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Joseph LaForge

Majored in Biology Science Education
Emporia State University, Class of 2022
From El Dorado, Kansas
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Joseph LaForge graduates from Emporia State University

Joseph James LaForge graduated from Emporia State University in May 2022. LaForge of El Dorado, Kansas, graduated with a Master of Science degree in Biology .

July, 19 2022 - Verified by Emporia State University
Joseph LaForge graduates from Emporia State University

Joseph James LaForge of El Dorado, Kansas, graduated from Emporia State University in May 2020. LaForge earned a B.S. in Education degree in Biology .

July, 13 2020 - Verified by Emporia State University
Joseph LaForge Recognized for Scholastic Honors at Emporia State University

Joseph LaForge of El Dorado, Kansas, was among nearly 800 Emporia State undergraduate students recognized for academic honors in the fall 2019 semester. LaForge was named to the university honor r...

February, 19 2020 - Verified by Emporia State University
Joseph LaForge Recognized for Scholastic Honors at Emporia State University

Joseph LaForge of El Dorado, Kansas, was among more than 700 Emporia State undergraduate students recognized for academic honors in the spring 2019 semester. LaForge was named to the university hon...

July, 08 2019 - Verified by Emporia State University
Joseph LaForge Recognized for Scholastic Honors at Emporia State University

Joseph LaForge of El Dorado, Kansas, was among more than 800 Emporia State undergraduate students recognized for academic honors in the fall 2018 semester. LaForge was named to the university hono...

February, 27 2019 - Verified by Emporia State University
Joseph LaForge Receives Emporia State University Scholarship

Joseph LaForge of El Dorado, Kansas, received the Stephen & Karen Kohler Clegg Scholarship, LeRoy J. Schnittker & Kala Musick Biology Scholarship and Kenneth B. Thomas, Sr. Family Scholarship for t...

November, 30 2018 - Verified by Emporia State University
Joseph LaForge Recognized for Scholastic Honors at Emporia State University

Joseph LaForge of El Dorado, Kansas, was among more than 780 Emporia State undergraduate students recognized for academic honors in the spring 2018 semester. LaForge was named to the university ho...

June, 12 2018 - Verified by Emporia State University
Joseph LaForge Selected for Summer Research Project Funding

It may be summer, but Joseph LaForge is one of 20 Emporia State students who won't find a break as they work on projects in the 2018 ESU Summer Undergraduate Research Program, which funds the ver...

May, 31 2018 - Verified by Emporia State University
Joseph LaForge Receives Emporia State University Scholarship

Joseph LaForge of El Dorado, Kansas, received the Grace Smith Rearwin/Helen Smith Copenhaver Scholarship and Patrick & Morgan Eggleston Scholarship for the 2017-18 academic year at Emporia State Un...

