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DateLocationAbstract Start TimeAbstract End TimeIDAbstract TitleSession TypeSession NumberSession TitleSession Start TimeSession End TimeProgramFirst NameLast NameInstitutionAbstract
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12/9/2024Convention Center, Hall B-C (Poster Hall)10:3012:201653224Developing an understanding of the Seismology Learning Ecosystem and its connection to the Seismology Skill Building Workshop: What are students learning in introductory seismology classes and how are they learning it?PosterED11DEvaluating the Impact of Education and Outreach Programs in Earth and Space Science I Poster8:3012:20Education (ED)EliseMeyerTufts UniversityThe Seismology Skill Building workshop is a 12-week, Massive Open Online Course (MOOC) established in 2020. The course has three primary goals: to help students gain scientific computing skills, to increase interest in seismology, and to prepare students for graduate programs and give them a competitive edge in the application process. The workshop features tutorials with feedback-driven activities and weekly webinars for more complex topics. The number of students has doubled since its inception, from 700 students enrolled in the first workshop to over 1,400 in the fourth iteration (2024). Results from 2021/2022 indicate that SSBW participants improved their scientific computation skills by 37%, interest in seismology and scientific computing by 32%, and readiness for graduate studies and/or careers in seismology by 32%. To fully understand the relevance and impact of the SSBW and ensure the optimization of this course for students, we need to understand its position within the broader seismology learning ecosystem (SLE). This project aims to define the scope and sequence of introductory seismology courses, the instructional methods used, and the scientific computing taught in these classes. This is accomplished through an analysis of 7 introductory seismology course syllabi combined with follow up surveys to professors of these courses to gain a deeper understanding of the introductory seismology courses. Results are used to benchmark and assess SSBW’s ability to prepare students for success in these courses, as well as graduate work. Additionally, the SLE review aims to help current professors evaluate and improve their courses, and guide early-career seismology professors as they build their own curriculum. Finally, the SLE review will be used to build an open-source, non-workshop based resource for students interested in seismology graduate programs, promoting diversity and equity in the field.
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12/9/2024Marriott Marquis, Archives11:0211:121697310Gender Representation Among NSF-GRFP Awardees in Geoscience DisciplinesOralED12AAdvances and Progress Toward a More Inclusive, Diverse, Equitable, and Accessible Scientific Community II Oral10:2011:50Education (ED)AnushkaNarayananBrown University, (Data Science Institute and Department of Earth, Environmental and Planetary Sciences)Measuring representation of a demographic is a crucial component of diversity, equity and inclusion (DEI) metrics in higher education institutions and funding structures, like the National Science Foundation Graduate Research Fellowship (NSF-GRFP). The GRFP is a fellowship award that provides three years of research funding to early career graduate students across science, technology, engineering and mathematics (STEM) fields. In this study, we explore the gender demographic representation trends in GRFP awardees in geoscience disciplines from 2005 to 2024. We find overall, there is a higher number of female awardees than male awardees in the geosciences, in comparison to other major GRFP disciplines such as computer science, mathematics and physics. We compare the trends in the gender distribution of those who were awarded the GRFP with those who received a GRFP-honorable mention. We explore the statistics by sub-field within the geosciences, which further reveals differences in gender representation. Many biological- or chemical-based sub-fields have a higher proportion of female awardees, while many physics- or dynamics-based disciplines have a higher proportion of male awardees. We reflect on these gender disparities and emphasize the importance of continually evaluating representation benchmarks such as the GRFP in future work.
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12/9/2024Convention Center, Hall B-C (Poster Hall)13:4017:301692785Enhancing Educational Support for BIPOC and Marginalized Communities in SciencePosterED13AAdvances and Progress Toward a More Inclusive, Diverse, Equitable, and Accessible Scientific Community III Poster13:4017:30Education (ED)AraelaRichieUniversity of California BerkeleyBlack, Indigenous, and People of Color (BIPOC) face a variety of disadvantages that have made them underrepresented in geoscience fields. In order to support the retention of BIPOC students, the geoscience community needs to prioritize programs that center mentorship, reduction of financial barriers, targeted opportunity, and institutional blindness. The JR Academy 2024 (funded through U.S NSF) expedition successfully addressed these goals by centering Indigenous community building, geoscience education, and skill development to support the futures of BIPOC students. The program included the critical components of success to (a) reach out to BIPOC mentors (b) reduce financial barriers by paying for travel, housing, and registration costs (c) hold positions exclusively for people from BIPOC backgrounds. The program included mentorship from People of Color to help build community and expand networks for students. By adopting these practices, educational institutions can foster a more inclusive and supportive environment. Emphasizing community support, mentorship, and equitable access ensures that Indigenous, Black, and Brown students can thrive in the geosciences and contribute meaningfully to the field. Creating a diverse, safe and accepting scientific community that values a broad range of perspectives and experiences is not only beneficial for students but also enriches the field of geoscience as a whole.
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12/9/2024Convention Center, Hall B-C (Poster Hall)13:4017:301700805Developing daily gap-filled chlorophyll-a datasets using ensemble (tree) models and deep neural networks that incorporate co-located environmental variablesPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)YifeiHangUniversity of Washington Seattle Campus, (Applied & Computational Mathematical Sciences)Ocean chlorophyll (Chl-a) is a key indicator for ocean productivity, supporting ecosystems and fisheries. Chl-a products are derived from ocean color remote-sensing, but the sensors cannot penetrate clouds. The result is missing Chl-a estimates when clouds are present. Our study area is the North Indian Ocean, a region with strong seasonal upwelling zones that drive Chl-a blooms. Upwelling peaks during summer monsoon when the region has high cloud cover, and thus Chl-a data are missing. Common methods for gap-filling Chl-a data relying on spatial interpolation from non-missing data do not perform well with large regions of missing values. Our research studies the use of deep-learning and ensemble models that incorporate co-located environmental data to improve Chl-a estimation and reduce the reliance on spatially adjacent Chl-a observations. Physical environmental variables can be highly correlated with Chl-a due to the processes that drive Chl-a growth and movement. The deep-learning models tested were the U-Net architecture of Convolutional Neural Network and Physics-Informed Neural Networks (PINN) with additional co-located physical variables from other remote-sensing sources: sea surface temperature, air temperature, surface winds, and surface currents. We compare these with standard random forest and gradient boosted tree approaches. Our models were trained on the Level-3 (gappy) Chl-a product from CMEMS (Copernicus-GlobColour). Performance was evaluated using two approaches: cross-validation by creating train and test sets from the (gappy) Level-3 Chl-a data and comparison of full-region Chl-a predictions to output from the Level-4 Copernicus-GlobColour product, a gap-filled Chl-a product using a different algorithm. Our cross-validation results show a seasonal pattern of performance across years and models, with the closest predictions in spring and the farthest during summer. When observed Chl-a data are included in the models’ features, the gap-filled predictions of all models also show similar performances and are consistent with the Level-4 Copernicus-GlobColour product. When no observed Chl-a data were included in the features, the predictions still matched the spatial pattern of the observed Chl-a but the mean-squared error was orders of magnitude higher.
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12/9/2024Convention Center, Hall B-C (Poster Hall)13:5517:301602501Examining the Correlation of Fungal to Bacterial Ratios with Soil Carbon in Annual vs. Perennial Agricultural Ecosystems.PosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)PaigeKenyonElon University, (Environmental and Ecological Science)Soil systems have the ability to store large amounts of carbon for both short and long periods of time, much like other carbon pools such as oceans and forests. As increased amounts of carbon dioxide are released into the atmosphere via anthropogenic means, including the agricultural industry, scientists have been researching how to increase the amount of carbon cycled out of the atmosphere and into soils as a climate change mitigation strategy. Soil systems have the capacity to sequester carbon due to fungal and bacterial community activity within these complex ecosystems. However, differences in fungal:bacterial (F:B) ratios between annual and perennial agricultural systems will affect the amount of carbon sequestered from the atmosphere. Prior studies have shown that annual agricultural systems tend toward a lower F:B ratio due to the constant disturbance in soils (via management practices such as tilling and crop rotations) and relatively shallow root systems. On the other hand, perennial agricultural systems tend toward a higher F:B ratio due to less routine disturbance of the soils and deeper root systems. Experiments have demonstrated that fungi aid in carbon storage for longer periods of time implying that soils which foster larger fungal networks will be able to fix greater amounts of carbon on a more permanent basis. In this study, we examined the relationship between F:B ratios and percent organic carbon in soils systems managed for annual crops (diverse vegetables) versus perennial crops (apple orchard) at Loy Farm, a half acre farm located on Elon University’s campus. We used a standard loss-on-ignition (LOI) procedure and F:B microBIOMETER® test kit to determine total soil organic carbon (SOC) and F:B ratios in 200 soil samples (50 at 0-10cm depth and 50 at 10-30cm depth in each condition). This observational study will be among the first to directly compare total organic carbon to F:B ratios in these two agricultural systems. The data collected in this experiment will contribute to climate change mitigation research and soil health analysis in the future.
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12/9/2024Convention Center, Hall B-C (Poster Hall)14:1017:301653103Soil Carbon Sequestration in Elon Forest: Role of Past Land Use and Forest AgePosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)RyanGibbonsElon University, (Environmental Studies)Forest soils have the potential to sequester substantial amounts of carbon for long periods of time. However, previous studies have demonstrated that a legacy of agricultural use negatively influences this ecosystem service. Agriculture lowers the soil carbon storage potential by reducing the input of organic carbon from the vegetation and modifying the soil structure. Even after reforestation, it can take decades for the ecosystem to recover from those disruptions. While the transition back from agriculture to forest results in an increase in soil carbon sequestration rates, the long-term impacts of different agricultural uses remain unclear. The Elon Forest is a 56 acre mixed hardwood-conifer forest with a mixed-use agricultural history (row crop and grazing) and forest of continuity in the Piedmont area of North Carolina. This site allows for studying the degree to which soils with different land use histories sequester carbon. The lead author created a map to represent the change in land use of the Elon Forest over the span of 83 years. Based on aerial photographs between 1939 and 2022, the lead author digitized polygons representing the different land use categories present in each year. Once the polygons were created, raster-based analysis revealed the trajectories of vegetation change over time for each 10m x 10m area. This analysis identified five primary trajectories representing different sequences of changes in vegetation and land use: row crop to pine, pine to hardwood/mixed, unchanged hardwood, pasture to mixed/hardwood, and mixed to hardwood. The lead researcher split the trajectories into upland and lowland based on proximity to the streams before generating five random points in each trajectory for soil sampling. We collected and described a 50-cm core at each site, and took samples every 10 cm for standard loss-on-ignition (LOI) analyses to determine the percent organic carbon. We will share results from LOI and resulting inferences about the relative impact of grazing or row crop production relative to forest of continuity on soil carbon sequestration rates. The findings of this study will provide insight into the current ability of the forest to sequester carbon, and how its agricultural land use history has impacted that sequestration ability.
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12/9/2024Marriott Marquis, Independence A-C14:4614:581763374Growth-focused, Research, Outcomes, Optimization, and Tracking (GROOT): A Database Approach to Improve Understanding of Internship Program ImpactsOralED13FEvaluating the Impact of Education and Outreach Programs in Earth and Space Science II Oral14:1015:40Education (ED)AnushkaVaidyaUniversity of Southern CaliforniaEffective research internship programs consist of several key elements including collaboration among interns, research mentors, and faculty across diverse institutions and areas of expertise. However, coordinating and managing data from these various program components presents significant challenges, especially when tracking outcomes. A lack of standardized practices for data analysis further complicates the integration and analysis of the program’s impact, making it challenging to accurately measure success and identify areas for improvement. Efficient data management is essential for assessing the program's effectiveness. We introduce an automated database and workflow system designed to centralize data from diverse sources (i.e., FileMaker, Qualtrics, and Google Surveys). The automated process will improve consistency and reliability of the program data. The database simplifies data integration and generates insights that can directly benefit program managers in decision-making and enhance participants’ experiences. Additionally, we integrate machine learning algorithms and large language models (LLMs) to analyze program data capturing key metrics like engagement levels of participants. This approach provides valuable insights into the long-term effectiveness of educational programs and interventions. The education database improves data accessibility and reduces errors, revealing valuable trends to inform program decisions. The automated, centralized education database approach explores the potential of analytics to provide deeper insights into program effectiveness and improve overall educational outcomes. Furthermore, this workflow also offers a more scalable model, capable of adapting to the expansion of the education for programs. This strategy can help program managers effectively answer questions related to broadening participation and identify trends in the diversity of the STEM workforce.
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12/9/2024Convention Center, Hall B-C (Poster Hall)15:1017:301629987Ocean Currents Around Mesophotic and Deep-sea Coral Reefs in the Gulf of MexicoPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)RyleighEmmertWilliams CollegeThe environmental drivers that are needed for mesophotic and deep-sea coral reef communities to form and develop habitats are not well understood. Coral communities are host to high levels of diversity and have critical roles in carbon cycling and sustaining marine food webs. Ocean currents are an important variable for coral communities. They transport nutrients, larvae, and sediments, and flush oxygen and waste products from reefs and strongly influence the habitat suitability of coral ecosystems. Exploring hydrodynamic controls within these habitats is critical for assessing ecological health, resilience and informing restoration practices. Acoustic Doppler Current Profilers (ADCPs) are instrumental in measuring both temporal and spatial dynamics of these currents. They provide detailed velocity profiles and can also assess backscatter intensity, which is reflective of water column characteristics including particle concentrations. This study utilized ADCP data from shipboard (downward-looking) ADCPs for mesophotic corals to depths of 200 meters and moored (upward-looking) ADCPs that were mounted on benthic landers at 1200 meters for deep-sea corals in the Gulf of Mexico. These data were used to explore the influence of different current types, including internal waves and regional scale currents, across spatial and temporal scales. Harmonic analysis of major astronomical tidal constituents was conducted on the moored ADCP data to identify presence of tides. Shipboard surveys provided spatial vertical current velocity profiles, and paired with surface altimetry data to understand variations along shipboard transects to detect the presence of the regional currents. This study underscores the significance of ocean currents in mesophotic and deep-sea coral ecosystems, offering a view of their oceanographic and ecological impacts.
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12/9/2024Convention Center, Hall B-C (Poster Hall)15:4017:301638708Assessing the Impact of Eastern Oyster (Crassostrea virginica) Aquaculture on Local Carbonate Chemistry in Narragansett BayPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)IlanaJacobsBoston University, (Marine Program)Aquaculture is one of the fastest growing sectors in global seafood production. Previous studies have identified oysters' vulnerability to increasing atmospheric CO2 and ocean acidification, while few studies have investigated the feedback of oyster aquaculture on carbon emission and carbonate chemistry. In Narragansett Bay, Rhode Island, USA, the local aquaculture industry has observed a worrisome trend: high oyster mortality in recent years. Through a collaborative effort with local oyster farmers in Narragansett Bay, we aim to better understand the drivers of this aquaculture trend. We initiated a high-temporal resolution time series of baseline environmental data to measure the natural variability of temperature, salinity, dissolved oxygen, chlorophyll, and pH near 10 oyster farms in lower Narragansett Bay. Additionally, we deployed juvenile and adult oysters in traditional surface and bottom gear and newly approved alternative surface gear to monitor growth and respiration. In the first observation season, summer 2024, growth measured as shell height in both types of surface deployment was .0986 mm day-1, more than double the rate of the oysters measured from bottom deployment. The preliminary results also showed significant biogenic calcification in summer months, determined from the Total Alkalinity (TA) and Dissolved Inorganic Carbon (DIC) anomalies compared to conservative mixing curves. The average TA anomaly due to calcification was -39 µmol kg-1 when temperature was >19 °C, while net dissolution, or positive TA anomaly (+28 µmol kg-1), was observed in cold season (<14°C), a sign of corrosive and stressful conditions for bivalves in Narragansett Bay. Analyses estimated the annual cycle of carbonate chemistry changes, including air-sea CO2 flux near the oyster aquaculture sites, while the annual archived oyster landing data were used to cross-check the mass balance estimation. Through examining the impact of environmental factors on oyster growth rates, and oysters’ feedback to the surrounding carbonate system, this study benefits our understanding of the limitation and sustainability of the expanding aquaculture in coastal regions.
