students devised and installed a solar powered light for a chicken coop on the farm.


Independent Research Projects

Independent Research Projects often utilizing campus resources and include efforts such as reforestation efforts, land management, tree health, carbon sequestration, and vermicomposting. Examples of various student research projects  are listed below.

SCI297 - “Characterization of campus soil carbon storage and water infiltration: A study of soil properties and soil structure”

- Student researcher: Anthea Van Geloven ‘17,  Summer 15. Main campus 

All photos above courtesy of Dr. Kim Landsbergen, Associate Professor of Biology and Environmental Science

SCI297 - “Surveying native bee diversity on Antioch’s campus” - Student researcher: Cherokee Hill-Read, ’17, Summer 15, Pollinator biodiversity survey, Main campus, Farm (South Campus Pollinator Path) pasture 

SCI297 Beekeeping - Pollen and nectar collecting behavior of the honey bees on the Antioch Farm. - Student researcher: Julia Navarro ‘16.

Antioch University recently announced significant administrative and governance changes. Antioch College has received a number of questions about whether those changes will affect the College’s accreditation efforts or financial stability. Though Antioch College wishes the University well, the College has no legal, financial or administrative ties to Antioch University.



Antioch College invites questions, contributions and ideas about FACT via this form. ​

Luisa Bieri
Interested in contributing to conversations/co-design with The Foundry Theater, Herndon Gallery, CSKC, and WYSO

Don Hollister 
Eager to weave in the Arthur Morgan Institute for community solutions

Michael Casselli 
campus integration of curricular assets, outreach to larger communities, curricular integration to specific assets

Julia Honchel 
Very excited about this! Would love to be involved in curricula development related to food, wellness, community solutions, and the glen

Kim Landsburgin 
I would like to be involved with the Glen Helen as curricular asset.. Maybe even the Glen Helen board?

Dianne Jordan 
Coretta Scott King Center

Rebecca Jaramillo 
I would be very interested in working on flushing out the Glen Helen/Raptor Center curricular asset.

Isaac DeLamatre 
I can offer time and expertise

Kevin McGruder 
Interested in CSKC and in the Antioch Village

David Goodman ’69  
I can be an advisor and think tank member developing sustainable living with students and faculty

Jay Greenspan ’76   
Willing to continue to bring ACV into existence



Antioch College invites questionscontributions and ideas about FACT via this form

Residence Life should be included as a curricular asset

Only require 2 (and 1 local) co-op to help disadvantaged students keep up academically

centralizes database

centralized fundraising efforts

people can donate (native) plants to the college

transparancy with usability

we would like to raise one of our hand-built wind turbines on the Antioch farm (or south campus) to be an offgrid or on-grid source of wind power. funds are needed to support this project thoughhaving people stand on the outside of a circle feels excllusionary. maybe we could randomly generate small groups to talk and generate ideas and foster community

I dont think this changes the state of the college. This is cool because it tightens the connection between the college and its "assets", but is not actually addressing issues that are affecting retention and acquisition of students. This framework does not seem special.

Students must be involved and feel agents in the Antioch Village. Make it a job or co-op

Health and Wellness Center: running classes, weight lifting classes, etc. For credit for students

Reconnecting with the Antioch School

Even though the Record is still small and is still growing, I think it's a wonderful curricular asset. It was recently more integrated into the curriculum with the community reporting class, but I think there is more potential to be co-designed

Community solutions is excited to participate in design build

it would be great to also have a conversation between the curricular assets to discuss multi-asset processes

Call the design build "Framework ACT", collaborative market the assets as "Co-Lab" or "Collab"

Please include students in a major was in the ACV

A student radio show (or more help for Anti-Watt)

A journalism/media concentration for social science majors

facilities could be a co-curricular asset

Looking forward to directly engaging in conversations with co-op faculty and faculty body around developing new ideas and general education curricular design, etc. Co-op miller fellow non-profits can also be considered strong local partners in this

Provide formal programs that are not for academic credit

Weekend workshops open to the public

Adult summer camp for one week ("All you need to know about engineering in 6 weeks/ Law school in 3 weeks - Cornell used to do this)

Podcasts by faculty and staff - facilitated by WYSO

student projects done as audio documentaries

Campus lectures recorded by students and repurposed by WYSO

Include IG's as curricular assets

Support the establishment, maintenance and integration of IG's

Encourage community members (students, staff, faculty) to run for comcil and serve on various committees

