Teaching multidisciplinary environmental science in a wetland setting

Samuel Vincent Panno, Keith Crowell Hackley, Victoria Arlene Nuzzo

Research output: Contribution to journalArticlepeer-review

Abstract

High-school students from across the country came to the Illinois State Geological Survey (ISGS) to assist in field research for two weeks in July, 1994, as part of The Johns Hopkins University Center for Talented Youth Summer Experience Program. During the research project at the ISGS, students were exposed to a multidisciplinary scientific investigation where geology, hydrogeology, ground-water chemistry, and plant biology could be directly observed and used to study the potentially destructive effects of nearby road and house construction on a fen-wetland complex. Experienced researchers provided classroom and field instruction to the students prior to leading the field investigations. Following field work, the students returned to the ISGS laboratories where they assisted with the chemical analysis of ground-water samples and compiled and interpreted their data. The students wrote up their results in standard scientific report format and gave oral presentations covering various aspects of the project to an audience of ISGS scientists and guests. The results of their work, which showed changes in the wetland's plant biodiversity resulting from urban development within the watershed, will provide data needed for the preservation of biodiversity in these and other wetlands.

Original languageEnglish (US)
Pages (from-to)157-163
Number of pages7
JournalJournal of Geoscience Education
Volume46
Issue number2
DOIs
StatePublished - Mar 1998

Keywords

  • Education - geoscience
  • Education - precollege
  • Engineering and environmental geology
  • Hydrogeology and hydrology

ASJC Scopus subject areas

  • Education
  • Earth and Planetary Sciences(all)

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