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12/9/2024Convention Center, Hall B-C (Poster Hall)16:1017:301623995Mesopelagic Fauna in the Western Atlantic near the Blake PlateauPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)JulesLiebermanOberlin CollegeThe mesopelagic zone (200-1000 m) is the largest biome on the planet by volume; however, due to the difficulty of accessing and exploring the water column, there still remains a significant knowledge gap about the biology and ecology of organisms in these ecosystems. NOAA Ocean Exploration’s expeditions with the NOAA Ship Okeanos Explorer explore the faunal distributions of many water column taxa, including those found within the deep scattering layer (DSL), a zone of acoustically-reflective, aggregated midwater fauna. In 2019, NOAA Ocean Exploration conducted a series of remotely operated vehicle (ROV) dives in and around the Blake Plateau, which is located off the coast of the Southeast United States. This region was investigated owing to the scientific importance of its vast coral mounds, as well as its cultural importance to the Gullah/Geechee Nation and its people. Across these dives, ten total midwater transects were conducted at depths ranging from 300–1000 m. During these expeditions, ROVs collected video and environmental data (conductivity, temperature, depth, and oxygen concentration) while the ship collected active acoustic data (hull-mounted EK60 and EK80 sonars; 18, 38, and 70 kHz). Here, we combine these data to describe the faunal behavior and composition of three dives in the Blake Plateau region, as observed during NOAA Ship Okeanos Explorer’s EX1903L2 expedition. We identify Crustacea and Actinopterygii as the region’s major abundant taxa and note that diversity metrics trend higher in transects below the DSL than within it. These initial descriptions can help to provide a faunal baseline for the understudied pelagic organisms, which play critical roles in oceanic food webs and carbon cycles, and may help inform future investigations and management of the Blake Plateau’s mesopelagic zone.
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12/9/2024Convention Center, Hall B-C (Poster Hall)16:2517:301634065From Classroom to Conference: Helping Undergraduates Gain Research Experience and Workforce Skills Through a Semester-Long Research ProjectPosterED13BEducation Section General Poster Session Poster13:4017:30Education (ED)Emma EMcCullyBoise State UniversityGeology majors in an upper-level petrology class partook in a semester-long research project about the petrogenesis of lavas from two islands in the Galápagos. The scientific goal of the project was to understand the magmatic processes that influenced the geochemistry of the lavas. The educational goal of the project was for students to gain a better understanding of the petrologic processes and concepts they were learning in class through real-world application. The project was designed so that students could participate in each step of the research process; from chipping volcanic glass, to analyzing major and trace element chemistry, to modeling petrologic processes, and ultimately presenting their findings at a university-wide conference. By allowing students to gain hands-on experience in both data collection and analysis, they were able to solidify some of the more abstract concepts, such as fractional crystallization, mantle melting, and magma mixing, by making that content directly applicable to their research project. The students were provided the opportunity to work with analytical instruments they would otherwise not have access to, like an electron microprobe and an inductively coupled plasma mass spectrometer. They were introduced to software tools such as GeoMapApp, Petrolog, and Matlab codes for data analysis. The final outcome of this project was a poster presentation at an undergraduate research showcase, where they were asked questions about their methods and results from a mixed audience of experts and non-experts. Based on end of semester reflections, this project succeeded in its goals of improving understanding of petrologic processes and developing workforce skills. When asked about whether the project helped them develop skills for future jobs, students reported time management, collaboration, and data analysis as being critical skills gained from the project. Students also reported more confidence in some basic programming skills that had previously intimidated them. Additionally, students reported gaining a better understanding of what a job working in a lab would be like, and that for many of them it sparked an interest in further pursuing research. For this class, a semester-long research project proved successful in introducing students to research and potential career paths.
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12/9/2024Convention Center, Hall B-C (Poster Hall)16:2517:301624137Variability of Pelagic Fauna in the Mid Atlantic Ridge and Azores PlateauPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)RohanVaswaniUniversity of California Irvine, (Earth System Science)Occupying the region between the ocean surface and seafloor, the pelagic ecosystem contains the largest portion of the ocean’s biomass. The lack of observations in this region has resulted in limited understanding of ecosystem variability and dynamics. In July 2022, NOAA Ocean Exploration utilized the remotely operated vehicles (ROVs) Deep Discoverer and Seirios to conduct two midwater dives over the Mid-Atlantic Ridge North of the Azores (MARNA) marine protected area and the Azores Plateau (AP), the first water column explorations for this region and some of the few dives that explore the benthic boundary layer. During these dives, horizontal transects were conducted at relatively consistent depths throughout the water column (~300-1800 m) and ROV video was annotated. Utilizing the annotations of the visible pelagic fauna to the lowest taxonomy level at first appearance for each transect, Shannon-Wiener biodiversity indices, species abundance, and species evenness were derived, providing critical insight on pelagic fauna inventory and behavior. These analyses show a minimal variability between equivalent transect depths of the dive sites since they are in close proximity to each other; however, vertical pelagic fauna variability was observed. Preliminary results suggest an overall decrease in species abundance with depth; however, there is a peak in abundance at 700m right below the deep scattering layer. These insights allow for initial inferences about the variability of pelagic fauna in the vertical dimension from the mesopelagic to bathypelagic zone along with variability between the dive sites that can be compared with the results of future midwater observations.
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12/9/2024Convention Center, Hall B-C (Poster Hall)16:4017:301674751Assessing Climate-Induced Changes in Arctic Lake Sediments: A Comparative Study of Two Lakes from SW GreenlandPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)NinaBotvinColorado School of Mines, (Department of Geology and Geological Engineering)Anthropogenic warming in the Arctic has increased the rate of permafrost thaw and facilitated rapid ice sheet retreat, which can alter biogeochemical cycling in highly impacted areas such as Southwest Greenland. One method for tracking these changes is the analysis of lake sediment proxies. In this study, we measure the geochemical composition, bulk density, and magnetic susceptibility of sediment cores from two lakes located ~1-3 km from the Greenland Ice Sheet: Lillie Lake (LIL: 67.14878, -50.0806, 429 m a.s.l.) and Bjornson Lake (BJO: 67.087087, -50.292236, 235 m a.s.l.). Lakes were cored in July 2024 with a percussion corer, and measurements were obtained contiguously at 0.5 cm resolution with a Geotek multisensor core logger (BJO=104 cm, LIL=89.5 cm core depth). Both cores had clear sediment-to-water interfaces and showed a distinct transition from inorganic to organic sediments associated with post-glacial watershed development. We compare the top 20 cm of each core, assumed to be impacted by recent anthropogenic warming, with the remainder of the sediments. Both sediment cores show an increase in particle-bound elements that are most likely eolian-derived and associated with recent increases in the rate of ice thaw and sediment deposition at the ice-sheet edge. Specifically, Si and Ti abundances increase in the top 20 cm of BJO, and Zr abundances increase at the top 20 cm of LIL. These differences in eolian-derived elements between sites may be due to the surrounding geology, with LIL receiving weathering products from orthogneiss bedrock and BJO receiving a combination of materials from orthogneiss and granodioritic orthogneiss. In addition, BJO shows elevated Mn and Fe in recent sediments. The increased abundance of Fe may be due to the nearby outcrops of Fe-rich granodiorite (0.005 km from the site). However, with the paired presence of Mn, the elevated levels may also be a signal of increasing active layer depths in the watershed. Because BJO has a larger surface area and watershed (0.36 km2, 22.6 km2) than LIL (0.06 km2, 10.2 km2), it may thus capture signals of locally increasing permafrost thaw depth. Combined, these two lakes capture a suite of climate-driven changes (ice sheet retreat and permafrost thaw) and are ideal for monitoring the effects of climate-driven processes in the Arctic.
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12/9/2024Convention Center, Hall B-C (Poster Hall)16:5517:301679264Elevational Gradients in Microbial and Nutrient Dynamics in Ponds of Coastal Southwestern GreenlandPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)MadisonBraswellMontclair State UniversityThe island of Sarfannguit is located in southwestern Greenland and is separated from the mainland at its eastern end by the narrow Sarfannguit Channel. It is characterized by rocky tundra interspersed with lichen and shrublands, a high concentration of small ponds, and steep elevational gradients. These ponds are older than those located closer to the edge of the Greenland Ice Sheet, but are still geologically young. Greenland is experiencing major landscape and precipitation changes resulting from warming climate, making information on the biogeochemical state of these broadly distributed freshwater features a key component in understanding the ecological health of the Sarfannguit region. Here, we focused on geochemical and microbiological differences among ponds located at increasing distance and elevation from the northwest coast of Sarfannguit. We sampled three ponds within a 16 km radius: 24_BAB (~4 masl, ~25 m from coast), 24_BLN (~11 masl, ~113 m from coast), and 24_OLD (~20 masl, ~1 km from coast). We expected to find an elevational gradient in microbial communities and organic matter, driven by decreasing coastal influence. A water quality sonde was used for direct measurements of temperature and conductivity, and water samples were collected for analysis of dissolved organic carbon quantity and quality, dissolved macronutrients, and microbial community activity and composition. 24_OLD was characterized by the highest temperature and conductivity and microbial carbon utilization was greatest in the mid-elevation pond (24_BLN). These results show that ponds in close proximity to one another exhibit variable microbial and geochemical conditions, and form a basis for understanding the controls on pond biogeochemical processes in the context of Greenland’s changing climate.
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12/9/2024Convention Center, Hall B-C (Poster Hall)17:2517:301675258Landscape Influence on the Microbial Activity of Coastal Southwestern Greenland LakesPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)OliviaJohnsonHaverford College, (Geology)The lakes on the island of Sarfannguit located along the Southwest coast of Greenland are largely shallow and oligotrophic. The coast is characterized by a peat layer overlaying a thicker layer of marine clay, and is an area with discontinuous permafrost. The lakes have snow-derived hydrological input, with limited summer runoff and high evapotranspiration. The Northwest side of Sarfannguit is characterized by patchy tundra vegetation and wetlands. We expected that these different landscapes would correspond to different geomicrobiological conditions in the island’s lakes and ponds during summer. To evaluate the influence of the landscape on water chemistry and microbial activity, we sampled one lake (24-OLD) situated along a relict sandy shore and surrounded by shrub dominated plant communities, and a smaller lake ~140 m away (24-NEW) which was directly adjacent to a wetland, and received flow from 24-OLD via a small channel. We used a combination of microbiological and chemical measurements to characterize the two lakes, including flow cytometric determinations of cellular abundances, organic carbon utilization assays, and organic matter quality determination via excitation-emission matrix spectroscopy. Conductivity measurements showed higher conductivity in 24-NEW (169.44 µS cm-1) relative to 24-OLD (149.06 µS cm-1) and higher concentrations of dissolved organic carbon and total dissolved nitrogen. Together, our data on these lakes suggest that landscape drivers influence water column biogeochemical conditions, largely obscuring the effect of the hydrological connectivity derived from the outflow channel between the two lakes and the shared influence of early season snowmelt. When combined with data on microbial community activity and composition, these results further inform our understanding of the biogeochemical development of young lake landscapes.
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12/9/2024Convention Center, Hall B-C (Poster Hall)17:4017:301675097Post-Glacial Evolution of Lakes in Southwestern Greenland Assessed from Lake Sediment CoresPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)CamilaVan der MaalUniversity of Texas at AustinUnderstanding the impacts of Greenland Ice Sheet (GrIS) thaw will be critical to future climate models as Arctic temperatures rise at an unprecedented rate. To investigate the record of glacial retreat in SW Greenland, we cored two lakes with simple catchment bathymetries in the summer of 2024: Bjornsen (BJO; 67.0870870 °N, -50.2922360 °W; 235 m asl) located 2.2 km from Russell Glacier and Lillie (LIL; 67.14878 °N, -50.0806 °W; 429 m asl) located ~1.5 km from the GrIS edge. Using a universal percussion coring system, we obtained a 104-cm core at 5.7 m water depth at BJO and 89.5-cm core from 3.6 m water depth at LIL. We correlated individual drives and visually assessed sediment characteristics and texture from split core surfaces. Using a Geotek core scanning system, we measured magnetic susceptibility, p-wave fractional porosity, gamma bulk density and elemental abundances using X-Ray Fluorescence to compare sediment composition between sites. At both sites, basal sediments associated with deglaciation were characterized by coarse grain size, high porosity, low bulk density, and a high ratio of heavy to light elements. The basal sediments at LIL showed a fining upwards sequence followed by a short transition zone into brown gyttja, suggesting rapid watershed development following deglaciation at this site. The transition was more gradual at BJO, without a sharp transition in porosity and density, and the upper organic sediments at this site had high abundances of Rb, Fe, Co, and Ni. This may be related to a highly developed watershed present, as suggested by abundant late-successional shrubs in the watershed, as well as a mature water column allowing the redistribution of these elements. In addition, organic sediments at BJO had high Ca abundances, and contained carbonate bivalve shells. Assuming that LIL is the younger of the two sites, the abrupt transition between minerogenic and organic sediments suggest rapid landscape development at this site compared to BJO. As the GrIS melting rate increases and unprecedented warmth continues, the trajectory of lake ontogeny may be impacted. By examining the temporal trajectory of lakes using lake -sediment archives, we may be able to track changes in the development of watersheds and lakes in the Arctic as the ice sheet recedes.
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12/9/2024Convention Center, Hall B-C (Poster Hall)17:5517:301717220A Learning Community Model Focused on Agrivoltaic Research.PosterED13BEducation Section General Poster Session Poster13:4017:30Education (ED)CarolineMerhebTemple University, (Earth and Environmental Science)Agrivoltaics — which integrates solar energy production with crops, grazing or native vegetation — offers several co-benefits such as reducing the costs associated with solar PV installations, creating dual income streams, generating employment, minimizing irrigation water use, and boosting crop yields through enhanced pollinator services. A major challenge for the rapid deployment of agrivoltaic systems is that the relevant knowledge and research methods required lie within or cut across disciplinary boundaries including agricultural sciences, engineering, economics, biology, and environmental science. To address the challenge of increasing the participation of graduate, undergraduate, and high school students/teachers in research activities focusing on sustainable food and energy production, we implemented a problem-focused learning community model, which explores the connections between food and renewable energy production in the context of agrivoltaics. This learning model increased peer support, in addition to improving learning outcomes, student development, and faculty-student interaction, all of which are factors identified as fundamental needs of high-achieving minority and low-income students. Our interdisciplinary education program included field coursework related to agrivoltaics, hands-on research experiences both locally and internationally, data collection and analysis, research techniques, STEM teacher education, and outreach design. The solar-agriculture co-location test site offers a valuable platform for data collection, model testing, industry collaboration, public outreach, and community engagement in the Philadelphia area. This initiative also facilitates partnerships with universities, federal labs, high schools, solar developers, horticultural societies, policymakers, and conservation organizations. This research effort will provide substantial benefits by training the next generation of environmental scientists to tackle complex global problems at the intersection of food, energy, land, and water resources.
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12/9/2024Convention Center, Hall B-C (Poster Hall)17:5517:301728521Sea Surface Temperature Variability in the North Pacific Subtropical GyrePosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)NicoleNikolovaRutgers University New BrunswickThis study investigates long-term changes and variability in sea surface temperatures (SST) at a point in the North Pacific Subtropical Gyre known as Station ALOHA (A Long-term Oligotrophic Habitat Assessment) using data from two complementary sources: the Hawaiian Ocean Time-series (HOT) and the Woods Hole Oceanographic Institution HOT (WHOTS) mooring. HOT cruises have been conducted at Station ALOHA since 1989 and the co-located WHOTS mooring has been in place since 2004. Statistical analysis in Python was employed to analyze SST trends and cycles, with a focus on understanding the influence of natural variability such as El-Nino Southern Oscillation (ENSO) and Pacific Decadal Oscillation (PDO) as well as changes likely due to anthropogenic effects linked to global warming. Harmonic analysis was used to reveal seasonal variability in SST. Regression fits were then made using climate indices (SOI for ENSO and PDO for decadal variations) to discern lower frequency variability. The remaining residuals were fit with a linear trend to determine long-term temperature trends. It is hypothesized that the trend fit of these residuals is primarily due to anthropogenic forcing as most known variability was removed. This research enhances understanding of how the ocean responds to climate change and informs broader implications for the subtropical Pacific as well as other variables of interest such as sea level rise.