Be inclusive about governance, not exclusive

Invite the community to participate/pay to take classes at the farm. There are assets not currently utilized by the broader surrounding communities

Make community meeting great again. Rename it. Rebuild it. Base it off of the assets. Grow it. Include community governance and use it as glue

More emphasis on staff/faculty/student wellness and promote the wellness center

Make space/have a community arts program

Renovate the 3rd floor of the Kettering building as sound and video studios to rent to the public

The Foundry is something that I could talk about for hours, but I am on a waiting list

I definitely think that funds could be put into the CSKC and the theater to ensure our stories as students can be heard

Use the CSKC in classes to engage students in direct and intentional conversations and actions to further diversity initiatives on campus

I always thought starting my brewery on campus. Contributing to revenue, entreprenuership, art/design, and enviromental and biological sciences would be a good idea

Change the calendar to trimesters similar to Kalamazoo's calendar to allow for real breaks. This change would also address workload issues

Develop an Antioch money system with the Time Bank

All electric staff vehicles

Organizationally capture our stories for reinvention - will be material for case studies, stories, and reflection

Selling our consulting services

Permaculture design, lifeguard training, yoga certification, naturalist certification, entreprenurial opportunities for credit.

Please involve students in the village design and implementation!

A wilderness orientation trip!

Create a class to teach students how to use all the information assets in the library

Media students can produce/co-produce videos/animation/interactive online modules to demonstrate and educate others on library resources

To Shin Do should be integrated into the Wellness Center for credit!

Improve IT so we can better do our jobs

10/15 hours weekly for students to pay their room/board

As a child of an alum we spent every day in classes, art projects, and part of the community

Class for credit on how to use the varied and rich resources on the Olive Kettering Library

Global Seminar should engage co-curriculars

other foundation classes are a freshman experience, writing courses, and special topics similar to global seminar but smaller and more engaged

More classes with WYSO

The antioch campus landscape itself is a resource. There is lots of land, lots of space, and lots of built areas for use, installation, etc.

Build a deliberate highly visible public forum maybe 2 times a quarter. Something that is high profile. This has done a huge amount for CCAD, where I used to work.

Make explicit programming for first generation college students and students of color

Get rid of grades and have narrative evaluations and allow students to use curricular assets for credit

Have a Glen Helen term where students spend immersive term living, working, and learning in the Glen.

Selling opportunity to work at the Antioch Review.

Shared governance (especially ComCil) as a curricular asset.

There were people at Community Meeting I have never seen. Maybe we could have a massive community introduction session.

To Shin Do should be inegrated into the Wellness Center as a permanent for credit class (or as part of community life)

communications department should get more involved with students

To Shin Do is a huge, often unrecognized, asset that I believe is an integral aspect of our uniquiness

Can we move to a new schedule post accredidation?

Offer To Shin Do as a class for credit and make sure that we have a space to store our gear that the general public cannot access. To Shin Do is incredibly valuable, whether in the Wellness Center for credit or sponsored by community life in sontag. Please keep this program. This program is why I am here in more ways than one.

Integrate IG involvement with class credit

Publish best application essay in the Antioch Review

A class in the Glen where students can learn nature and survival skills.

A dance class in the foundry that also collaborates with other types of classes (ex: history, psychology, or philosophy of particular dance styles)

Grant writing class

Develop certificate programs or degreetracks designed around the curricular assets. Integrate the subjects covered by these assets into various aspects of the curriculum.

Encourage collaboration between the assets.

Antioch Media Studios: the film and sound production studios are assets in the ASB

Collaboration between assets to provide student and community experiences. (ex: wellness retreats in the glen, mindful eating, and meditation)

Superfly comics (a local alum owned business) and its on campus associates would be interested in presenting a proposal for turning anti-con into a full space comic convention. Please see Wakka Ciccone for details

Child care led by a student group via co-op or direct job

Wellness Center could work with the Miami Township Fire Rescue to offer classes in: EMT training, Fire fighter traiing, CPR

Take out loans the second we obtain accredidation.

Community life courses should provide a framework for creating class opportunities

seed company

plant sale every year

grow our own shrub/tree/plant/nursery

West African drum and dance ensemble in foundry theater with local NPA current adjunct faculty Darren Gilley (collaboration with community life and the foundry theater)

Global seminar should be more deeply connected with curricular assets

WYSO and the farm

Global seminar as a short community voices course (WYSO) for a large swath of students

Create pathways or road maps/directions for learning the co-op community

Charge for parking at the Glen Helen and enforce it

Business Development/Incubation

Giving staff more praise

Travel program for alumni and others (to locations of staff expereinces/faculty research/student co-ops)

Antioch College village should be a part of this

Have students more involved with communications. They have knowledge about who you are advertising to and could give imput.

