Water: From Fish to PFAS  In this team-taught course we will focus on water in the U.S. from the perspectives of natural science and policy. Three general themes, two of which map onto major environmental laws, will guide the course: clean water (Clean Water Act), drinking water (Safe Drinking Water Act), and dams. We will examine questions of human / non-human equity concerns throughout the course, from pollutants (e.g., PFAS and lead) to aquatic ecosystem health. Students will engage in major experiential, societally-connected projects. A major goal of the course will be to demonstrate the interplay of different ways of knowing.

Soils and the Environment Soils constitute the fundamental link between atmosphere, water, biota, and rock.  Knowledge of the physical, chemical, and biological processes operating in soils is essential when assessing natural cycles as well as anthropogenic alterations to those natural cycles.  In this course, we will analyze a wide range of issues, including soil formation, climate, soil mineralogy, soil fertility and nutrient cycling, sediment pollution, soil contamination, water pollution, sediment erosion and deposition, and implications for land-use planning.  Labs will be project-oriented and will consist of a combination of fieldwork and instrument analysis. Field work will be done in Puerto Rico, where 10 of 12 soil orders occur.

Environmental Geochemistry This course examines the chemical composition of natural and human-influenced environments, with a focus on predicting the behavior (“fate and transport”) of major ions, trace elements, nutrients and organic compounds (natural and synthetic) in soil, water, rock and air. Topics include aqueous geochemistry, chemical weathering, elemental cycles, isotopic tracers, atmospheric processes, climate impact of energy resources, and remediation of environmental contamination. Students will do chemical and mineralogical analysis using a variety of analytical and instrumental techniques, including ICPMS, SEM-EDS, XRF, XRD, and synthesis experiments. This is a project oriented course.

Science of Environmental Systems We will utilize a systems approach to study selected environmental topics as we learn how to integrate scientific principles of biology, chemistry, geology, and physics. We will also explore intentionally interdisciplinary approaches such as socioecological and regenerative systems frameworks. In lecture, we will take a more global approach as we examine climate change, water, energy, biodiversity, ecosystem services, pollution, and agriculture. We will discover emerging knowledge that is shaping potential solutions and learn how to evaluate such efforts through a systems science lens. In the lab units, we will investigate local manifestations of human-environment relationships through experiential, hands-on, embodied approaches.

Water Resources and Hydrogeology Fresh water is the most fundamental resource sustaining life on the planet. In this course we examine all elements of the hydrologic cycle, focusing first on precipitation and surface water flow and then on subsurface flow. We study examples from across the globe to understand factors influencing water quality and availability, and apply mathematical approaches to quantify constraints on sustainable use. The consequences of climate change and other anthropogenic impacts to the hydrological cycle are examined, and current issues and policies are discussed in light of increasing demands on water resources and associated natural systems.

Geohazards of the Central American Volcanic Arc In this course, students will examine case studies related to natural hazards, water resources and climate in Central America, including a week-long excursion to Costa Rica. Through seminars and case studies, students will learn geology, geography, hydrology and climate of this region, including tectonic environment, volcanism and earthquake risk, water resource challenges, and climate change impacts. For the field portion of the course, we will be joined by local scientists and students will do fieldwork for case studies. Upon return to Middlebury, students will conduct analyses related to fieldwork carried out in Costa Rica, culminating with conference-style poster/oral session.

Senior Thesis Research Seminar In this seminar students will focus on methods and strategies for completing advanced research in earth and climate sciences, serving as preparation for capstone research experiences at the 700 level. Areas of emphasis include research methods, reading and synthesis of primary literature, data analysis, interpretation and visualization, and scientific writing.

Water Resources and Hydrogeology Fresh water is the most fundamental resource sustaining life on the planet. In this course we examine all elements of the hydrologic cycle, focusing first on precipitation and surface water flow and then on subsurface flow. We study examples from across the globe to understand factors influencing water quality and availability, and apply mathematical approaches to quantify constraints on sustainable use. The consequences of climate change and other anthropogenic impacts to the hydrological cycle are examined, and current issues and policies are discussed in light of increasing demands on water resources and associated natural systems. (formerly GEOL 0255)

Surface and Ground Water Fresh water is the most fundamental resource sustaining life on the continents. This course is an introduction to the study of water and its interactions with the geologic environment. Basic hydrological processes such as precipitation, stream flow, and the subsurface flow of ground water are analyzed by quantitative methods. Climatic and human-induced changes in the hydrological cycle are examined, and current issues and policies are discussed in light of the increasing demands and impacts of a technological society on water resources and associated natural systems.

Peter Ryan

Reviews and ratings for Peter Ryan at Middlebury College.Peter Ryan teaches Water: From Fish to PFAS, Soils and the Environment, Environmental Geochemistry and more.  Explore top rated instructors and find the best for you.Is Peter Ryan good ? Find out on MiddCourses.

This class was very interesting. I found the topics engaging and relevant to environmental issues and public health. There was a huge emphasis on participation (professor Klyza wrote down who contributed during class) which was a little bit intimidating but pushed me to form original thoughts based on the readings and group discussion. I recommend this class to anybody who is interested in water contamination. 

If your instructor is Pete then you will likely hear a lot about soil types, geochem, and practice reading peer reviewed literature. Professor Lapin is a great lab instructor, who appreciates students being engaged with the readings.

I really enjoyed this course; it was awesome to have class outside of the classroom with labs. With Professor Pryzperhart in lab, we went to nearby farms and the knoll to look at sustainable agriculture, wetlands, and forests to measure carbon storage. It was very cool to see how things that we talk about in lab show up in real life, and because of this experience, I did not find writing the lab reports that difficult. Please make note of the fact that if you take this class in the fall or in the spring, from November to April, your enthusiasm for labs will dwindle because of the weather in Vermont. My issue, if any, with this course is that the lecture was often disconnected from the content of the labs, and it often just felt like I was being talked at. 