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12/9/2024Convention Center, Hall B-C (Poster Hall)18:1017:301557774Advancing Mineralogical Transformation Research: Insights and ImplicationsPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)DesireeLuccaRutgers University NewarkThe formation of clay minerals in marine and estuarine sediments may play a role in the geochemical cycle of carbon and other major elements including Si and Al. This study explores the fundamental mechanisms of mineralogical transformation, during interactions of aluminum oxide with dissolved silica under conditions mimicking marine sediment environments. We hypothesize that higher concentrations of silica in replicated ocean water conditions will accelerate the formation of aluminosilicates. To analyze this process batches of replicated ocean water were prepared with varying pH levels and silica concentrations, and amended with Al-oxide. The resulting suspensions were reacted for 24 days, and then filtered to separate and collect the aqueous and solid phase materials. Detailed characterization was conducted using Inductively coupled plasma optical emission spectroscopy (ICP-OES), X-ray diffraction (XRD), and attenuated total reflectance Fourier-transform infrared spectroscopy (ATR-FTIR). The ICP-OES analyses demonstrated that the concentration of dissolved silica decreased extensively during reaction. Analyses with ATR-FTIR identified bands at 1050-1100 cm⁻¹ indicating association with silica solids. Subsequent XRD analysis indicated no significant crystalline phase was present, suggesting that any secondary precipitates are amorphous. For future analysis we will use scanning electron microscopy (SEM and TEM) and compare the results with reference samples of less crystalline phases of aluminum oxide. Additionally, we will further investigate the precipitating phases through thermogravimetry-differential scanning calorimetry (TG/DSC).
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12/9/2024Convention Center, Hall B-C (Poster Hall)18:2517:301550378Were Oceans Made the Same in the Paleoproterozoic? The Chemostratigraphic Variation Recorded by Metabasalts in the 1.9 Ga Jormua Ophiolite Complex, FinlandPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)ClaireAlleyTowson University, (Physics, Astronomy, & Geosciences)The formation and preservation of Phanerozoic (0.54 Ga­–present) ophiolites – fragments of oceanic crust and upper mantle that have been preserved in/on the continents (e.g., Dilek and Furnes 2014) – provide a window into fundamental tectonic processes operating on Earth today, including subduction and accretion. Proterozoic (2.4–0.54 Ga) ophiolites are rarely preserved, resulting is a less well-constrained understanding of oceanic crust production and preservation during this Eon. This research focuses on the 1.9 Ga Jormua Ophiolite, which is the best-preserved Paleoproterozoic ophiolite known on Earth. The Jormua Ophiolite — located in south-central Finland — is associated with the 1.9­0–1.78 Ga Svecofennian Orogeny, which involved the accretion of multiple island arcs to the Archean craton nucleus (Lehtinen et al. 2005). The broad aim of our study is to contribute to our understanding of how plate tectonic processes – as recorded by ophiolites – have evolved over geologic time. We present the results of drill core logging, field observations, petrography, and bulk-rock geochemistry for a suite of ultramafic and mafic rocks intersected by a single drillhole from the eastern part of the Jormua Ophiolite, as well as complimentary bedrock samples from the same area. With a specific focus on the mafic volcanic rocks, we compare the chemostratigraphic variation to that of Phanerozoic ophiolites, with the aim of deciphering the tectonic processes responsible their formation and how these processes compare to the modern Earth.
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12/9/2024Convention Center, Hall B-C (Poster Hall)18:4017:301549401A Design-Centric Approach to Improving the Precision and Consistency of Fog Measurements for Enhanced Environmental MonitoringPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)SihangZhaoWake Forest UniversityFog is an important water resource in environments like tropical mountain cloud forests where plants frequently experience cloud immersion. However, measuring ecosystem fog water inputs is challenging as it requires a device that intercepts fog in any wind direction while minimizing the interception of vertical precipitation (i.e., rain). The goal of this research project is to design a low-cost, high-accuracy fog gauge by innovating on the traditional Juvik-type screen. Specific innovations include increasing the surface area for fog droplets to adhere to through the use of concentric interception screens and designing rain hats informed by raindrop impact angle calculations. In order to evaluate the performance of different fog gauge designs, experiments are performed in a fog chamber where the amount of fog water input is known. Preliminary results show that the concentric fog screen design captures more fog water than the traditional Juvik design. The long-term goal is to develop open-access 3-D computer-aided design (CAD) models so that researchers have reliable access to low-cost fog gauges. This technology will provide more accurate data to inform water cycle studies and water resource management.
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12/9/2024Convention Center, Hall B-C (Poster Hall)19:1017:301704427Imposters Among the Northern Lights: Using Emission Spectra to Characterize Enhanced AuroraPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)AJJuarezUniversity of California, Berkeley, (Space Sciences Laboratory)Recent discoveries have identified several 'aurora-like forms' with emission spectrums that are unable to be explained by particle precipitation, suggesting alternative ways to create light. Often embedded within the normal aurora are thin, luminous layers known as ‘Enhanced Aurora’ whose spectrums display an unusually high green/blue ratio. This study investigates the frequency and stability of Enhanced Aurora in preparation for a proposed rocket campaign that aims to measure this phenomenon for the first time and further our understanding of these enigmatic features. Research on the frequency of Enhanced Aurora and the conditions in which they occur is limited, as these factors have not been thoroughly investigated since the 1980s (Hallinan et al., 1985). Using data from the TREx Spectrograph located in Rabbit Lake, Canada, we develop an algorithm to identify Enhanced Aurora in spectral data and build a library of examples for analysis and comparison to previous kinetic models (e.g., Gasque et al., 2023). To ensure the integrity of this algorithm and the statistics derived from it, corrections were implemented to account for a nonzero baseline and wavelength-dependent distortion. This research also paves the way for further exploration of additional aurora-like forms such as STEVE (Strong Thermal Emission Velocity Enhancement), a mauve arc typically appearing farther south than the normal aurora and exhibiting a continuous spectrum, and the Picket Fence, a series of vibrant green streaks occurring at lower altitudes.
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12/9/2024Convention Center, Hall B-C (Poster Hall)19:2517:301528009Identifying Barriers and Solutions to Building African Research CapacityPosterED13BEducation Section General Poster Session Poster13:4017:30Education (ED)CarlyFrankPurdue University, (Department of Earth, Atmospheric, and Planetary Science)Africa accounts for over 18% of the world’s population but produces less than 2% of global research output. Our long-term goal is to help enhance African research capacity and to bridge the gap between potential and actualized research. As a first step in a coproduction process, we begin by seeking insights into the current barriers to productivity by distributing a questionnaire through four partnering networks: the Coastal Ocean Environment Summer School in Nigeria and Ghana, the International Institute for Tropical Agriculture, the Clean Air Monitoring and Solutions Network, and the Africa Center of Excellence for Climate Smart Agriculture and Biodiversity Conservation. Our questionnaire aims to 1) identify main barriers to African research output and assess if findings support existing literature or reveal new obstacles; 2) determine if the requirement to publish in English is a barrier and if so if it is due to a lack language proficiency or expertise in scientific writing; and 3) understand how African researchers view coproduction and collaboration with international partners. Our Preliminary results support existing literature on main obstacles: limited access to scientific literature, internet speed, and inadequate funding. Our results also suggest the lack of expertise in regional collaboration is an underappreciated obstacle. Further, our findings show that surveyed African researchers do not view scientific writing, in general or in English, as a barrier to publication, but rather the associated financial cost. Despite many journals, including AGU, waiving fees for researchers from low- and middle-income countries, over 75% of respondents surveyed were unsure if applicable journals waived fees or they indicated the journals did not. African researchers reported having the knowledge to conduct research independently, but that it is not feasible to do so without funding from international partners. This study suggests that some barriers to African research output may be alleviated by easy solutions, such as updating journal websites to increase awareness of waived fees and engaging on this topic directly with African scientific communities. This study highlights the need for open science to raise African research capacity and for funding to reach and remain within African scientific communities.
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12/9/2024Convention Center, Hall B-C (Poster Hall)19:4017:301687188Investigating the Spatial and Temporal Variability of the Good Hope JetPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)AlanWhelanUniversity of Maryland College ParkThe Agulhas Current is a western boundary current that flows south along the east coast of Africa until it reaches the southern tip of the continent, where it retroflects and carries most of the water back towards the Indian Ocean. In the process of this retroflection, eddies and filaments of Agulhas Current water are often pinched off and continue to travel northwest into the south Atlantic Ocean, leaking warm, salty water into the otherwise colder and fresher Atlantic. Observations and modeling studies have suggested that another major contribution to Agulhas leakage may be a northwestward coastal jet off the western shelf of South Africa, between the 200-m and 500-m isobaths. This Good Hope Jet is driven geostrophically by the meeting of cold, upwelled coastal waters and warm Agulhas waters along the continental slope. Seasonal and interannual variability of the jet is largely unknown due to sparse in-situ data, and this study aims to bridge that gap through the analysis of output from the Global Ocean Physics Reanalysis (GLORYS) to investigate the variability of water transport in the region. We find a semipermanent Good Hope Jet near Cape Town (34.5°S) between the 200-m and 500-m isobath with peak northwestward velocities of 85 cm/s, with a typical range between 10 - 40 cm/s. The jet velocities tend to be strongest during austral winter and spring, with the jet’s core closer to the 200-m isobath in austral autumn and closer to the 500-m isobath in austral winter, spring, and summer. Closer to the retroflection (36°S), the jet is somewhat more elusive, with no consistent presence during any seasonal period. At times, the jet extends southward and connects to the Agulhas retroflection for periods on the order of days to weeks, but otherwise the velocities just north of the retroflection are highly variable.
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12/9/2024Convention Center, Hall B-C (Poster Hall)19:5517:301715718Measurement Biases in Condensation Particle Counters for Aerosol Number ConcentrationPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)AdrianCortesUniversity of Puerto Rico in Río PiedrasAccurate measurement of aerosol number concentrations is crucial for understanding atmospheric processes and their impact on climate and air quality. Condensation Particle Counters (CPCs) are widely used in both laboratory and field studies to measure ambient concentrations. However, ensuring the reliability and accuracy of CPC data requires regular calibration and validation, particularly when using different models or units of CPCs. This case study focuses on evaluating measurement biases between different CPC models by conducting co-located experiments. In addition, sensitivity of bias with concentration range and aerosol size was also conducted. Biases (calculated as a ratio of concentration between a test CPC and reference CPC) were typically within 10 % and is consistent across concentration ranges up to 10e3 #/cm3. CPC bias also revealed size-dependency and sensitive to ambient aerosols size distribution mode. Keywords: Condensation Particle Counters, Aerosol Number Concentrations, Measurement Biases, Calibration, Atmospheric Research.
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12/9/2024Convention Center, Hall B-C (Poster Hall)20:1017:301706953Terrestrial Gamma-ray Flashes: Investigating the Meteorological Characteristics of ThundercloudsPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)DanielMejiaUniversity of California Berkeley, (Space Sciences Laboratory: Astrophysics)Terrestrial Gamma-ray Flashes (TGFs) are pulses of high-energy photons that are acute and short in duration occurring within thunderstorms. In this work, we utilized TGF observations conducted by the Gamma-ray Burst Monitor (GBM) aboard the Fermi Gamma-ray Space Telescope and space-based meteorological observations reported by the Advanced Baseline Imager (ABI) instrument aboard the Geostationary Environmental Operational Satellite 2016 (GOES-16), to study the characteristics of thunderstorm clouds that generate TGFs and thunderstorm clouds that do not generate TGFs. This ongoing study focuses on finding a correlation between the meteorological characteristics of TGF-emitting thundercloud cells and non-TGF-producing thundercloud cells. Investigating the possibility of meteorological attribute connections will contribute to understanding the cloud composition conditions necessary within thunderclouds that emit TGFs and further aid scientists in understanding the process of TGF production.
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12/9/2024Convention Center, Hall B-C (Poster Hall)20:2517:301754961Evaluation of Fire Emissions Inventory Improvements to Simulate Smoke Concentrations in the Western U.S.PosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)KlaraKjome FischerCarleton College, (Department of Geology)Smoke poses significant respiratory health risks. Smoke transport models help us understand when and how severe bad air quality days will be, allowing us to minimize these risks. Fire emissions inventories (FEIs) provide estimates of fire emissions, but rely on satellite fire detection, resulting in data gaps. This study evaluates two FEI improvements from a previous study for daily smoke transport modeling in the western U.S. for three representative fire years (2013, 2016, 2018). Starting with the Wildland Fire Emissions Inventory System (WFEIS) Moderate Resolution Imaging Spectroradiometer (MODIS) product for daily temporal resolution, previous improvements include incorporating Monitoring Trends in Burn Severity (MTBS) burned area measurements and interpolating during short data gaps. The MTBS product has increased spatial resolution, useful for small fire detection. Interpolation during short data gaps helps model fire emissions when obscured from MODIS fire detections (e.g., cloud cover). This study simulates forward trajectories for each fire using the Hybrid Single-Particle Lagrangian Integrated Trajectory model (HYSPLIT). The North American Mesoscale (NAM) model is used for meteorological inputs to HYSPLIT every 3 hours at a 12km horizontal resolution. In R, daily average smoke concentrations were calculated for each unique location and fire. The data were summed over four vertical levels, and the columnar sum and the surface layer were used for data analysis. We find that the FEI changes produced demonstrably different distributions and concentrations of smoke in HYSPLIT, appearing to fill gaps on days with missing fire detections, and increasing the overall amount of modeled smoke. Satellite smoke observations offered unclear results when compared with the HYSPLIT results, and more analysis is needed to determine the accuracy of the models. These FEI changes offer a promising way to improve smoke models, potentially leading to better predictions of bad air quality events. Results from this project will help inform a larger smoke exposure modeling study. This research was done as part of the Research Experience in Alpine Meteorology REU in the Department of Atmospheric Sciences at the University of Utah.
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12/9/2024Convention Center, Hall B-C (Poster Hall)20:4017:301591080Examining syn- to post-Alleghanian burial and exhumation of the Permian Dunkard Formation with low-temperature thermochronologyPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)JustinKuropasNorth Carolina State University RaleighThe foreland basin of the Appalachian Mountain Range contains a history of deposition and erosion preserved in a sequence of Paleozoic sedimentary rocks. The youngest exposed stratigraphic unit is the Permian Dunkard Formation, which was deposited during the Alleghanian orogeny and experienced significant post-orogenic erosion. The maximum depositional thickness, and subsequent magnitude of post-orogenic erosion, is not well-constrained. This project uses low-temperature thermochronology and thermal modeling to investigate the timing, rates, and magnitudes of burial and exhumation of the Permian Dunkard Formation. We collected samples of the Dunkard Formation in NW West Virginia and SW Pennsylvania to analyze using apatite fission track, zircon U-Th/He, and zircon fission track. Using this suite of thermochronometers, which records approximately 250°-80°C of cooling through the upper crust, and the thermal modeling software HeFTy, we explore the time-temperature history of the Dunkard Formation. Initial results suggest that the Dunkard was exposed to surface temperatures around 290 Ma before being rapidly buried at a rate of 8.5°C/Myr to temperatures of ca. 245°C by 270 Ma. After this period of rapid burial, the Dunkard Formation rapidly exhumed at a rate of 2.3°C/Myr for 50 million years up to 130℃ before beginning a period of prolonged, slower 0.52°C/Myr exhumation from 220 Ma to the present. This research provides the first multi-low thermochronometric study of the Permian Dunkard Formation, and will provide a better understanding of the time-temperature history of the foreland basin including its burial and exhumation during and following the Alleghanian Orogeny.