To Shin Do should be integrated in the Wellness Center for Credit. It was already an asset and the school is trying to get rid of it

In our Admissions offer we should include the entire collection of assets as integral to an Antioch education

David Goodman - Pair an MBA type person with each collateral asset leader. Keep the content value of Collateral Assets by making sure the leader is in charge but uses the MBA type as a key support person to the leader.

Check out the Stanford D-School design bootcamp literature - it's helpful to corral a mass of diverse ideas and experiences into s.t. more targeted and useful

The visual branding is going to be critical. There needs to have some symbol uniformly the same on everything.

Definition of transition: "the process or a period of changing from one state or condition to another," definition of transformation: "a metamorphosis," "a thorough or dramatic change in form.”

Add alumni as curricular assets and involve them in very purposeful way - like get an Antioch alumn to direct the branding effort. Each trustee picks a curricular asset to work with as part of the trustee's duties for the board

Thomas Carhart - Antioch Kitchens and Farm: 1. Integrated curriculum of environmental studies, sustainability, and farming techniques 2. Outreach and sharing of evidence/results from farm and kitchens 3. Model for other institutions and educational entities 4. Fund raising and expansion of model to local community and foundations

Kat Christen - Each curricular asset could be tied directly and regularly to specific courses, disciplines and/or majors. The Farm can be linked formally to Philosophy, Environmental Science, and/or Global Seminars. Informal connections are already occurring, however formalizing a regular link would make planning easier and better utilize this asset regularly. A formal link could be a portion of a course, or module, that is created for a course to be used every time the course is taught that incorporates the Farm or a course that is co-taught by faculty and staff. This may also work for other assets, for example Kitchens to Chemistry, Anthropology to CSKC, Environmental Science to Glen Helen, etc.... (of course, those involved should weigh in on what linkages are best) To support the best version of this linkage, additional staff support would likely be necessary.



Antioch College invites questions, contributions and ideas about FACT via this form.

How are we going to do this? And what is the desired outcome?

Timeline? How soon can we design/build on this?

Who else? Who is included/excluded in this process?

Can we rename "assets" to partners?

Why is co-op a co-curicular asset? Isn't it part of the curricular assets?

How exactly do linkages create financial sustainability? Simply by making the school appealing?

What about IG's? Are they curricular assets?

If Comcil is a curricular asset, how can we encourage more participation when people feel so disempowered?

How does community governance fit in?

Why isn't the library an asset?

How does combining the assets build strength, solidarity, connection, and growth for the college as a whole?

What are the action steps?

How is this different than what we are already doing?

How will FACT generate income?

How will it being coordinated?

What happens if accredidation gets postponed?

How is the Antioch Review a curricular asset?

How can a student become involved with the Antioch Review?

Why do we not have more students on "the review"?

Can we teach students more co-op skills: driving, cooking, and taxes?

What is the plan moving forward? Timeline?

What if no one signs up to participate?

What if we already have programs in development?

Have we ever considered charging admission to the Glen?

How can we use the glen in the curriculum?

How better can we utilize the spaces we have in the science/arts building?

Have plans been made at which steps will require funding first?

Will this facilitate changes in academic calendar?

I'm curious about whether or not this will only be supplied to a select area or if FACT affects everybody. Will this development be campus collective?

I like the idea of integrating college assets into the curriculum but it doesn't seem like an actual plan for a transistion to a post-accreditation Antioch. Is there a more fully developed plan? To

what degree will the assets be integrated?

What will the process look like to incorporate the assets into the curriculum?

How will everyone know what kinds of partners are possible?

What is the design-build workshop? What will we do?

Will new classes/credit gaining opportunities be created or will this be incorporated into existing classes?

Can we partially open the old art building to partial "occupancy" permit to activate the space and open up a space for summer artist studio residency for building the program, reputation, and potential?

How flexible is this framework?

Can we make radical curriculum changes? (such as no grades, student taught classes, credit for worldly expereince?)

Why can't we meet in a space with appropriate seating?

It sounds like the Review is not happy about collaborating. True?

Can we bring children into the community? A day care service? A co-op for this position would be great for all.

