Energy and Mineral Resources The global economy, world politics, and many aspects of our daily lives are dependent on the extraction and use of materials taken directly from the Earth.  Within our lifetimes we will be faced with significant shortages of many of these resources.  In this course we will focus on how energy resources (e.g., oil, coal, natural gas), and mineral resources (e.g., aluminum, gold, rare earth elements) are generated by geological processes, how they are extracted and processed, and how these activities impact the environment.  Field trips during the laboratory portion of the course will allow us to view first-hand the impacts of resource extraction, processing, and use. (Not open to students who have taken FYSE 1120 or GEOL 0112 or GEOL 0170). 3 hrs lect./disc.; 3 hrs lab

Natural Hazards Despite increasing technological sophistication, modern civilization remains vulnerable to natural hazards such as earthquakes, volcanic eruptions, tsunamis, flooding, landslides, extraterrestrial impacts, and other events. In this course we will consider the geologic mechanisms behind these hazards, the societal implications of these hazards, and approaches to reducing risk. Case studies will be combined with exploration of fundamental geologic concepts to provide students a foundation for understanding risk exposure and evaluating approaches to hazard management.

Environmental Geology Geological processes form the physical framework on which ecosystems operate. We require an understanding of the geological environment in order to minimize disruption of natural systems by human development and to avoid hazards such as floods and landslides. This course is an overview of basic tectonic, volcanic, and landscape-forming processes and systems, including earthquakes, rivers, soils, and groundwater. Environmental effects of energy, mineral, and water resource use, and waste disposal are also examined. Weekly field labs after spring break. Registration priority for first and second-year students.

How to Build a Habitable Planet In this course we will examine how Earth came to be the planet we know today: a uniquely habitable world, home to a diverse array of organisms and interconnected systems. We will begin our journey through deep time with the Big Bang and the coalescence of the first stardust, and conclude by examining how humans have become integral drivers of planetary evolution, transforming Earth’s surface and atmosphere at largely unprecedented rates. Students will engage with cutting edge scientific research via readings, discussion, and synthesis of the primary and secondary scientific literature.

Data in Earth Science In this course students will learn the fundamental tenets and tools of data science to interpret, evaluate, and anticipate geologic events that operate on planetary surfaces. A modular course structure will allow students to collect, interrogate, and visualize earth science data with a variety of computational tools, such as Excel, Geographic Information Systems, and R Studio. Regular assignments will provide opportunities for students to compare data with conceptual or theoretical models of geologic processes, and a final project will ask students to apply the computational skills learned in class to scientific inquiry in Earth science. Students will also learn to recognize the difference between researcher- vs.- computationally-led science, and that powerful tools can facilitate good science, but they cannot replace critical thinking. This course will use R programming. No prior GIS or R experience is necessary.

Earth’s Oceans and Coastlines In this course we explore our planet’s oceans and coastlines through the interdisciplinary study of marine geology, physics, biology, and chemistry. We use these fields as lenses through which we examine our reliance on the oceans for climate stability, food, economic resources, and waste dispersal, among a host of other ecosystem services. In parallel, we explore how humans are fundamentally altering coastal and marine ecosystems, posing unequally distributed, but increasingly severe threats to ocean and human health. In labs, we learn quantitative data visualization and analysis techniques making use of real-world observations and datasets.

Geologic Evolution of Vermont This course explores the fascinating geology of Vermont. Students learn the geology through six field problems, involving extended trips around western Vermont. Lectures on the meaning of rocks support the fieldwork. The last few indoor labs are devoted to understanding the geologic map of Vermont. Emphasis is on descriptive writing and on use of data to interpret origin of rocks. Culminates in a written report on the geologic and plate tectonic evolution of Vermont.