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12/9/2024Convention Center, Hall B-C (Poster Hall)20:5517:301531872Earthquakes Demonstrate Bookshelf Faulting in Diffuse Deformation Zones at Large Non-transform Ridge OffsetsPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)SophieParksEckerd CollegeEarthquakes at large non-transform ridge offsets occur in broad deformation zones along bookshelf faults, as noted by Wetzel et al. (1993). Using earthquake data from the Global CMT Project (1976 to present) and Wetzel et al. (1966 to 1991), we re-examined six non-transform ridge offsets, including three overlapping spreading centers (OSC) and three propagating rifts (PR). The study sites include OSCs along the East Pacific Rise (EPR) at 22ºN, 2.8ºS, and 29ºS and PRs in the Lau Basin (19ºS) and Galapagos Rift (95ºW and 99ºW). Traditionally, a single transform fault joins two spreading centers along midocean ridges where the earthquakes occur in a narrow zone with consistent faulting parallel to plate motion. In the case of non-transform offsets, no single fault connects the spreading centers and the earthquakes are distributed over a broad area with faults rotated relative to the spreading centers. To represent this rotation, we calculated angles of obliquity for 144 additional strike-slip earthquakes by subtracting the strike of the fault plane from the ridge orientation. We used GeoMapApp for CMT visualizations over recent bathymetry to determine fault planes based on seafloor lineaments. At the six sites, angles of obliquity range from -8º to 70º, with 83% falling between 5º and 39º (139/168). Seafloor lineaments appear to be ridge-parallel faults that were rotated by simple shear. These observations support the theory that bookshelf faulting is the dominant mechanism of deformation within large PRs and OSCs. The Lau Basin and 29ºS EPR sites are the largest and most seismically active, where 71% (120/168) of the investigated earthquakes occurred. The 29ºS EPR OSC deformation zone has two distinct populations of earthquakes, with the angle of obliquity averaging 15º in the NW and 33.5º in the SE, indicating that each spreading center strains the adjacent seafloor. At the Lau Basin PR, 81.5% (44/55) of the angles of obliquity range from 10º to 39º. The earthquakes are distributed throughout the deformation zone with no apparent geographic pattern, indicating that non-rigid deformation occurs at the Lau Basin PR.
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12/9/2024Convention Center, Hall B-C (Poster Hall)21:1017:301575714Basin and Range Extension in a Continental Arc Setting: Hybrid Lavas in the Poison Lake Volcanic Chain, CaliforniaPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)AshleyGrantCollege of Charleston, (Department of Geology and Environmental Geoscience)Lassen Volcanic Center in northern California is the southernmost major Quaternary volcano in the Cascade arc, which extends north into Canada and results from subduction of the Gorda and Juan de Fuca plates beneath North America. Since the late Pleistocene, Basin and Range extension has expanded westward into the Lassen area, with NNW-trending normal faults and crustal thinning. Lassen and the surrounding regional mafic volcanoes have erupted mostly calc-alkaline lavas typical of continental arcs, while Basin and Range extension produces regional tholeiitic lavas in the area resulting from melting in relatively anhydrous conditions. Lavas produced by these two processes have distinctive chemical and isotopic characteristics. The Poison Lake Chain, located east of Lassen Volcano, is a 25-km long volcanic field of calc-alkaline flows and cones that erupted 100-110 ka, (Muffler, et al., 2011). In this location, Basin and Range faults cut through the Lassen backarc region. We hypothesize that magmas produced by both flux and decompression melting are variably mixing to create hybrid magmas prior to eruption. We collected basalt samples from 30 flows in the Poison Lake Chain and have undertaken a comprehensive geochemical analysis of the lavas. Whole rock major and trace elements were analyzed via XRF and ICP-MS at Washington State University. Olivine, clinopyroxene, and plagioclase mineral compositions were analyzed at USGS Moffett Field using the electron microprobe. Sr, Nd, Hf, and Pb isotopes were analyzed via TIMS and MC-ICP-MS at Savanah River National Lab. We used Magma Chamber Simulator modeling to determine potential contributions and proportions of subduction and Basin and Range magmas as well as assimilation of local basement rocks. With our results we aimed to expand on Muffler et al. (2011) and further test if the diverse compositions are derived from multiple sources.
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12/9/2024Convention Center, Hall B-C (Poster Hall)21:2517:301556354Decoding the origin(s) of ultramafic-mafic bodies in Pennsylvania and Delaware using field geology, petrography and geochemistry.PosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)EvanPowellTowson UniversityUltramafic/mafic bodies occur along the length of the Paleozoic Appalachian orogen, from Georgia and Alabama (USA) in the south, to Newfoundland (Canada) in the north. Further understanding the origin(s) of these ultramafic-mafic bodies may provide insights into the processes of subduction and accretion recorded by the Appalachian orogen. Plausible hypotheses for the ultramafic-mafic rocks includes: ophiolite fragments (Tremblay et al. 2016), arc-related cumulates (e.g., Kerrigan et al. 2017); layered intrusions (Shank et al. 2014); and exhumed mantle (e.g., Hochscheid et al. 2024). In southeast Pennsylvania (PA) and Delaware (DE), ultramafic-mafic bodies occur throughout an area filled with NE-SW-trending shear zones, including the Rosemont and Cream Valley shear zones. The bodies – exposed between the urban sprawl associated with western Philadelphia and Wilmington – strike parallel to the shear zones, have elongate shapes that typically span from a few hundred meters to several kilometers, and are surrounded by gneiss complexes and metasedimentary schists. Some of the occurrences in PA (e.g., Bells Mills ultramafic body) have been previously interpreted as representing arc-related cumulates (Kerrigan et al. 2017). In contrast, some of the ultramafic-mafic bodies in Delaware have been considered lithologically comparable to the Baltimore Mafic Complex in Maryland (Plank et al. 2000), which has itself been interpreted as both a suprasubduction zone ophiolite (Guice et al. 2021) and layered intrusion (Shank et al. 2014). In this study, we present the results of petrography, bulk-rock geochemistry, and spinel mineral chemistry for a suite of 23 samples from four ultramafic-mafic bodies in Pennsylvania and Delaware. We compare our results to data for the Baltimore Mafic Complex in Maryland, with the aim of testing whether these are along-strike equivalents, or whether alterative hypotheses are more appropriate. Moreover, we assess whether the shear zones have dismembered once contiguous bodies, or whether they reflect multiple petrogenetic environments.
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12/9/2024Convention Center, Hall B-C (Poster Hall)22:1017:301642722Exploring Quasi-Periodic Variations of the Solar Photospheric Magnetic FieldPosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)AngelReynaUniversity of California Berkeley, (Space Sciences Laboratory)Through the ASSURE REU program at the UC Berkeley Space Sciences Laboratory, we worked towards connecting in situ and remote observations to better understand the onset of transient events, as this is a primary goal of modern Heliophysics missions. Using 45-second cadence observations of the photospheric magnetic field and intensity continuum from the Helioseismic and Magnetic Imager (HMI) aboard the Solar Dynamic Observatory (SDO), we seek to characterize the quasi-periodic variations in the solar magnetic field and intensity observations. We correct these images using the SolAster open source Python package to transform coordinate frames, account for limb darkening, and foreshortening of the magnetic field. We then produced light curves looking as periodic variations over the full solar disk, and looking at specific regions where transient events emerged during Parker Solar Probe Encounter 14. We hope that these measurements can be correlated with in situ observations of radio bursts. In addition, this REU project included a hardware component where we employed a laser based alignment system to assess the post-flight alignment of the FOXSI-4 X-Ray optics. This involved precisely assembling a laser to a tripod to ensure the accurate alignment aimed at the optics, and making measurements of the alignment of each optic to compare to pre-flight measurements. The laser alignment process for FOXSI-4’s X-ray optics showed that the pre-flight alignment conditions remained and the optics are usable for another launch.
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12/9/2024Convention Center, Hall B-C (Poster Hall)22:4017:301657320Particle and Fields Engineering Data and Spacecraft Orientation Analysis for Martian Years 36 and 37PosterED13EUndergraduate Earth, Atmospheric, Ocean, and Space Science Research and Outreach Posters Poster13:4017:30Education (ED)LuisGarciaUniversity of California San DiegoSince its launch in 2013, the MAVEN satellite has focused on the scientific mission of studying mechanisms for Martian atmospheric loss. The MAVEN Particles and Fields package (PFP) is a group of instruments that study the interaction of the Martian upper atmosphere with the solar wind to understand Mars’ atmospheric evolution. To ensure the longevity and viability of the PFP instrument suite, we look at housekeeping diagnostics such as the temperature and currents of the instruments on board. Using SPICE (Spacecraft, Planet, Instrument, Camera-matrix, Events), we determine information relating to the position and orientation of the spacecraft, instruments, and planetary bodies. We look at MAVEN’s altitude and orientation from two days of each month starting from February 2021 to mid-June 2024. We use the Python wrapper of CSPICE, SpiceyPy, to calculate the altitude and Euler angles of the MAVEN spacecraft with respect to time. From this, we find correlations between the spacecraft position and orientation and the PFP instruments’ currents and temperatures. This allows for better contextualization of housekeeping data as it pertains to scientific data production and continued mission operations.
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12/10/2024Convention Center, Hall B-C (Poster Hall)9:0012:201706509Bridging Classrooms and Cultures: Collaborative Learning Strategies for Climate and Machine Learning EducationPosterED21BBeyond Borders: Empowering Climate and AI Literacy Through Collaborative Learning Poster8:3012:20Education (ED)RyanMillerNASA Goddard Space Flight Center, (Climate Change Research Initiative)This presentation investigates the transformative potential of collaborative learning within climate and machine learning education, focusing on integrating in-person and virtual exchanges to enhance student engagement and literacy. Empirical investigations and practical experiences will be presented, evaluating the effectiveness of various engagement techniques centered on Earth science data. Our analysis emphasizes comprehensive classroom engagement strategies to accommodate diverse learning environments while promoting equity, diversity, and inclusion. We aim to offer actionable insights and best practices for cultivating a collaborative learning atmosphere by addressing the challenges and opportunities inherent in designing inclusive educational programs. The presentation will highlight case studies of successful classroom projects, the application of digital tools to bridge cultural differences, and strategies to motivate student actions toward climate change mitigation. Attendees will gain a nuanced understanding of implementing and sustaining collaborative learning initiatives that not only educate but empower students to become active contributors to climate solutions. This session aims to elucidate innovative methodologies for inspiring and engaging the next generation of learners in addressing the urgent challenges posed by climate change.
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12/10/2024Convention Center, Hall B-C (Poster Hall)9:1512:201744513The Large-Enrollment Seismology Skill Building Workshop as a Geoscience Recruiting ToolPosterED21FScience for Everyone: Creating Accessible and Engaging Science Learning Opportunities for Audiences and Practitioners I Poster8:3012:20Education (ED)WilnellyVentura-ValentinMiami University OxfordThe Seismology Skill Building Workshop is a MOOC-style online training that has enrolled at least 700 students annually since 2020 and grew to 1400 in 2024. It was originally restricted to recent undergraduates, but has been open to all since 2022, with 36% enrolled in graduate school in 2024. The workshop is designed for inclusivity by eliminating major barriers such as the cost of enrollment, computing requirements, access to a campus where seismology is offered, and costs associated with travel and class prerequisites. We have collected data via registrations, pre-/post-workshop surveys, and student performance on assignments to evaluate whether large-enrollment online training is an opportunity to increase interest and diversity in geoscience. A primary finding is that the workshop has enrolled ~20-30% from non-geoscience majors, indicating it can be used for recruiting people to geoscience. This is supported by survey data from 2020 that found a ~50% increase in self-reported interest in pursuing geoscience graduate school and careers. Since the inception of the workshop the participation of students from outside the US has grown from 46% in 2020 to 83% in 2024. When considering only participants from the United States in 2020, the participation of women (59%) and marginalized racial and ethnic groups (29%) in the SSBW was greater than that of undergraduate geoscience degrees awarded to women in 2019 (46%) and double the percentage awarded to marginalized groups in 2016 (15%). These indications of higher diversity are supported by a repeat study of 2024 US participants with slight increases of 62% women and 32% marginalized groups. An analysis of the 2020 data found that most demographic factors, including gender, race and ethnicity did not show any association with completion of the workshop. Collectively, these findings suggest there is a strong demand for skill-building such that large-enrollment online training can be an important opportunity for recruiting people to geoscience.
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12/10/2024Marriott Marquis, Independence A-C9:309:401559351The Automated Scope 3 Tool for Tracking Emissions from Food (TASTE Food): A Free Python-based Categorization Software for Estimating Institutional Food Purchasing EmissionsOralED21AClimate Crossroads: Higher Education at the Intersection of Climate Action and Innovation I Oral8:3010:00Education (ED)RebeccaGrekinStanford UniversityFood emissions are estimated to represent on average 20% of publicly disclosed university Scope 3 emissions. However, estimating these emissions from purchased food at large institutions currently requires time-intensive methods or cost-prohibitive software. Stanford University has developed TASTE Food to ease this process. TASTE Food has now officially been recommended for use by SIMAP, the University of New Hampshire tool often used to disclose University Scope 1, 2, and partial Scope 3 emissions. This tool has also been used by 20 universities in the Menus of Change University Research Collaborative and 40+ universities worldwide. The data processed through TASTE Food represents more than 77,500 unique food items, 5 million kilograms of food, and $124 million USD. Following validation conducted with university partners, TASTE Food is now available for free for general public use online. TASTE Food categorizes food purchases into 18 food categories for which greenhouse gas emissions factors are readily available. Required inputs are item name and either weight or spend information. The tool is capable of assigning up to 3 categories for multi-ingredient items. In most cases, it is able to autocorrect item name abbreviations or variations. For typical data sets, 95+% of the items provided are categorized and accounted for. TASTE Food can also tag local vendors, if those are provided, and tag items as organic. For all datasets run thus far, the TASTE Food categorization process takes no more than 10 minutes, a remarkable improvement over the usual hand categorization of food purchases which could take an individual over a week of work for a dataset of comparable size. During validation it was found that TASTE Food produces estimates of overall emissions that were within 5% of the hand categorized emissions estimates. TASTE Food has made it possible to quickly and reliably categorize food purchases, which facilitates tracking Scope 3 emissions from food purchasing. In this way, many of the barriers to quantifying — and subsequently mitigating — emissions from purchased foods can be eliminated. Given its efficiency and ease of use, TASTE Food is proving itself to be a crucial piece in advancing climate action by allowing institutions to more easily and consistently determine their own climate impacts of food purchasing.
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12/10/2024Convention Center, Hall B-C (Poster Hall)9:4512:201744189Engaging Upward Bound Students in Atmospheric Physics Through NASA Goddard's Project Lifecycle and Total Participation TechniquesPosterED21BBeyond Borders: Empowering Climate and AI Literacy Through Collaborative Learning Poster8:3012:20Education (ED)GabrielaHimmeleWest Virginia UniversityThis study details the integration of atmospheric physics into a summer educational program for West Virginia Upward Bound students, utilizing resources from NASA’s Climate Change Research Initiative (CCRI) and adhering to the NASA Goddard Science Lifecycle framework. The program aimed to enhance students’ understanding of atmospheric phenomena while fostering critical thinking and engagement through Total Participation Techniques (TPTs). Our instructional approach involved a blend of theoretical lessons and hands-on activities, enabling students to explore key concepts such as fluid dynamics, atmospheric circulation patterns, and space weather. The curriculum was structured according to the NASA Goddard Science Lifecycle and incorporated TPTs to ensure all students were actively engaged and contributing to discussions. This approach fostered a deeper understanding of complex topics by encouraging student interaction and collaboration. As students progressed through the program, they were able to draw connections between theoretical knowledge and empirical evidence. In the final phase, students had the unique opportunity to launch weather balloons with NASA scientists, culminating in a final research presentation where they shared their findings and insights. The program demonstrated that combining atmospheric physics education with TPTs not only deepens content comprehension but also builds confidence in scientific inquiry and collaborative learning.
