3-2 “Learning on the fly”: Examples of applied student work performed in collaboration with the Vermont Geological Survey

Session: Advancements in undergraduate education: connecting classrooms to research and careers in sustainable geology

Presenting Author:

Ben DeJong

Authors:

DeJong, Ben D.¹, Kim, Jonathan², Myrick, Emma³, Wright, Stephen⁴, Klepeis, Keith D⁵, Romanowicz, Edwin A.⁶, Ryan, Peter C.⁷, Munroe, Jeffrey S.⁸

(1) Vermont Geological Survey, Montpelier, , (2) Vermont Geological Survey, Montpelier, , (3) Vermont Geological Survey, Montpelier, , (4) University of Vermont, Department of Geography and Geosciences, Burlington, , (5) University of Vermont, Department of Geography and Geosciences, Burlington, , (6) State University of New York - Plattsburgh, Center for Earth & Environmental Science, Plattsburgh, , (7) Middlebury College, Middlebury, , (8) Middlebury College, Middlebury, ,

Abstract:

Despite a growing demand for geologists, student enrollment in geology programs is declining, and the demand is projected to greatly surpass the supply by 2029.  Enrollment is declining for a number of reasons including a smaller population of eligible students, negative public perception of “geology”, and our own failure to innovate and evolve with current societal needs.  With enrollment down, geology programs face threats of consolidation or even elimination.  A common response to these pressures is to rebrand and embrace curricula that align more closely with environmental science programming, a field with increasing enrollment.  Unfortunately, this approach to staying competitive and relevant as a department requires eliminating the very courses that new graduates need to be competitive in a geoscience job market that is increasingly professionalizing.

An alternative departmental recruitment strategy that naturally supports student training may be to offer more applied programming both in and out of the classroom.  While the profession can’t fight a static population, geology departments can diversify credit offerings by partnering with professionals with applied project work that contextualizes framework courses.  Students and their future employers alike benefit from the technical and critical thinking skills gained while engaging in applied research, and adding these skills to student resumes elevates their standing with recruiters and employers who often expect more experience than can be achieved from coursework alone. 

The Vermont Geological Survey (VGS) has a long history of collaborating on applied projects with students from area institutions.  In recent years, individual interns and full classes have analyzed water quality and quantity issues in Vermont’s fractured bedrock aquifers, mapped geologic materials at applied scales, quantified nutrient budgets and examined groundwater/surface-water interaction near a eutrophic lake, supported landslide response and inventorying work complimented with public outreach materials, and more.  Arrangements between the VGS and partner institutions have been mutually beneficial – while motivated students learn how to apply their classroom training and develop marketable skills while earning credits, they become significant force multipliers allowing our small survey to accomplish far more work[EM1] .  Most projects resulted in publications, and the work supports programmatic recruitment.  We will highlight a few recent collaborations and demonstrate how they support a well-rounded, formative undergraduate experience and an optimistic outlook for employment in the geosciences.

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