Climate Dynamics In this course we will explore the interconnected components of Earth’s climate system, the laws governing their dynamics, and their changes over time.  We will describe how we gather information about Earth’s climate and how we know it is changing.  In a weekly laboratory, we will analyse real data and apply simple numerical models to draw conclusions about phenomena in the atmosphere, ocean, ice sheets, and more.  A major goal of this course is for students to gain confidence in quantitative methods for studying the Earth system.  (Any 100-level course in ECSC. (ECSC majors or with instructor approval) Lecture/lab.

Mineralogy This course covers the nature, identification, composition, and meaning of minerals and mineral assemblages. Introduction to crystallography, hand-specimen identification, optical mineralogy, x-ray analysis, and electron microbeam analysis. Laboratory: study of minerals in hand-specimen and under the polarizing microscope; use of x-ray diffraction and electron microscopy in mineral analysis.

Landscape Evolution  In this course we will investigate processes that shape the Earth's surface, including weathering, mass movements, and the effects of water, wind, and ice. Students will examine how such processes govern the evolution of landforms in differing climatic, tectonic, and lithologic settings. Field and laboratory study will focus on the role of active surficial processes, as well as glaciation and other past events, in development of the landscape of west-central Vermont. We will also discuss implications for human activities and maintenance of natural systems.

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.

Active Tectonics and Earthquake Hazards In this class we will explore what drives Earth’s system of tectonic plates and why plate motion causes earthquakes.  We will learn about modern techniques used to document plate motion and predict the size, style, and timing of earthquakes.  Students will also explore the numerous hazards associated with earthquakes and how the threat they pose to humans can be mitigated.  Learning goals will focus on reading primary scientific literature, identifying unanswered questions, and developing ideas for original research.

Climate and Earth’s History  In this course we will discuss how external forces and internal feedbacks within the Earth system govern climate. Specific topics will include orbital variability, changes in ocean circulation, CO2 uptake in terrestrial ecosystems, and molecular vibrational controls on infrared absorption and Earth's heat budget. We will then examine climate change through Earth's history as evidenced by a number of geologic proxies including the sedimentary record, ice cores, isotopic records, glaciers, soils, and tree rings. Ultimately, our improved understanding of past climates will provide a context within which to discuss future changes to come.

Mineralogy (formerly GEOL 0211) This course covers the nature, identification, composition, and meaning of minerals and mineral assemblages. Introduction to crystallography, hand-specimen identification, optical mineralogy, x-ray analysis, and electron microbeam analysis. Laboratory: study of minerals in hand-specimen and under the polarizing microscope; use of x-ray diffraction and electron microscopy in mineral analysis.

Remote Sensing in Environmental Science  In this course we will discuss fundamentals of air- and space-based remote sensing applied to geological and environmental problems. The core goal is to understand how different wavelengths of electromagnetic radiation interact with Earth's surface, and how images collected in these different wavelengths can be used to address questions in the Earth sciences. Lectures will present theory and basics of data collection as well as applications in hydrology, vegetation analysis, glaciology, tectonics, meteorology, oceanography, planetary exploration, and resource exploration. Labs will focus on commonly-used imagery and software to learn techniques for digital image processing, analysis and interpretation in Earth science.

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.

Sedimentary Processes and Environments This course examines modern sedimentary processes and environments, with the goal of understanding the environmental conditions under which ancient sediments were deposited and preserved. Topics include the dynamics of weathering and sediment transport; the interpretation of depositional environments from sedimentary textures, structures and relationships; and stratigraphic techniques for interpreting Earth history. Field trips provide hands-on opportunities to apply course material and investigate Middlebury’s ancient history as a sandy, tropical paradise. (Any 0100-level geology course or by waiver)

Past, Present, and Future of the Mountain Critical Zone The Critical Zone is the name given to the thin slice of the Earth from the treetops to the base of the soil where geology, biology, hydrology and climate all come together.  This course will focus on topics germane to the Critical Zone in mountain environments including glaciers and permafrost, cold-climate weathering and landforms, ecosystem adaptations to cold environments, snow and snowpack hydrogeology, responses to contemporary climate change and projections for the future. The goal is to provide a strong scientific grounding through which contemporary issues involving mountain regions can be understood. Laboratory exercises will include analysis of datasets from mountain environments.