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12/10/2024Convention Center, Hall B-C (Poster Hall)10:0012:201745480Volcanology Education Made Accessible: GeoSPACE The Accessible Field CoursePosterED21FScience for Everyone: Creating Accessible and Engaging Science Learning Opportunities for Audiences and Practitioners I Poster8:3012:20Education (ED)NataliaTramelUniversity of FloridaWhat is GeoSPACE: GeoSPACE (NSF Award #2023124) is an accessible and inclusive field course aimed to educate and mentor both in-person and virtual students in the geosciences. The GeoSPACE field course has demonstrated that volcanology education and field courses can be accessible to different student needs while still completing the same rigorous coursework as other traditional field courses. Aside from learning about planetary analogs and volcanism, GeoSPACE has shown all participating students that they belong in the geosciences by providing an environment that fostered personal and professional growth within the geosciences. Accessible Field Education: GeoSPACE successfully created an accessible field course by offering students different learning activities of the same rigorous structure as an option at multiple field sites. An important component to GeoSPACE was the consistent involvement of the virtual students. The virtual option had given students opportunities that traditional field courses could not offer. Throughout GeoSPACE, collaborative projects took place that would involve both virtual and in-person student participation throughout the day. GeoSPACE stressed the value and importance of teamwork every day as each team worked on a different project at the same field site. Students were encouraged to divide amongst themselves by similar interests and create teams that would later make a presentation of their collective analysis. GeoSPACE has brought volcanology education to students and met the students where they are. GeoSPACE is unique because this field course was developed with inclusivity and accessibility as main principles. The instructors made sure everyone understood what was taught and made an environment where questions were encouraged without backlash. Student Survey: This study aims to explore how the GeoSPACE field course makes volcanology education more accessible and inclusive from a student perspective. A qualitative survey was deployed to previous course participants. The results were analyzed, and compared across cohorts (Virtual vs. in-person) and across multiple years (2022, 2023, 2024) to identify broad themes regarding the factors that influence student views of access and inclusion in a volcanology field course.
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12/10/2024Convention Center, Hall B-C (Poster Hall)13:4017:3017607113D Printing Terrain Maps for Science CommunicationPosterED23BArctic Education and Outreach: Effective Ways of Engaging Diverse Learners in Arctic Science II Poster13:4017:30Education (ED)TaneTimlingUniversity of Alaska FairbanksThe University of Alaska Fairbanks Coastal Mapping program is undertaking new community engagement strategies to complement efforts on the project to increase accessibility to coastal topobathymetric lidar data. One of these efforts is to combine the lidar data with a variety of geospatial data sources to create 3D printed physical maps. These products allow the user to interact directly with the map without the requirement for computers, the internet, or even electricity. It allows the user to see a piece of terrain in a full 3D representation with the potential to customize elements of the map to fit a variety of data representations. We are currently engaged in an iterative design process to better understand how the 3D data can be used to support understanding local observations, flood models, and prioritize further data collection efforts. It includes obtaining IRB exceptions to gain feedback on product prototypes. Another goal is support education efforts in Alaskan communities by developing 3D maps to support existing curriculum as well exploration of new concepts. This can help with teaching students of all ages about the local geography, but more importantly how it may become affected by climate change and rising sea levels. With the potential for more storms in Alaska like Typhoon Merbok in the future, developing products to raise awareness of how these events can impact local communities and support two-way communication of its impacts is essential.
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12/10/2024Convention Center, Hall B-C (Poster Hall)14:1017:301753259Water Talk: Unearthing California’s Complex Water Dynamics Through Undergraduate-Led Seminar-Style DiscussionsPosterED23CClimate Crossroads: Higher Education at the Intersection of Climate Action and Innovation II Poster13:4017:30Education (ED)KiraWaldmanUniversity of California DavisThis presentation shares insights from a seminar course designed to explore contemporary issues in hydrology through an innovative, discussion-driven format. The course, offered at UC Davis, emphasized critical analysis of research papers, with a dual focus on California-specific hydrological challenges and global water issues. Each week, students analyzed two research papers—one selected by the instructor and another chosen by student leaders. This format not only fostered a deep understanding of hydrological processes but also empowered students to take an active role in their learning. Weekly sessions began with student-led introductions, followed by facilitated peer discussions that encouraged collaborative exploration of key topics. The course's objectives were threefold: (1) to critically analyze contemporary hydrology research, with a focus on both California and global contexts; (2) to facilitate meaningful peer discussions, equipping students with tools for leading academic discourse; and (3) to develop a collective understanding of the key concepts and challenges facing the field of hydrology. Undergraduate courses like this play a crucial role in building the next generation of scientists and leaders. By engaging with current science topics, students gain not only content knowledge but also the skills to critically analyze complex issues, collaborate across disciplines, and innovate solutions to pressing environmental challenges. This talk will detail the course structure, the outcomes observed, and the lessons learned in fostering undergraduate engagement with complex environmental issues through seminar-style discussions.
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12/10/2024Convention Center, Hall B-C (Poster Hall)14:1017:301647132Inspiring Visitors Through Interactive Experiences at Arizona State University's Gallery of Scientific Exploration: Heliophysics, Psyche, and 3D Planetarium ShowsPosterED23FMuseums and Planetariums as Innovative Communication Hubs for Earth and Space Sciences II Poster13:4017:30Education (ED)SamCampbellArizona State University, (School of Earth and Space Exploration)Arizona State University is currently involved in 25 NASA missions, many of which are featured in The Gallery of Scientific Exploration housed at the Tempe campus. Annually, the gallery welcomes over 20,000 visitors, half of which are from K-12 field trips. Each person comes from a different economic, social, and educational background, and it is our job to ensure that the exhibits and tours are accessible to all. The main focus of the gallery is to not only inspire, but also to encourage exploration and curiosity by influencing people to read books, conduct experiments at home, and look up at the night sky in a new way. Through intersectional docent training, interactive displays of the Psyche Spacecraft and space weather, and live-flying 3D astronomy shows in the Marston Exploration Theater, we are able to provide unique experiences for all guests. Science literacy encourages critical thinking and teaches people how to reason through large and complex topics, which has become increasingly more important as pseudoscientific claims are on the rise. In order to pass on the skill of science literacy to visitors, docents are trained to lead with the scientific method, emphasizing that science does change over time when new evidence is presented. This presentation will discuss the development of new heliophysics and space weather exhibits, and augmentation of existing exhibits within the Gallery of Scientific Exploration and the Marston Exploration Theater that are geared toward our diverse audiences.
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12/10/2024Marriott Marquis, Archives16:2216:321682767Mental Health, Ecological Identity, and the Climate EmergencyOralED24AClimate Empowerment: Supporting Youth’s Climate Mental Health II Oral16:0017:30Education (ED)S. TeganCampiaOrganization Not ListedThis paper investigates the formation of ecological identity amid the climate crisis, drawing on depth psychology, ecopsychology, and psychodynamically informed childhood development. It argues that the prevailing anthropocentric and hierarchical cultural worldview exacerbates environmental harm and psychological distress among youth. The thesis advocates for a paradigm shift to a nondual ecopsychological perspective that highlights the interconnectedness and inherent worth of all life. Developing an ecological identity involves introspection on personal experiences with nature, including both uplifting and troubling encounters, to nurture a profound emotional bond with the Earth. This identity is vital for youth, offering resilience and meaning in the face of climate challenges. The paper also explores the therapeutic benefits of nature-based interventions, especially wilderness therapy, and natural world intimacy in fostering a broader self-concept that embraces the natural world. The thesis argues that promoting ecological identities is key to empowering future generations to adapt to a climate-altered world. This strategy can lead to a more empathic and connected society capable of co-flourishing. This worldview not only addresses mental health issues but also promotes a sustainable and harmonious relationship with the environment.
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12/10/2024Marriott Marquis, Archives17:1217:221519397This Research Aims to Assess the Current State of Futures Education in Sustainability-Focused Science Courses at Western Michigan University (WMU). Through Interviews and Syllabus Analysis, the Study Explores the Integration of Futures Education and Faculty Perspectives on Future-Oriented Teaching Methods.OralED24AClimate Empowerment: Supporting Youth’s Climate Mental Health II Oral16:0017:30Education (ED)ChenyuWangWestern Michigan UniversityAs students encounter an increasing number of persistent socioscientific issues, such as air pollution, hunger, and species extinction, which still exist even though they have been the focus of long-standing efforts, their attitude toward future society tends to become more pessimistic. Futures education refers to a teaching technique that nurtures students future thinking and enables them to envisage, analyze, and discuss the chosen futures so that they are motivated to act positively and accomplish the future. Teachers' expertise and disposition both in general and related to futures education significantly impact students' academic achievement and attitudes. This research aims to assess the current state of futures education among sustainability-focused science courses at the undergraduate level at Western Michigan University (WMU). We will recruit a minimum of 20 WMU instructors, who will participate in a 30-40 min interview and share their course syllabi for analysis. The significance of the study lies in its potential to reveal the level of integration of futures education at WMU and explore faculty perspectives on future-oriented teaching methods. Research findings will be shared in at least one conference presentation and one peer-reviewed paper, and will be part of the student investigator’s dissertation research.
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12/11/2024Convention Center, Hall B-C (Poster Hall)9:3012:201725634Novel Hominin Evolution Lab Activities for Upper-Level Paleontology CoursesPosterED31CEducation Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results I Poster8:3012:20Education (ED)EmmaBetzUniversity of British Columbia, (Department of Earth, Ocean and Atmospheric Sciences)It can be challenging for paleontology instructors to find well-designed hominin evolution lab activities, partly due to the interdisciplinary nature of this topic. What is available is typically cost-prohibitive, outdated, and does not reflect currently accepted hypotheses within this rapidly advancing field of study. The lab activities presented here seek to fill these gaps while incorporating Equitable and Effective Teaching in Undergraduate STEM Education principles (Holmes et al., 2023). The principles used include framing the lab questions to encourage Active Learning to devise a method to solve a real-life problem and reflect on students’ experience (Principle 1); including real-life scenarios that also connect to previous concepts students have learned (Principle 2); requiring students to work in small and large-sized groups (Principle 3); and designing activity questions using inclusive language so that students can envision themselves as scientists (Principle 4). These lab activities were developed and implemented in a 400-level paleontology course at a research-intensive institution in Canada. While the lab activities were implemented in 2 lab sections of about 10 students, the activities are versatile enough that they can be scaled for groups of any size with minimal additional cost. The newly designed activities and resources used for assessment will be presented, including lessons learned, so that other instructors can adapt and use these lab activities for their own courses. Insights gained through these lab activities’ implementation and evaluation will also be shared to support instructors seeking to implement these and similar activities.
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12/11/2024Convention Center, Hall B-C (Poster Hall)10:0012:201724559Riding Giants:The Science Behind Big Wave SurfingPosterED31FPhenomena-Based Educator Training for Deepening Learners’ Engagement in Science Poster8:3012:20Education (ED)BenjaminTheunissenNOAA Honolulu, (OCEAO)This project aims to bridge the Pacific Integrated Ocean Observing System (PacIOOS) and NOAA's Science on a Sphere (SOS), enhancing the educational potential of both platforms. PacIOOS Voyager is an interactive online mapping platform for visualizing and downloading oceanographic and geospatial data related to the marine environment in the Pacific Islands. Science on a Sphere (SOS) is a 6-foot diameter global display with over 170 locations worldwide. PacIOOS offers unique datasets, notably wave data, not yet available on SOS. In this project I demonstrate how this data can be used to forecast big swell events for the North Shore of Oahu with relation to the Eddie Aikau, the pioneering big wave surfing contest. Using Python, I accessed data from PacIOOS and then created images compatible with the SOS system, employing data visualization libraries such as Matplotlib and Cartopy. I incorporate four different datasets—three from PacIOOS and one directly from the SOS library—to walk the audience through how forecasters decide whether the contest will run. As I learned to work with these two systems, I developed a Standard Operating Procedure (SOP) to instruct future developers, regardless of their experience with Python, on effectively creating visualizations on SOS using PacIOOS data. By the end of this internship I will add a playlist to the SOS database describing the science behind big wave surfing and add two real-time datasets to the SOS database: wave height and wave period, paving the way for other educators to contribute their ideas to this ever-growing platform.
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12/11/2024Convention Center, Hall B-C (Poster Hall)10:1512:201722644USING THE “THINK ALOUD” METHOD TO ENQUIRE ABOUT HOW STUDENTS SOLVE PROBLEMS IN HYDROGEOLOGYPosterED31CEducation Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results I Poster8:3012:20Education (ED)Rosa CarolinaAyala CalvoWestern Michigan University, (Mallinson Institute for Science Education)The “think aloud” has been used for decades as a method to elicit the thoughts, ideas, motives and hypothesis that people create in their minds when performing a task. Verbalizing procedures or explaining the reasons behind are useful to enhance the task understanding and performance in students, as more cognitive processes are involved than using silent thinking only. As part of a larger quantitative study, we identified spatial thinking skills related to maintaining frames of reference and visual penetrative ability, in addition to knowledge, as predicting performance on a hydrogeology problem-solving task. Our current qualitative work consists of observing both hydrogeology students and experts as they completed a contaminated site characterization task, which included completing a cross section, contouring a potentiometric surface and a contaminant plume, and completing a three-point problem. We video recorded 18 participants, and asked them to verbalize their thoughts while solving the task. We are developing an inductive coding scheme that allows us to identify aspects such as participants’ recall of previous models or experiences, how they collect or use the information to solve the task, where they express confusion or lack of knowledge, how they work around the struggles they encounter, and the differences between expert and novice approaches. Strengths and challenges of the think aloud method will be explored, in order to inform future use. These kinds of qualitative studies can identify knowledge and tasks in hydrogeology that are challenging for students, enabling instructors to better support problem-solving in this discipline.
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12/11/2024Convention Center, Hall B-C (Poster Hall)13:5517:301760721Using urban harmful algal bloom (HAB) monitoring to inspire, inform, and improve community engagementPosterED33ABeyond the Talk Poster Session: Meeting the Continuing Challenge of Diversifying the Geoscience Profession Through Experiential Learning Programs or Internships II Poster13:4017:30Education (ED)DevinMooreOrganization Not ListedUrban waterbodies often serve as focal points in their local communities for social interaction, recreation, and as sources of drinking water. Currently, there are no national, regional, and state programs that specifically target harmful algal blooms (HABs) in urban waterbodies apart from a U.S. Environmental Protection Agency (EPA) program in Kansas. Tennessee State University (TSU), in partnership with the US Geological Survey (USGS) and the Tennessee Department of Environment and Conservation, are conducting HAB research in understudied urban ponds around Nashville, TN while simultaneously increasing community engagement. Of 6 ponds sampled from 2022-2024, cyanotoxin concentrations ranged from 0.15 – 8.3 µg L-1. Of particular concern was a wetland site that drains a historically black neighborhood in North Nashville where microcystin concentrations were >5 µg L-1 on several occasions. This concentration, which is greater than the EPA’s drinking water advisory (0.3 ug L-1), is approaching the recreational water advisory (8 ug L-1). Through this HAB research in Nashville’s urban areas, it has shown that projects in diverse or under-represented communities can be eco-revelatory in nature. Despite efforts to change the status quo, the geosciences are one of the least fields across science and technology disciplines. Research efforts in diverse communities allows for natural interaction that can inform the community about potential water contamination, while providing many excellent opportunities to discuss water quality issues, field work activities, and the geosciences.