December, 13 2017 - Verified by Emporia State University
Joseph LaForge was recognized for earning an academic award
K-INBRE Bioninfomatics Scholar
Summer 2019 - Fall 2019 - Added by Joseph
Joseph LaForge was recognized for winning a scholarship
LeRoy J. Schnittker & Kala Musick Biology Scholarship
Fall 2018 - Added by Joseph
Joseph LaForge was recognized for winning a scholarship
Stephen Clegg and Karen Kohler Clegg
Fall 2018 - Added by Joseph
Joseph LaForge was recognized for studying abroad
Dear Joseph LaForge, Thank you for your interest in the 4-week student teach abroad experience in the country of Paraguay through The Teachers College at Emporia State University. After reviewing all the materials pertaining to your application (expository letter, course transcripts, disposition assessments, faculty recommendations, and interview notes), we are pleased to announce that your request for the 4-week placement has been approved.
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Cheerleading
Emporia State University
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Tall Grass Prairie Pollinator Recruitment and Native Plant Success (Joseph LaForge, Allysa Hallett, David McKenzie, and Darren Rebar )
Pollinators and their pollination services maintain native plant diversity, which in turn impacts the diversity and abundance of species that depend on those floral resources, such as herbivores and seed-eaters. To restore tallgrass prairies, prescribed burns are used to replicate the historic fires that played a key role in maintaining the expanses of herbaceous vegetation. Although much is known about the effects of spring-applied burns on grasslands, burns during other seasons are increasingly recommended as an alternative management practice. Unfortunately, the effects of these alternative burns on plant-pollinator interactions, and thus wildflower seed production, are poorly understood. Here we sought to characterize the recruitment of insect pollinator communities to Pediomelum tenuiflorum, a native perennial found throughout Kansas, following two different seasonal burning regimes (Spring, Fall) in a replicated experimental design. In response  to the exceptional drought experienced by the plants, we observed low primary pollinator visitation rates and minimal seed production. This minimal seed production led to a lack of seed pods collected. Many seeds were seen to abort before reaching maturity.
Research Projects
Characterization of Established Soil Microbiota Surviving on Cellulose (Guanpeng Wang, Joseph LaForge & Stephen Fields)
Cellulose, the major component of plant biomass, is largely indigestible and therefore unavailable as an energy source to most organisms. Some bacterial species use cellulase enzymes to hydrolyze cellulose and release sugar subunits for subsequent metabolism. This work aims to characterize species composition and metagenomic features of microbial communities that survive solely on cellulose. Ten soil communities (C#) were established on carboxymethylcellulose (CMC) as an organic carbon source. Universal primers for fungal 18S rRNA indicated that fungi are not present in these communities. 16S rRNA metagenomic sequencing identified the “Operational Taxonomic Units (OTUs)” comprising each bacterial community.
Research Projects
Soil microbiota use non-cellulolytic bacteria to synergistically enhance cellulose digestion (Joseph LaForge, Guanpeng Wang, Stephen Fields)
Cellulose is a major carbon source for many microbial soil communities, but the community interactions between cellulolytic and non-cellulolytic species during cellulose degradation is poorly understood. In this investigation, metagenomic sequencing revealed a high level of variability in species diversity and composition of ten microbial assemblages randomly established on carboxymethylcellulose (CMC) plates from the same temperate soil sample. The number of species, or operational taxonomic units (OTUs), per established assemblage ranged from 33 to 236, and three “assemblage clades” with distinct community structures were identified. Only two OTUs were common to all ten assemblages, but these appear to play a minimal role in cellulose metabolism. Achromobacter (OTU7), a non-cellulolytic Betaproteobacterium, was the predominant component of the GW-C clade, which demonstrated the most consistent and rapid growth on three different cellulose-based substrates. Whole metagenomic sequencing of two of the GW-C assemblages identified two Actinobacteria species, Cellulosimicrobium sp. and Kitasatospora sp., which are particularly enriched with cellulolytic genes. A third Actinobacteria species, Gordonia sp., from the GW-A clade is also highly enriched in cellulolytic genes. All three Actinobacterial species were isolated and tested for CMC digestion rates in monoculture and in various combinations. Interestingly, the highest cellulolytic rates were only observed in the presence of Achromobacter. This study shows that integrated waste management practices and cellulose-based biofuels industries would benefit by optimizing cellulolytic species composition.
Research Projects
CURE in the biology classroom: How does actively researching cutting edge science topics influence scientific literacy, performance, and identity of science majors? (Joseph LaForge and Dr. Erika Martin)
Through inclusion of entire laboratory classes in self-guided investigation which is different from traditional laboratories because the research is semester long and is of relevance to the students own interests. Course-Based Undergraduate Research Experiences (CUREs) offer an investigative and inquiry-based teaching technique to a multitude of students with diverse learning styles and backgrounds (Bangera and Brownell. 2014 and Rowland et al. 2012). Engaging students in active investigation \has been shown to be a successful undergraduate laboratory instruction technique (Holt et al. 1969). This practice of active investigation is essentially where student involvement and learning is the teacher’s highest priority.
Research Projects
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