Landscape Evolution (formerly GEOL 0251) In this course we will investigate processes that shape the Earth's surface, including weathering, mass movements, and the effects of water, wind, and ice. Students will examine how such processes govern the evolution of landforms in differing climatic, tectonic, and lithologic settings. Field and laboratory study will focus on the role of active surficial processes, as well as glaciation and other past events, in development of the landscape of west-central Vermont. We will also discuss implications for human activities and maintenance of natural systems.

Glacial and Quaternary Geology In this course we will examine the causes and effects of glaciation along with the characteristics that make the Quaternary Period unique in geologic time. Topics will include glaciology, glacial erosion and deposition, glacier reconstruction, and techniques for interpreting and dating the Quaternary stratigraphic and paleoclimatic record from diverse terrestrial, lacustrine, and marine archives. Consideration also will be given to how severe climatic fluctuations impacted nonglacial environments. An overnight weekend field trip at the end of the semester will introduce students firsthand to alpine glacial landforms. (Any 0100-level geology or geography course, or by waiver)

Hydroclimate and Wildfire in the Western US Rainfall extremes and wildfire impacts in the western US are becoming increasingly prevalent in popular discourse. In this course we will draw on a variety of resources, including scientific papers, paleoclimate proxy data, long-form journalism, and indigenous knowledge to explore the climate history of the western US, with a focus on variability in the hydrologic cycle and wildfire patterns over the last ~20,000 years. We will discuss how climate change and other anthropogenic factors like water infrastructure and land management practices, interface with these natural systems and will situate the current hydroclimate/wildfire paradigm of the western US in the broader geologic context of the late Pleistocene and Holocene.

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.

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.

Glaciology In this course we will detail the fundamental role of ice in Earth's climate system, integrating insights from observation, theory, and computer modelling to form a cohesive understanding of glaciers and ice sheets.  We will study the unique physics that allow glaciers to flow and break, the power of ice in shaping the landscape, and the flow of water from atmosphere to glacier to ocean and back again.  Discussions will treat recent developments in glaciology, as well as the role of glaciology in society.  A final project will invite students to develop expertise on a glaciological question of their choosing. (MATH 0122 and two 200-level courses in ECSC/GEOL, or by instructor approval; MATH 0223 is recommended)

Physical Volcanology In this course, we will detail one of the fundamental geologic processes acting across the Solar System – volcanism.  We will study the fundamental principles that underlie volcanism, the different expressions observed at the surface, and predict what types of volcanism are expected under various conditions.  We will integrate insights from observations, theory, and modelling to form a cohesive understanding of volcanic principles.  This will entail why and how volcanism occurs, the formation of igneous rock, and the incorporation of volcanic deposits into the rock record.  Likewise, we will use our terrestrial understanding as a jump off point to explore volcanic processes on other planets.  A final project will invite students to apply the fundamental principles of volcanology learned during the semester to critically examine an active area of volcanology, develop the skills to critically analyze scientific data and literature, and effectively communicate their findings.

Modern Climate Seminar An advanced seminar for students with prior work in physical science of Earth's climate.  We will survey current climate change research by reading, discussing, and writing about scientific literature.  Assessment reports such as the US National Climate Assessment will form the foundation of our discussions.  At the conclusion of this course, students should be able to (1) read scientific papers, (2) identify key open questions in climate science research, and (3) relate scientific findings to common societal questions about climate action.  3hr seminar. (GEOL 0202, ECSC 0202, GEOL 0302 or ECSC 0302).

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.