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12/11/2024Convention Center, Hall B-C (Poster Hall)13:5517:301626682Better Approaches to Educational Frameworks: Fostering and Promoting Inclusive Learning in Multi-Cultural K-12 Classrooms and BeyondPosterED33CFostering DE&I: Student-Led Initiatives to Empower Improved Higher Educational Experiences I Poster13:4017:30Education (ED)Stephanie AColón RodríguezUniversity of MichiganThe Next Generation Science Standards (NGSS) seek to improve science education through three-dimensional learning: crosscutting concepts, science and engineering practices, and disciplinary core ideas. Ultimately, these standards should work together to help the student build a cohesive understanding of science over time. However, because it contains a fixed set of expectations of what a student should know and be able to do, many educators lack proper training and important knowledge in how to best adapt these standards to a multicultural, diverse classroom. Here we discuss how the three-dimensional learning model can be further divided into more specific, justice-oriented educational frameworks. Specifically, how incorporating online open-source primary data and open data analysis software into science lessons can enhance the inquiry-based framework, remove educational barriers, and increase accessibility. While the NGSS are targeted towards K-12 groups, they serve as a foundation for quality Physics and Geophysics teaching at both an undergraduate and graduate level. As a result, higher-education professionals would also benefit from transformative reframes that enhance student engagement and foster a positive student-educator culture. This not only improves the culture of students feeling supported by teachers but also helps with overall class performance as the students feel more inclined to participate. We therefore present how to best use these educational frameworks to promote Diversity, Inclusion, Justice, and Equity in all-level science classrooms, departmental events, outreach programs, and collaborative projects.
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12/11/2024Marriott Marquis, Archives14:1914:311713250An Ode to Gloria Ladson-Billings: What is Critical Theory and what is its place in a field like geoscience education research?OralED33GEducation Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results II Oral14:1015:40Education (ED)AkilahAlwanAuburn University, (Department of Geosciences)In 1988, Gloria Ladson-Billings published a seminal piece titled "Just what is critical race theory and what's it doing in a nice field like education?" in the International Journal of Qualitative Studies in Education (DOI: 10.1080/095183998236863). This article used plain language to explain to her colleagues the emergence of critical race theory as a framework for education research that describes how systems of power operate. Since then, K-12 and higher education scholars have drastically expanded the use of critical race theory and other critical theories within their scholarship. Despite decades of work aimed at broadening the participation of historically excluded in the geosciences, the geoscience education research (GER) community has been less eager to apply critical theory to scholarly works concerning race, gender, sexuality, Dis/Ability, and other marginalized identities. The underutilization of critical theory in geosciences while still conducting research that centers on historically excluded groups has led to a crucial structural flaw: Far too often, GER discusses matters of power without using critical theory to identify the systems of power in play. As an ode to Gloria Ladson-Billings, this talk will introduce critical theory to the GER community, from defining what it is (and what is not) to exploring where critical theory can and should be applied within our work. By acknowledging and accepting the place of critical theories in GER, we will increase our capacity to do equitable work and create a real impact for those who have been pushed out for far too long.
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12/11/2024Convention Center, Hall B-C (Poster Hall)14:2517:301724751Enhancing Student Engagement in the GEM Workshop: Insights from 2021–2024 Student Survey Data and Implications for DEIA+ AdvancementPosterED33CFostering DE&I: Student-Led Initiatives to Empower Improved Higher Educational Experiences I Poster13:4017:30Education (ED)HsinjuChenUniversity of Illinois at Urbana Champaign, (Electrical and Computer Engineering)The Geospace Environment Modeling (GEM) community, a broad research program sponsored by the National Science Foundation (NSF), has prioritized student involvement in its annual summer workshops. This study examines student participation and concerns from 2021 – 2024, encompassing both virtual and in-person formats influenced by the COVID-19 pandemic. Drawing from the post-workshop student surveys, we highlight the demographic and community profile within the GEM student body. Key findings show the effectiveness of student-focused and inspired initiatives such as social and quiet spaces, student representative elections, and collaborative programs with experienced GEM scientists. These efforts have fostered a more interactive and inclusive workshop environment, addressing previous concerns that have been raised regarding engagement and accessibility. Additionally, the establishment of a student advisory committee in 2021 has further strengthened student-led initiatives and advocacy within the GEM community, providing organizational support in transitioning from purely virtual to hybrid meeting formats and allowing broader participation of the student body. This study offers valuable insights for enhancing student involvement at future GEM workshops and in similar scientific and student communities, emphasizing the importance of proactive DE&I strategies in fostering a supportive and inclusive environment for all participants.
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12/11/2024Convention Center, Hall B-C (Poster Hall)14:4017:301591151Enhancing Diversity in Marine Geology and Geophysics: A Hands-On Approach at The University of Texas Institute for GeophysicsPosterED33ABeyond the Talk Poster Session: Meeting the Continuing Challenge of Diversifying the Geoscience Profession Through Experiential Learning Programs or Internships II Poster13:4017:30Education (ED)BrandonGarciaUniversity of Texas at AustinThe University of Texas Institute for Geophysics (UTIG) Marine Geology and Geophysics Field Course is a pioneering program designed to equip graduate and undergraduate students with practical experience in marine geosciences. The course has been offered yearly since 2008, with only one year missed during Covid. This intensive, three-week course provides hands-on instruction in multibeam bathymetry, seismic reflection, CHIRP sub-bottom profiling, sidescan sonar, sediment coring, grab sampling, and analysis. Course success is measured by an increasingly diverse student body, academic and professional advancement, and industry and academic collaboration. Graduates of the course typically pursue advanced degrees and/or secure employment in the geosciences, with alumni reporting enhanced readiness for interdisciplinary projects. Course design, which includes classroom instruction and fieldwork, facilitates strong partnerships with academic and industry supporters, thereby enhancing learning and networking opportunities for students. Funding for the course has thus far relied on a patchwork of grants from various individuals and foundations. Efforts are ongoing to secure long-term funding to ensure the program's sustainability and to provide scholarships and financial support to participants from diverse backgrounds. Once enrolled, students receive academic mentoring, financial assistance, and career guidance to support their success. The program also emphasizes the importance of networking, encouraging students to present their research at national conferences, thereby enhancing their visibility and professional development. The UTIG Marine Geology and Geophysics Field Course exemplifies how hands-on, experiential learning can effectively prepare students from diverse backgrounds for successful careers in geosciences. By addressing academic and non-academic barriers, the program not only equips students with technical skills but also fosters a more inclusive and equitable geoscience community.
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12/11/2024Convention Center, Hall B-C (Poster Hall)14:4017:301608321Connect Them All: A visual guide to the diversity and intersections of science to empower students in STEMPosterED33DKnowledge, Success, and Access: Advancing Earth and Space Science Education Opportunities with Open Educational Resources (OER) Poster13:4017:30Education (ED)CaseyCrawfordBoise State University, (Department of Geosciences)As STEM professionals and educators, we have a responsibility to show students what opportunities are available to them. At the undergraduate level, nearly half of STEM students either change to a non-STEM major or discontinue their undergraduate education. While there are many reasons for this attrition, common variables include a lack of sense of belonging and low self-efficacy. We hypothesize that students are less likely to stay in a science program or field if they don’t feel there is a clear direction or if they feel stuck in an unfavorable science. Further, many students may not be aware of other areas of science, such as other subdisciplines of one science or intersections across broader science fields, where they may find more fulfillment. We present a visual guide showcasing six broad sciences (Anthropology, Astronomy, Biology, Chemistry, Geoscience, and Physics) and their subdisciplines, as well as intersections between these sciences that have produced interdisciplinary fields. By explicitly showing the subdisciplines and interdisciplinary fields, we hope to aid students in exploring others areas of science so that they can maximize their sense belonging and self-efficacy, while also retaining these students in STEM programs. We consider this visual guide to be a living document; the graphic will be updated with more subdisciplines and interdisciplines as more scientists are consulted and as viewers offer their comments on the placement of subdisciplines within a broader science. Additionally, as science advances and more collaborations are made, more interdisciplines will arise that will need to be accounted for. By aiding students in maximizing their sense belonging and self-efficacy, we invest in future generations of passionate scientists and reinforce the message that there is a place in science for everyone.
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12/11/2024Marriott Marquis, Independence A-C14:5015:001654995Bridging Worlds: Innovative Engagement Strategies for Inclusive Science EducationOralED33HEmpowering a Diverse and Global Earth and Space Science Community Through Education and Public Engagement II Oral14:1015:40Education (ED)DeannaJohnsonUniversity of Illinois at ChicagoIn the quest for a more inclusive and accessible science education, innovative engagement strategies are paramount. This presentation will delve into methods I have developed and employed to bridge the gap between science and non-science focused individuals, making scientific knowledge more approachable and engaging for diverse audiences. Drawing on my experiences as a NASA intern and an AGU Fellow, I will share successful strategies and projects that leverage various interaction mediums, from formal and informal educational settings to social media, videos, and AI technologies. By utilizing these platforms, I have co-produced community-relevant science content that resonates with different demographic groups, fostering a deeper connection and interest in science. Key highlights of the presentation include: Engaging Diverse Audiences: Strategies to involve individuals from varied backgrounds in co-creating science content that is relevant and impactful to their communities.Community-Centered Evaluation Methods: The implementation of culturally relevant and place-based evaluation techniques that ensure the content meets the specific needs and expectations of the target communities.Structured Mentorship Programs: Initiatives that empower individuals and communities, enhancing their sense of belonging and well-being within the Environmental, Policy, and Social Sciences (EPSS) community.Through this presentation, I aim to showcase the effectiveness of these innovative approaches and inspire others to adopt similar methods. Additionally, the session will include reflexivity activities, encouraging attendees to reflect on how the knowledge shared can be adapted and applied in their own contexts, ultimately contributing to a more inclusive and sustainable EPSS community. There's an aim to foster a deeper understanding of Earth science. We want to encourage active participation in leveraging its insights for the collective benefit of humankind. It is not just about presenting facts and figures; it is about creating a connection, igniting a spark of curiosity, and empowering individuals to be stewards of our planet. As we navigate the challenges of our time, let us remember that the solutions lie not just in laboratories and research papers but in the hearts and minds of the people. By inspiring science through different forms of medium, we are inviting everyone to be a part of the journey toward a more sustainable and enlightened future.
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12/11/2024Convention Center, Hall B-C (Poster Hall)14:5517:301694546Phys4Inc: Graduate Student-Led Initiatives and Broader Impacts in the Auburn University Department of PhysicsPosterED33CFostering DE&I: Student-Led Initiatives to Empower Improved Higher Educational Experiences I Poster13:4017:30Education (ED)WillTeagueAuburn University, (Department of Physics)The Community of Physicists for Inclusivity (Phys4Inc) was created to develop a sense of community for individuals who identify as part of a minority group (women, people of color, international, LGBT+, etc.) within the Department of Physics at Auburn University. Phys4Inc was established with three core tenets: advocacy, education, and community. Through a year of operation, we have experienced the trials and triumphs of starting an organization focused on inclusivity within physics. We were able to represent marginalized groups and advocate for inclusive practices within the department. We saw great success in providing education on DEI topics through invited speakers and encouraging members to present their own experience and culture. Finally, we were able to provide a regular meeting space where individuals were encouraged to discuss their own unique experiences in a judgment-free environment in addition to periodic socials which forged a stronger sense of community. Many of the practices we established in Phys4Inc were adopted by other organizations within the department such as the Physics Graduate Student Association (PGSA), the Society of Women in Physics (SWiP), the Society of Physics Students (SPS), and the departmentally run DEI committee. PGSA, SWiP, and SPS saw increased involvement and consequently hosted more student-organized educational and social events. The DEI committee created a formal structure for itself and established a departmental bi-weekly social for the first time since the COVID-19 pandemic. We saw department members at all levels become more vocal about inclusive practices within the department and work to make changes to departmental policies. At the end of its first year, Phys4Inc was forced to adapt from a stand-alone organization caused by an overabundance of organizations within the department. Despite this, Phys4Inc remains alive and well as a committee of the PGSA. It has now shifted its focus to provide educational resources about DEI topics to department members and advocate for students in marginalized groups to department leadership. We are proud of the achievements Phys4Inc had as a stand-alone organization, including its broader impacts on the department climate. We look forward to continuing our mission to encourage inclusivity within the field of physics.
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12/11/2024Convention Center, Hall B-C (Poster Hall)15:4017:301672364Using Minecraft to Simulate Field Mapping in a Karst EnvironmentPosterED33FWhat Is the Future of Field Camp? I Poster13:4017:30Education (ED)ZaneWilliamsOhio UniversityField experiences are a vital part of a geoscientist’s education, helping students develop vital skills such as 3-D spatial reasoning, proper data collection methods, and hypothesis development and testing. However, field work experiences are often inaccessible to many students due to disabilities, harsh weather, financial barriers, personal events, or other circumstances. To combat these issues, we developed a virtual field camp module using the video game Minecraft. Minecraft is an ideal tool for custom educational experiences given the game’s accessibility features and highly modifiable nature. As the highest-selling game of all time, many students will already be familiar with the interface, leading to a much shorter learning curve compared to fully custom virtual programs. Our model replicates an area in Highland County, Virginia, with many karstic features. We created the topography by importing a LiDAR derived heightmap into software designed for Minecraft map editing, with streams and biome extents sculpted by hand. One block in the virtual world represents exactly one cubic meter in the real world. We designed a custom mod that gives players tools and items that simulate different geological tools such as Brunton compasses and HCl droppers. Additionally, we created new blocks corresponding to each of the stratigraphic units present in the map area that each have unique interactions with testing equipment. Surface outcrops of these units were placed by hand using a tool we developed in MATLAB that outputs the real-life rock unit, strike, and dip at any given map location. Students begin in a tutorial zone that supplies the fundamental information about karst and stratigraphy, as well as walks them through game mechanics and rock identification strategies. Students are then free to explore and develop their own preferred geologic interpretations of the area. Intended deliverables include their field notebooks, a geologic map, and a report on the likely development of the cave systems. In the near future, we plan to import LiDAR scans of the known cave systems to have an exact 3-D replica of subsurface structures. Additionally, we will design a geophysical resistivity function that allows students to take resistivity lines anywhere in the map. Beta testing of the module will begin shortly after.
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12/11/2024Marriott Marquis, Archives16:2716:361517953IMPACT OF AN INNOVATIVE TEACHING-FOCUSED PROFESSIONAL DEVELOPMENT PROGRAM ON STEM INSTRUCTORS’ VIEWS AND TEACHING PRACTICES AT A RESEARCH-INTENSIVE INSTITUTIONOralED34AEducation Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results III Oral16:0017:30Education (ED)HollyFortenerUniversity of Colorado at Boulder, (Geological Sciences)Teaching-focused professional development (PD) programs offered to undergraduate STEM instructors at higher education institutions aim to improve teaching quality and undergraduate STEM education. Programs of longer duration with scaffolded topics have been noted to be more effective than ad-hoc, single-meeting-single-topic workshops. However, evidence supporting this claim is scarce. This study examines the impact of a long-term, scaffolded PD program on undergraduate STEM instructors. Through interviews with 22 STEM instructors who completed the innovative PD program at the same research-intensive university, the study addresses the following research question: how did the PD program impact instructors' (1) views on active learning, (2) willingness to implement evidence-based instructional methods (EBIMs), and (3) teaching practices? During the interviews, instructors reported a significant increase in the use of active learning strategies or EBIMs post-PD, feeling more confident, prepared, and supported in implementing these methods, and shifting their focus from content coverage to student-centered learning. Some instructors faced challenges due to time constraints and balancing traditional lecture content, but enhanced teaching practices were evident as instructors refined their teaching approaches to be more intentional, purposeful, and structured, adopting strategies such as backward design and creating specific learning goals. Interviews also revealed improvements in lesson planning, classroom management, assessments, and feedback between instructors and students. Analyzing the study results through the lens of Bandura's Triadic Reciprocal Determinism suggest that long-term, scaffolded PD programs can significantly improve undergraduate STEM education by enhancing instructors' views on active learning, increasing their willingness to use EBIMs, and refining their teaching practices. Thus, this study highlights the need for sustained investment in this type of PD program for undergraduate STEM instructors, contributing to positive transformations in undergraduate STEM education, increases in recruitment, retention, and graduation rates in STEM fields, and the US remaining competitive on a global scale.