How can we integrate 10-15 student hours a week as part of payment of room/board? See Blackburn College model.

How can we get better money to support students on co-op?

Plans of fundraising without radically changing out values?

Use of the word "assets"? Corporate institution too much?

How can co-curriculars offer classes, student jobs, and coops?

Why is co-op considered both a curricular asset and curriculum?

What will be the process for engaging the faculty to connect with the assets? (organic connections are preferred to pushing people to interact)

How will this equip students with the tools to be changemakers?

How will this connect to our mission of social justice?

How will this support students?

If only a few people are participating in the generative process (apathy at Antioch is prevalent) will the solutions still be viewed as legitimate?

How will this three year process affect the college's ability/capacity/willingness to address current and pressing issues?

What are we transitioning to?

How will students on co-op be involved?

How will we see the changes on campus?

How can we boost enrollment?

How can students be involved in ways that do not end up being detrimental to our health/well being?

The current schedule is detrimental to students' learning - There are too few quarters/they're too short. Can we move to a 4.5 or 5 year program?

How can students and staff be involved together?

Will all classes become collaborative? How?

I am still unsure about what the build model is

Would the conservation easement on the Glen Helen land allow for rebuilding of the old power plant to be a source of local sustainabile renewable energy?

Is the college going to have education classes/degrees?

How can we better involve Antioch with Glen Helen?

Will the collaboration of the different financial plan where funds pooled? What exactly does integration mean?

Where does community life fit in this framework?

Would love to hear more about the Antioch Village.

How are we going to monetize on any of these?

How do we make these student driven?

What is the plan B for FACT?

How can students participate in this process if they are not a part of the organizations?

How will the curriculum change affect students/credit load?

Would like to hear update on the Antioch Village.

Going forward are we going to be completely self sufficient?

How do you fit these diverse organizations together?

You mentioned in your intro how many colleges who are not collaborating w/ businesses following frameworks of partnering with other institutions. I am concerned that Antioch may try to do this in the future and I want to let you know that I hope that Antioch does not follow this model of higher education. See University, Inc. book.

In some ways this sounds like the business model of Antioch University - A wide range of offerings and assets under a single brand and financial structure. Is this similar in some ways other than it all takes place out of a central hub at YSO?

How will the conversation(s) be focused? Is the goal simply or primarily curricular revision?

What is the goal - the end game? Will majors be eliminated, focused - what?

How will the program be administered? Will a new person be required?

How does the faculty buy into this concept? Does it impact their curriculum?

When and how will this be communicated to alumni?

How are we integrating the assets without their losing identity? Are the assets meant to financially support the college?

Will we involve Yellow Springs residents in the process? How will trustees participate?

How are the program/proposals to be implemented - designed with such a small staff. Who are the experts?

What strategies are available to us to move the culture or separate assets into a more integrated set of relationships?

How to integrate residents of Antioch Village into the life of the College - How to use talents and experience of residents to (enrich?) the college experience for current students and adult learners?

Now that the June board meeting has passed can you tell us what their reaction(s) were to progress made so far? How might they have plans to support FACT?

At their June meeting, the Antioch College board of trustees voted to move forward with the development of Antioch College Village (ACV). ACV is part of the College’s Framework for Antioch College’s Transition (FACT). FACT is President Tom Manley’s platform for re-envisioning the future of higher education by integrating the College’s unique curricular assets like Glen Helen, WYSO 91.3 FM and the Coretta Scott King Center, to support a community of life-long learners and the fiscal health of the College.

Today, under a tent on the main lawn of Antioch College, more than 600 gathered to celebrate the second commencement since College reopened in 2011. The World House Choir sang powerful musical selections, and several students spoke about their unique experiences.

Of the 50 students who graduated, 80% graduated with academic honors with degrees in anthropology, psychology, political economy, biomedical science, environmental science, history, literature, media arts, visual arts and performance—and several self-designed majors.

Sylvia Turner ’67, a member of the Antioch College board of trustees, passed away on Wednesday, May 25.

Student Financial Services

Welcome to the Antioch College student financial services website.  The student financial services department strives to provide student financial information to all students and assist them in the billing process.  In addition, we provide student financial literacy options to assist students in the transition to independence during their college years.


Below you will find links to important documents regarding the student billing process:

Contact Information:

Student Billing  

Shannon Schenck  

Stacie Haley  


Financial Aid  

Nikki Craft