Collaborative Capstone Research Seminar This course features group research on community-connected projects that capitalize on student skills and knowledge developed through previous coursework and related experiences to meet objectives that are important to the community partners. Projects are guided by a faculty member with a high level of independent group work by the students. The course contains elements of readings and discussion, analysis and interpretation, collaboration with project partners, and development of written group thesis projects, culminating with a public presentation and dissemination of the written document.

Geology of Rocky Planets In this course, we will explore four rocky planets of the inner solar system (Mercury, Venus, the Moon, and Mars) and the fundamental geologic processes acting on their surfaces (volcanism, tectonism, impact cratering, and erosion/degradation). We will study how these processes have interacted to form the surfaces we see today and what those processes mean for the interior evolution of rocky bodies. Furthermore, we will use the 2023-2032 Decadal Survey as a guiding document to identify existing knowledge gaps and explore priority targets for future space missions. Naturally, the processes and landforms we investigate will link back to first principles and fundamental concepts developed on Earth Given the condensed time frame of the January term, we will have smaller daily assignments (e.g., reading annotations), GIS activities using planetary data, and weekly assessments. A final project will invite students to select the mission that is most appealing to their group, with emphasis on the instrumentation necessary to address their knowledge gaps of interest. Students will apply the fundamental principles of earth and climate science learned in other courses, including but not limited to developing skills to critically analyze scientific data and literature, data analysis via geographic information systems, and effectively communicate their findings.

Telling Time with Geochronology In this course we will explore the field of geochronology: the methods by which the age of rocks and landforms are determined to illuminate the mysteries of ancient earth.  Content will include understanding how rocks and landscapes form, as well as aspects of physical chemistry such as radioactive decay and mass spectrometry.  Learning will occur through seminar-style discussions and hands-on lab work centered around a 4-week project using U-Pb dating to test hypotheses about the geologic history of Vermont.  Students working in small groups will learn how to use instruments such as the scanning electron microscope and laser-ablation mass spectrometry.   This course is nominally restricted to geology majors although other interested students are encouraged to contact the professor.

Introduction to the Space Environment Space - It’s all around us. What’s there? How do we know what’s there? How do we get there? What do we do there? We will explore these questions along with the fundamentals of space science and engineering, focusing on the near-earth space environment. Topics include: History of rocket science, basic physics (forces and Newton’s laws.), rocket and jet engines, orbits, satellite missions, the space environment/weather, space policy and commerce, and space in pop culture. We will have lectures interspersed with small group discussions. Labs will highlight the scientific process and associated skills such as data collection, validation, and analysis. Additionally, we will have guest presentations by space industry professionals.

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.