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12/11/2024Marriott Marquis, Independence A-C16:3816:491613890Orbyts: Research in School PartnershipsOralED34BEmpowering a Diverse and Global Earth and Space Science Community Through Education and Public Engagement III Oral16:0017:30Education (ED)ChristianLaoUniversity College LondonSTEM subjects in the United Kingdom, and particularly physics, suffer from a systemic lack of diversity and long-standing barriers to inclusion. Girls, Black students and students from low-income backgrounds are greatly under-represented at all levels of physics from age 16+. Meanwhile, UK science education faces substantial shortages in physics teachers, with 1 in 7 UK schools not having a physics teacher. The Orbyts programme aims to address these issues by partnering passionate science researchers with school students to work on original science research projects. To date we have run over 100 projects, partnering more than 1500 school students with researchers from 3 universities. Orbyts research-in-school partnerships directly involve school students in high quality and high impact research across space science. Participating school students have led new discoveries of auroral features at the Giant Planets (e.g. Dunn+ 2022, Wibisono+ 2020), explored biosignatures on Mars with a MARSBalloon experiment (Ballard+ 2023), and developed Deep Learning detection techniques for Martian craters (Francis+ 2020).The long-term engagement and partnership style of Orbyts projects is key to widening access to science. Orbyts researchers provide relatable role models and humanise science research on an individual level, breaking down harmful stereotypes and misconceptions of who can be a scientist. Our programme evaluation shows that Orbyts delivers profound improvements in inclusivity (e.g. the programme sees 100% increases in girls taking A-level physics when run at GCSE and similar impact across income background and ethnicity).The research focus of an Orbyts partnership additionally supports researchers to carry out their science research in a different context while mentoring and inspiring young people. The programme has proven to enhance essential transferable skills for our researchers including communication skills training, project leadership and applied pedagogical experience.
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12/11/2024Marriott Marquis, Archives17:0317:121642635Using the Science on a Sphere to Investigate the Educational Effects of 3-dimensional and 2-dimensional Visualization Tools.OralED34AEducation Research in the Earth and Space Sciences: Theoretical Foundations, Methods, and Results III Oral16:0017:30Education (ED)Daniel RobertCurtisNorthern Illinois UniversityNOAA’s Science on a Sphere (SOS) is a room-scale visualization system that projects map datasets onto a six-foot diameter sphere, simulating an animated globe. SOS is used as an educational tool by over 200 museums and science centers in 27 countries and 34 U.S. states to educate over 60 million people on complex environmental systems like global weather and climate. Smaller scale systems, the SOS Explorer and Explorer Mobile, use standard 2-dimensional flatscreen monitors or tablets to display the 3-dimensional global visualization data, extending access for facilities that are unable to host a SOS. Displaying 3-dimensional data in a 2-dimensional system risks losing not just the scale of visualizations displayed on the full SOS system, but also aspects of dimensionality. This raises the question of whether all the SOS systems can provide the same educational benefits to viewers. With a few exceptions, the extant SOS studies are largely evaluative, demonstrating that people have positive experiences with the SOS. Leveraging education research theory and methodologies can identify the specific educational benefits of learning with this 3D tool. This study will test how interest, prior knowledge, and dimensionality of visualization impact learning. We use Mayer’s Cognitive Theory of Multimedia Learning to provide a framework within which to consider the various dimensions of learning that may be tested with the SOS. Additionally, Renninger and Hidi’s four-phase model of interest development is used to guide measurement of interest in weather and climate as it affects learning. Since the SOS represents a novel three-dimensional visual display for most viewers, the effects of motivation and interest may be more significant than with two-dimensional media. By measuring interest alongside the educational effects of the SOS, we can test how motivation may impact cognitive activity as described in Moreno’s Cognitive-Affective Theory of Learning with Media. The results of this study can provide SOS educators and presenters with evidence for best practices for educational use of the SOS systems, filling a gap in SOS system evaluation and research.
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12/12/2024Convention Center, eLightning Theater 410:3210:351677435Insights and Strategies for Effective Graduate Student-Led Convergence ResearcheLightningED42CPreparing Next-Generation Researchers to Meet Transdisciplinary Environmental Challenges (Multisector Dynamics) II eLightning10:2011:50Education (ED)TimHohenederUniversity of New Hampshire Main CampusGraduate student-led convergence research presents a unique opportunity to advance ethically reciprocal, community-aligned approaches to addressing the broad and complex societal challenges that arise from anthropogenic climate change. Convergence research processes coalesce diverse perspectives to develop effective communication across disciplines to address complex societal challenges. Convergence research models deviate from traditional Westernized academic research by valuing perspectives from all knowledge systems and emphasizing principles of reciprocity, flexibility, and collective decision-making. Prior implementation of convergence research at the graduate student level has often focused on its value for professional development and the construction of curriculum and programming, with sparse discussions of graduate student-specific perspectives and student-oriented strategies for enacting successful convergence research. Graduate students from the University of New Hampshire participated in a National Science Foundation NSF Research Traineeship (NSF-NRT) program designed to introduce and foster convergence and co-production research principles in an Arctic climate change context. Reflecting on their experiences, graduate students identified key principles and best practices for conducting convergence research at the graduate level. Student-identified recommendations reveal that ethical responsibility in a global context, non-hierarchical sharing of power and knowledge between students and faculty, deliberate relationship building, and valuing the person and process were critical for a successful convergence research program. These charges underscore the role of institutional support in facilitating graduate student-led convergence research, suggesting flexible departmental curriculum requirements and access to student funding, mentorship, and networking experiences are critical for maximizing the benefits and impact of graduate student-led convergence research.
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12/12/2024Convention Center, eLightning Theater 410:4110:441542352Using GPT Personas in the Classroom to Develop Holistic Solutions to Complex Environmental ChallengeseLightningED42CPreparing Next-Generation Researchers to Meet Transdisciplinary Environmental Challenges (Multisector Dynamics) II eLightning10:2011:50Education (ED)CarolineSearVirginia Polytechnic Institute and State University, (Department of Civil and Environmental Engineering)Addressing complex environmental problems requires students to understand and integrate multiple stakeholder perspectives, which often conflict. It can be challenging to create assessments that help students appreciate these diverse viewpoints and design holistic and inclusive solutions. Large language models, such as personalized Generalized Pre-Trained Transformers (GPTs), offer innovative approaches by enabling students to interview and engage with different perspectives on common water resource challenges. In our study, we developed GPTs within ChatGPT (GPT-4) and had students interact with them to explore various stakeholder viewpoints on local water resource issues. These interactions allowed students to investigate complex water problems from different angles and propose solutions informed by their newfound understanding. An initial trial conducted in Spring 2024 demonstrated that students found the exercise valuable for learning about water resource planning and working with generative AI. Feedback from this trial has been used to refine the assessment and develop additional case studies that can be shared and implemented in other courses. This study highlights how large language models can enhance pedagogy aimed at training students to tackle complex, transdisciplinary environmental challenges in an equitable way.
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12/12/2024Marriott Marquis, Independence A-C14:4014:501718887Into the Deep End of Life on a Research Vessel: A STEMSEAS ExpeditionOralED43ATen Years of NSF's GEOPAths Program: Projects, Practices, and Perspectives I Oral14:1015:40Education (ED)MadelineStankusIndiana University of Pennsylvania Main CampusOne never thinks about the fact that when they get on a cruise ship or on a plane that they will be trapped voluntarily in that piece of machinery with those specific people on board. In a car one can get out, on a train or a bus there are stops, all these other modes of transportation have the ability to opt out of the experience if chosen to do so without crazy, unnecessary expense. That is what occurred to me while on the STEMSEAS expedition across the Pacific Ocean from San Francisco to Honolulu on the Kilo Moana, and I could not be more delighted to be trapped on a ship for ten days. With 10 days out on the Pacific Ocean, a group of students (including myself) dove into ship life with a full immersion experience that improves the community, understanding, and onboard training. As life progresses, experience tends to hold more power over education. This is because of the different learning environments of learning of something and being forced to adapt when fully immersed in the task. In Human Resources they use a term called “Onboarding” or “Full Immersion”, which means training a new employee by dropping them into a situation and having them figure it out with some direction from others in that job. This is what I was involved in to learn about research ship life on the STEMSEAS expedition on the Kilo Moana. We were not necessarily training but learning about every position while we were wandering around the ship. The ability to freely peek in on how different jobs function whenever one feels like it allows that raw bones of the job to show. The simple tasks that were completed everyday increased my learning experience exponentially. The ability to see the ins and outs of life on a ship whenever possible gave a freedom of learning. As students on the ship, many of us found a place that we enjoyed the most or went to what interested us most. I was fascinated with the SONAR system and GIS navigation systems. Full immersion of different career paths, ethnicities, life experiences, and skills sets within the ship caused conversations that would not be had in any other setting. All of these people pile together with their respective specialties to create a research expedition. With 10 days voluntarily trapped in the Pacific Ocean, a group of us dove into ship life with a full immersion experience that improves the community, understanding, and onboard training.
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12/12/2024Marriott Marquis, Independence A-C16:3016:401659127Creating Engaging Geoscience Education with Virtual and Mixed RealityOralED44ATen Years of NSF's GEOPAths Program: Projects, Practices, and Perspectives II Oral16:0017:30Education (ED)DamianFigueroaUniversity of Maryland College ParkWe present the virtual exhibit of the Cooperative Institute for Satellite Earth System Studies (CISESS)’s Proving Ground and Training Center (PGTC): a virtual- and mixed-reality application (VR & MR) that provides engaging geoscience-based education through interactive educational modules; three-dimensional models of equipment, landmarks, and facilities; and immersive and engaging gameplay. Users begin their journey in a virtual recreation of the PGTC captured using three-dimensional LiDAR scanning technology. From there, they can launch one of our educational modules to explore topics such as the Earth’s water cycle, lightning and cloud types, and the implications of the Faraday cage effect on lightning safety. These modules combine a museum-like environment with gameplay elements to incentivize the user to learn more and explore their virtual surroundings. They can travel to a “spatial museum” to view three-dimensional videos and models created using LiDAR and photogrammetry scanning technologies. In this presentation, we will discuss the development journey of this application and its implications for the future of creating immersive, engaging, and accessible geoscience education.
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12/13/2024Convention Center, Hall B-C (Poster Hall)9:0012:201750491Experiential Learning Method Can Help International Students Become Better Science CommunicatorPosterED51CFostering Diversity, Equity, and Inclusion in Science Communication: Challenges and Opportunities for International Students and Scholars Poster8:3012:20Education (ED)MaheshRachamallaUniversity of SaskatchewanExperiential learning is an excellent tool for science communication, particularly for international students who immigrate to the USA and Canada. This approach has proven to be highly effective in motivating and engaging students of the K-12 age group in STEM-related activities. Many science communication and advocacy organizations have adopted experiential learning to effectively deliver and engage with school children, leading to improved attendance and a general interest in science, especially in marginalized communities, including Indigenous communities in Canada. Adopting experiential learning strategies also helps international students feel more comfortable communicating effectively with children. One significant advantage of experiential learning is that it does not rely entirely on language and grammar. Instead, students perform various science experiments with hands-on activities, with a moderator explaining the science behind the experiments. Experiential learning methods help international students in at least two ways. First, it removes the differences in cultural barriers and easily builds engaging relationships with students. Secondly, this method reduces the stress international students often face while communicating with students whose first language differs from that of science communicators. We observed that international students involved in science communication activities with Indigenous students in rural areas in Canada greatly benefitted from adopting experiential learning. In conclusion, the experiential learning method enhances the understanding of STEM fields and motivates international students to pursue their future careers in STEM.
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12/13/2024Marriott Marquis, Independence A-C9:119:211713260Advocacy, Bravery, and Community: The ABCs of Transformative Change in the GeosciencesOralED51ACentering Diversity, Equity, Inclusion, and Accessibility in the Geosciences: Celebrating Success Stories in Education and Research to Address Critical Societal Issues II Oral8:3010:00Education (ED)AkilahAlwanAuburn University, (Department of Geosciences)In short, the geosciences are a paradoxical group of subdisciplines regarding historically marginalized groups' inclusion, participation, and representation within our spaces. We have come so far regarding 'broadening participation,' yet we have gone nowhere in many ways. Through my tenure as a graduate student and early career scholar, I have come to fill the disruptor role in many of my collaborative spaces. This position taught me that successful diversity, equity, and inclusion (DEI) are genuinely about justice and equity, principles that are not just desirable, but absolutely necessary for our field. As I have learned, there are three critical ingredients to any successful attempt at creating justice in the geosciences: advocacy, bravery, and community. In this talk, I will tie my lived experiences as a Black, disabled, queer femme and eminent scholar in the geosciences to these three concepts to define my recipe for liberatory and radically transformative change in the geosciences. In building a foundation, you must start with the basics; what could be more fundamental than the ABCs?
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12/13/2024Convention Center, Hall B-C (Poster Hall)9:4512:201704320Girls* on Rock Expeditions: Insights from Female Geoscience InstructorsPosterED51DTen Years of NSF's GEOPAths Program: Projects, Practices, and Perspectives III Poster8:3012:20Education (ED)RuthQuispeUniversity of Colorado at Boulder, (Ecology and Evolutionary Biology)The underrepresentation of women in geosciences underscores a broader issue of social justice and equity, as these fields remain predominantly male-dominated despite ongoing efforts. The inclusion of diverse perspectives is crucial for enhancing problem-solving and innovation within the discipline. This report shares the experiences of instructors in the Girls* on Rock (GOR) program, an initiative focused on justice, equity, diversity, and inclusivity (JEDI) run by the University of Colorado Boulder. GOR offers a Geoscience Learning Ecosystem, integrating scientific lessons, artistic projects, and technical rock climbing. By fostering inclusivity and providing exposure to female role models in geoscience, GOR aims to inspire a new generation of diverse geoscientists, addressing gaps in access and representation within the field. The program benefits not only the participants but also significantly relies on the involvement of female instructors who bring both expertise and valuable mentorship. As early-career scientists, these instructors contribute by teaching scientific skills, actively engaging with participants, and providing guidance and support throughout the expedition. In this presentation, we explore the experiences, challenges, and opportunities presented by the 12-day GOR expedition in the front and backcountry of Colorado from the instructors' perspective. We invite the scientific community to engage in a discussion about how role models, like the instructors in the GOR program, can effectively inspire the next generation of scientists, artists, and leaders in geoscience fieldwork. These programs are essential for advancing equity and diversity in geosciences and other STEM fields, ultimately enriching the discipline with a wealth of varied perspectives and experiences.
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12/13/2024Convention Center, Hall B-C (Poster Hall)10:0012:201707121Science Communication as a Tool for International Graduate Students' Academic and Professional Development.PosterED51CFostering Diversity, Equity, and Inclusion in Science Communication: Challenges and Opportunities for International Students and Scholars Poster8:3012:20Education (ED)Mostofa MOSTOFAKamalUniversity of Saskatchewan, (School of Environment and Sustainability)Effective communication is crucial for graduate school success, particularly for international students facing language barriers. While these students often excel in conducting novel science, technology, engineering, and mathematics (STEM) research, they struggle to communicate their findings effectively in conference presentations and journal articles. Non-native English speakers frequently have difficulty writing clear and concise manuscripts promptly. The lack of speaking fluency often deters international graduate students from presenting research orally at scientific conferences. This communication gap hinders their ability to network professionally, which is essential for early career development. Overcoming these challenges is vital for their academic and professional growth. The goal of this study is to demonstrate how international students in Canada can engage in various science communication activities, such as STEM demonstrations, judging science fairs, writing op-eds and blogs, conducting media interviews, and organizing academic and scientific events to overcome communication challenges. This study investigated the experiences of international graduate students whose first language is not English who engaged in various science communication activities after arriving in Canada and the USA for higher studies. This study found that science communication activities benefit international graduate students and society by promoting STEM outreach activities, bridging the gap between academia and society, and enhancing students' communication skills, language proficiency, teaching abilities, professional connections, critical thinking, confidence, teamwork, and leadership—skills often not taught in graduate programs. In summary, involvement in science communication activities helps international graduate students gain essential academic and non-academic skills, preparing them for diverse careers beyond academia.