Data Science Across Disciplines In this course, we will gain exposure to the entire data science pipeline—obtaining and cleaning large and messy data sets, exploring these data and creating engaging visualizations, and communicating insights from the data in a meaningful manner. During morning sessions, we will learn the tools and techniques required to explore new and exciting data sets. During afternoon sessions, students will work in small groups with one of several faculty members on domain-specific research projects in Anthropology, Biology, Classics, Political Science, and Statistics. This course will use the R programming language. No prior experience with programming is necessary. (Not open to students who have taken STAT 0118, STAT 0201, ANTH 1230, BIOL 1230, CLAS 1230, ECON 1230, ECSC 1230, ENVS 1230, FMMC 1230, GEOG 1230, HARC 1230, HIST 1230, JAPN 1230, LNGT 1230, MATH 1230, NSCI 1230, PSCI 1230, SOCI 1230, STAT 1230, or WRPR 1230.)  ANTH/LNGT: In this section we will explore indigenous political voice in unexpected places. The data We will analyze will consist of bilingual Apache-English and Maidu-English stories, songs and speeches originally recorded by anthropological linguists in the early twentieth century as examples of traditional culture. Students will use R to search this corpora for how indigenous contributors were also making claims on the future in their address to the researcher and to wider anticipated audiences.  BIOL/ECSC 1230: In this section we will work with data collected by elephant seals equipped with oceanographic instruments in the Southern Ocean. Depending on your interests, you can approach the project from different angles: students focusing on biology will explore where the seals travel and what drives their movements, while those interested in earth science will investigate the temperature and salinity profiles gathered during their dives. Working in teams, you’ll combine these perspectives to build a fuller picture of both seal ecology and the oceanographic processes that shape their environment. Along the way, you’ll practice manipulating and visualizing different types of data including maps of seal tracks, temperature and salinity profiles, and cross-sections of ocean properties. We will also bring in satellite  and autonomous float data to place seal activity and the data they collect in a broader context. By the end, you’ll have a sense of how these different data sources fit together and what unique insights we gain from using seals as oceanographers.  CLAS 1230: In this section students will gain hands-on experience with a variety of natural language processing and text mining techniques by exploring the writings of the ancient historian Plutarch, who lived during the first and second centuries AD.  We will focus on the biographies of "great men" in Plutarch’s Lives, which chronicles the history, morals, and virtues of major figures who played parallel roles in ancient Greek and Roman society. The public domain English translation from Project Gutenberg will serve as our main corpus; however, students with a background or interest in Ancient Greek can work with the text in the original language. Using the R programming language, students will transform unstructured text into quantitative data for statistical analysis and morphosyntactic parsing. We will also apply machine learning models to our data to reveal underlying patterns in large amounts of text. No prior experience with R is necessary.  PSCI 1230: Who votes in elections? Who attends protests? Why? In this section we will use the tools of data science to explore these and other questions about political participation in the Americas. We will examine engagement in different forms of participation and the demographic, economic, social, and other factors that shape participation. The class will introduce students to the basics of survey research and the study of political participation.  Students will complete a final group project showcasing the concepts and tools learned in class.   STAT 1230: In this section students will dive into the world of data science by focusing on invasive species monitoring data. Early detection is crucial to controlling many invasive species; however, there is a knowledge gap regarding the sampling effort needed to detect the invader early. In this course, we will work with decades of invasive species monitoring data collected across the United States to better understand how environmental variables play a role in the sampling effort required to detect invasive species. Students will gain experience in the entire data science pipeline, but the primary focus will be on data scraping, data visualization, and communication of data-based results to scientists and policymakers.

Alex Lyford

Allison Jacobel

Cameron de Wet

Casey Schine

David West

Jeff Munroe

Kira Waldman

Lisa Luna

Lizz Ultee

Nicholas Perlongo

Peter Ryan

Sean Peters

William Amidon

Read 203 reviews for Earth and Climate Sciences courses at Middlebury College. Find the best Earth and Climate Sciences professors and courses.  Discover your new major today!

We worked on a semester long research project in a small group (~3-4) with the Vermont Geological Survey. This years seminar projects focused on landslide hazards in Vermont. It was rewarding to work with VGS as well as do a research project that has a direct impact on Vermont communities as well as farthing your knowledge of scientific writing, field studies and large scale group work. 

I thought this course, although deeply useful, could use some restructuring. Allison assigned large assignments on a whim and graded them harshly without any explanation of her expectations nor the grading rubric. I thought the lecture materials were useful for juniors and first semester seniors as it is predominantly about networking, the job market and how to market yourself- which is hugely helpful, especially when the CCI is not useful for research based career aspirations. The course is required so I can't tell you not to take it and I did gain things from it, but don't expect it to be  a walk in the park and do your work, Allison is a hard grader. 

This class was extremely engaging and it was very clear that the professor has a lot of enthusiasm for the subject and teaching. The grading structure is very fair, with heavy emphasis on problem sets and the final project/lab. There were always opportunities to ask questions and the professor would always answer them thoroughly both in class and in lab. Lab was based on research which made it particularly meaningful because the class was contributing to research in specific areas and the progress of our research was clear by the end of the semester. All in all, it is very clear that the professor cares about students' improvement and engagement overall, and that we actually enjoy the subject and his class. 