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12/13/2024Marriott Marquis, Independence A-C10:4010:551613848GeoLatinas Initiatives: Co-leadership and Peer Mentoring Practices for Leadership Building in GeosciencesOralED52BFostering DE&I: Student-Led Initiatives to Empower Improved Higher Educational Experiences II Oral10:2011:50Education (ED)DanielaNavarroUniversidad de Magallanes, (Departamento de Ingeniería Química)GeoLatinas, a non-profit organization founded in 2019, promotes and supports Latin women in Earth and Planetary Sciences. Strategically structured upon inception, we have used team-led initiatives focusing on mentoring, education and outreach, professional and personal development, sustainability to train and inspire individuals to develop their careers and beyond. GeoLatinas volunteers lead these efforts within the Leadership Council and Local Teams through co-leadership and peer mentoring practices, offering all members the opportunity to join existing or create new initiatives. As a result, co-leaders learn transferable skills from each other, increase their network, and mentor each other in a safe space that fosters a sense of belonging. GeoLatinas is a pioneering virtual community dedicated to centering the inclusion and development of international members. Examples of our initiatives include: “Conversando con GeoLatinas,” a language bartering system providing members English and Spanish practice while fostering connection and leadership; “Geoseminarios,” recurrent online technical talks in which Latinx share their work and research; “Impetu,” an always-available virtual office that members can rely on for support and accountability; and “Mentoring,” a safe space for mentoring practices. While most of our initiatives convene online, we leverage our presence at international events to further connect with others, spreading our goals, propose sessions, and hold in-person meetings. Through its various initiatives, GeoLatinas has significantly increased the representation of Latin women in Earth and Planetary Sciences. By fostering an environment of co-leadership and peer mentoring, our organization has empowered its members and trained them in leadership skills. Consequently, our volunteers work together with altruistic personalities in harmony and synchronization. In this way, GeoLatinas’ community nurtures mutual support and cooperation among its members at no financial cost. To date, GeoLatinas has 26 active initiatives, reaching approximately 1400+ members in 60+ countries. GeoLatinas continues to grow and inspire future generations, promoting diversity and inclusion within the geosciences.
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12/13/2024Marriott Marquis, Independence A-C11:1011:251687082We’re Here, We’re “Litho-queer”: Reflections on Three Years of an LGBTQIA+ Affinity GroupOralED52BFostering DE&I: Student-Led Initiatives to Empower Improved Higher Educational Experiences II Oral10:2011:50Education (ED)RebeccaColquhounUniversity of Oxford, (Department of Earth Sciences)It is widely accepted that one of the biggest barriers to inclusion and retention in STEM is a need for more visibility and role models. As part of broader efforts to improve diversity and belonging in geoscience and our department, we set up an LGBTQIA+ affinity group in November 2021. Three years on, we now reflect on the group’s growth and identify learnings for other institutions making similar efforts. In particular, we will discuss the different roles of the group as imagined by different stakeholders. For LGBTQIA+ members of the department, we aim to provide community and solidarity, while for the wider department we provide resources and education. This has led us to run a range of events for different subsets of the department, as well as joining forces with similar groups in other departments. We also focus on the importance of the “vertical” nature of the group: all facets of the department are represented from undergraduates to faculty, helping provide role models for students, and community for staff. We also have significant investment from departmental management. By sharing the success of our affinity group we hope to inspire individuals in other institutions to start their own groups and create more local communities for queer geoscientists.
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12/13/2024Marriott Marquis, Marquis 12-1311:3011:401587455Open Science in Transdisciplinary Research: Insights from the Belmont Forum’s Data Policy and Training MaterialsOralED52CReflections on Open Science: Sharing Stories, Progress, and Lessons Learned II Oral10:2011:50Education (ED)Regina MaeFranciaNorthern Illinois UniversityAs transdisciplinary research practices are adopted by more natural scientists, the creation and implementation of open science principles and practices is critical. Further implementation within an international transdisciplinary global research space requires education. The Belmont Forum facilitates international transdisciplinary global change research aimed at solving today’s pressing global environmental issues by unifying stakeholders and researchers from different disciplines to meet the needs of local communities. By bringing together funding resources, the Belmont Forum brings together funding resources to create research calls across 90 countries. Working across funding institutions and 90 countries, the Belmont Forum supports open science while balancing the rights of knowledge holders via its data policies. Considerations in the organization’s data policy updates include: (1) different countries' open science requirements, (2) incorporate FAIR and CARE principles that prioritize community rights to data governance. Further it is important to also create educational materials that make open science practices easy and accessible for researchers. I will present lessons learned when revising the Belmont Forum’s 2015 Data Care Policy and showcase the training materials developed.
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12/13/2024Convention Center, Hall B-C (Poster Hall)15:4512:201548350Visualizing Types of Lightning in the Atmosphere using Virtual RealityPosterED51DTen Years of NSF's GEOPAths Program: Projects, Practices, and Perspectives III Poster8:3012:20Education (ED)AregGevorgyanUniversity of Maryland College ParkThis project uses virtual reality (VR) to give users an immersive educational experience about various types of lightning and transient luminous events (TLEs). VR is an emerging technology that allows for a person to be three dimensionally immersed in an environment. Lightning is an electric discharge that happens in the atmosphere when the local electric field between an area of positive and negative charge is stronger than the resistance of the air. This application utilizes VR technology to introduce different types of lightning by taking the user on a journey through checkpoints. Each checkpoint introduces a different type of lightning event including positive and negative cloud-to-ground strikes, cloud-to-cloud discharges, intracloud flashes, and TLE discharges including sprites, blue jets, gigantic jets, and elves. At each checkpoint the user receives details about the characteristics of the phenomenon accompanied by a slow motion visualization of the lightning in the sky, showing accurate discharge distributions over time for the corresponding type of lightning. Throughout the experience quizzes are used to reinforce learning, making the complex atmospheric phenomenon of lightning more accessible to a general audience in an engaging format.
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9:151680128Engaging Directly with Students Via NASA-SEES Internship, and Citizen Scientists: During and After 2024 Solar Eclipse Event in the United StatesOnline PosterED01Asynchronous Online Poster Presentations: EducationEducation (ED)OlawaleOluwafemiUniversity of Toledo, (Geography and Planning)Since 2021, GLOBE Mission Earth (GME) has actively worked with multiple organizations to engage K-12 students in Global Learning and Observations to Benefit the Environment (GLOBE) during the summer months. This study focuses on the High School Virtual Internship Program for selected NASA-SEES Interns across the United States. A 6-week virtual internship program was developed for the NASA-SEES Interns on the Solar Eclipse Impact on Weather. An online educational content was developed on Google site and Google classroom to introduce interns to solar eclipse events, GLOBE Observations and Protocols, and Google Earth Engine coding. During the 6-week virtual training, interns conducted research on the topics of their choice and met virtually three times a week to complete their projects with the mentors. They also completed weekly assignments. The study was categorized into three different groups. Group 1 investigated the effect of Solar eclipse on Wind Speed and Direction in Texas, Group 2, explored the impact of the eclipse on solar generation in Texas while the third group investigated the impact of 2024 solar eclipse on Air temperature and sky visibility. The findings of the three groups reveals the significant impact of 2024 eclipse on wind speed, power generation, and air temperature across selected locations of partial and total eclipses on April 8, 2024. The study further affirmed a 12 Celsius degree drop in air temperature on the University of Toledo Campus with NASA GLOBE Observer App. The study further concludes that 2024 solar eclipse event has a significant impact on weather variables.
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10:001565054Evaluating the Mobility, Bioavailability and Bioaccessibility of Heavy Metals in Urban Lake and River Sediments in Newark New JerseyOnline PosterED01Asynchronous Online Poster Presentations: EducationEducation (ED)TaqwaSingletonUnion County CollegeHeavy metals are common in urban environments due to high human activity. Toxic metals such as arsenic (As), lead (Pb), and chromium (Cr) in urban lakes and rivers can harm aquatic life and other living organisms. They can also harm human health as these water bodies are used for recreation and other activities by residents. In this study, sediment and water samples were taken around Newark New Jersey from lakes in Branch Brook Park and Weequahic Park, and from the Passaic River in River Bank Park and Kearny. X-ray fluorescence (XRF) analysis of sediments detected As, Pb, Cr, mercury (Hg), nickel (Ni), copper (Cu), zinc (Zn) and manganese (Mn) in concentrations from 10-1-10-2 mg/kg. The sediments were extracted using the Tessier method step 1 for environmentally exchangeable metal (Tessier 1), calcium chloride (CaCl2) for bioavailable metal, and the simple bioaccessibility extraction test (SBET). Extractants were analyzed by inductively-coupled plasma optical emission spectroscopy (ICP-OES). Cadmium (Cd) and cobalt (Co) were not detected in any of the sediments, but were detected in Tessier and SBET extractants. Most metals were found to be highly bioaccessible, with moderate environmental exchangeability and low bioavailability. Out of the toxic metals, Pb was present in highest concentrations and in all three fractions, indicating that Pb would be the most concerning for the environment and organisms. For both toxic (As, Pb, Cr) and trace (Cu, Zn, Mn) metals there was a positive correlation between concentrations in the sediment and bioaccessibility. The trace metals were also elevated in the water column, and showed positive correlations with sediment concentrations for Zn and Mn, and a negative correlation for Cu. Toxic metals were not detected in the water column, except for As in the Kearny Passaic River sample. Overall, the Passaic River samples had the highest concentrations of metals, with Kearny being the most contaminated. Though park lake samples have lower contamination levels, care should still be taken as these are in high human contact areas and most metals are bioaccessible.
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11:451557761Investigating Differences in Photosynthetic Parameters of Three Walnut Tree Species in Central New JerseyOnline PosterED01Asynchronous Online Poster Presentations: EducationEducation (ED)MeganWrightRice University, (Department of Earth, Environmental and Planetary Sciences)Oak-hickory forests, located across much of the Eastern United States, play an important role in sequestering atmospheric carbon dioxide. Much research has been conducted to understand the role of oak species in this ecosystem, but little research has been done on hickory species. Understanding photosynthetic characteristics of hickories allows us to predict how they will respond to a changing climate and how they sequester carbon dioxide. Here, we compare ten photosynthetic parameters of three species in the walnut family (Juglandaceae): shagbark hickory (Carya ovata, CAOV), mockernut hickory (Carya tomentosa, CATO), and black walnut (Juglans nigra, JUNI). Data was collected from three sites within Duke Farms, located in Hillsborough, New Jersey. Based on previous research, we hypothesized that net and max photosynthetic activity would be higher for JUNI than for CAOV and CATO, but that water use efficiency (WUE) and intrinsic WUE (iWUE) would be lower for JUNI than for Carya species. We did not have specific expectations for Ci/Ca, maximum Rubisco carboxylation rate (Vcmax), photosynthetic electron transport (Jmax), mesophyll conductance, or dark respiration. We measured light response curves and assimilation–internal CO2 (A/Ci) response curves on individual leaves using a LiCor 6400XT instrument. To derive photosynthetic parameters, we used the best fitting of three light-response curves and an A/Ci curve. Statistical analysis was performed using one-way analysis of variance. Our results showed that for the leaf-level photosynthesis parameters Vcmax and Jmax, CAOV had the lowest values. CATO displayed higher WUE and iWUE values than JUNI and CAOV, implying that CATO might be more drought tolerant. CATO showed lower values of Ci/Ca than JUNI and CAOV, which could indicate that stomatal conductance is lower or photosynthetic reactions are higher in CATO. No significant differences between species were observed for the other five parameters tested. Our results suggest that there are differences between certain photosynthetic parameters among walnut tree species: CAOV has lower leaf-level photosynthetic capacity, and CATO is more drought-resistant. Each species seems to fulfill different niches within its ecosystem, and is uniquely suited to the challenges faced by a changing climate.
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13:151557817Urban Atmospheric Nitrogen and its Biogeochemical CyclesOnline PosterED01Asynchronous Online Poster Presentations: EducationEducation (ED)HopeLagemannUniversity of VermontAnthropogenic activity has become the largest source of atmospheric nitrogen oxides (NOx), causing high nitrogen levels in urban environments. High NOx levels lead to the formation of nutrient nitrogen causing eutrophication and anoxic conditions in aquatic ecosystems and also relate to the high lung disease rates in humans. The cities of Newark and Elizabeth in New Jersey are extremely polluted urban areas, with a high risk of elevated NOx levels. The goal of this study is to evaluate the effects that urbanization has on atmospheric nitrogen and potential impact on global biogeochemical cycles by comparing the atmospheric nitrogen levels in Elizabeth, New Jersey to the areas with little anthropogenic emissions such as Antarctica. To do this we sampled aerosol particles at Elizabeth in New Jersey, a highly polluted site, focusing on atmospheric nitrate primarily derived from NOx. Air samples were collected at the New Jersey Department of Environmental Protection Air Monitoring station in Elizabeth, NJ using a Micro- Orifice Uniform Deposit Impactor (MOUDI). Samples were collected six times over five day sampling periods. The concentrations of atmospheric nitrate in these samples were determined using an ICS-2000 Dionex Ion Chromatography. To assess the potential impact of weather conditions and pollution sources, wind roses and air mass trajectories were generated using Purdue University’s MRCC cli-MATE tools and the NOAA GDAS HY-SPUT program. The air mass trajectories and wind roses showed different wind patterns between the first and third sampling periods. The first sampling period had air masses coming from the southeast direction, through New Jersey’s urban industrial center, and the nitrate and ammonium levels were higher than in the third period when the air mass and wind originated in rural Canada and then traveled through rural Vermont and New York state. The concentrations of nitrate found in Elizabeth ranged from 0.0417 μg/m3 to 2.967 μg/m3, with an average of 0.4235 μg/m3; significantly higher than those measured in samples from Palmer Station, Antarctica, which had an average of 0.06000 μg/m3. This data is useful in showing how anthropogenic admissions could impact global atmospheric nitrogen distribution and will help to predict air quality along with ecosystem and human health in urban and rural areas.
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13:301561119Urban Fugitive Dust and Its Global Biogeochemical CyclesOnline PosterED01Asynchronous Online Poster Presentations: EducationEducation (ED)RachelSchollSkidmore CollegeFugitive dust is particulate matter released into the atmosphere from traffic, industry, and other sources. Even though urban fugitive dust plays a role in radiative forcing and climate change, little is known about its physical or chemical properties. Additionally, exposure to particulates can cause health problems like asthma and lung cancer. Our goal is to help address these issues by characterizing urban dust particles' size, shape, and chemical composition. Aerosol samples were collected with an individual particle collector and a 10-stage Micro-Orifice Uniform Deposit Impactor (MOUDI) at a heavily polluted site, Elizabeth Toll Plaza in New Jersey. Individual particles were analyzed with a scanning electron microscope (SEM), and MOUDI samples were analyzed with ion chromatography (IC). To understand the potential impact of local weather and air mass sources, wind roses and air mass back trajectories (AMBTs) were created using the MRCC cli-MATE and NOAA HYP-SPLIT systems. SEM analysis showed that dust aerosols were non-spherical and had aggregated structures, composed of Al, C, Ca, Fe, K, Mo, Mg, N, Na, Ni, O, P, S, and Si. During individual particle collection, local wind blew from the direction of Newark Bay, having traveled from Bayonne NJ and the Mideast US. That suggests local sources such as shipping and Mideast emissions contributed to dust pollution observed in the study area. IC analysis found that aerosols collected by MOUDI had an average Ca concentration of 87.18 ng/m3, while samples previously collected at Palmer Station, Antarctica had an average of 31.6 ng/m3. This difference indicates that Elizabeth is heavily polluted in comparison to the situation in Antarctica. Meteorological data suggests that Elizabeth’s industrial center, Newark Bay, and the city centers of Elizabeth and Newark are local sources of pollution at the study site. Further, Canada, the northern US, and the Atlantic Ocean may also be contributors to the observed Ca during this study. These findings on urban fugitive dust will help improve estimates of radiative forcing in climate models and highlight the significant contribution of urban fugitive dust on global dust biogeochemical cycles.
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