DEPARTMENT OF GEOGRAPHY AND GEOLOGY
ACADEMIC PROGRAM REVIEW
COMPREHENSIVE REPORT: 2003-04
PROGRAM NAME:
Masters in Geoscience
MAE in Education
WKU REFERENCE NUMBER:
072
DEPARTMENT NAME:
Geography and Geology
NAME OF DEPARTMENT HEAD:
David J. Keeling
NAMES OF FULL-TIME FACULTY WHO REGULARLY TEACH
COURSES IN THIS PROGRAM:
Algeo, Katie
Foster, Stuart
Mahmood, Rezaul
All, John
Groves, Chris
May, Michael
Crawford, Nicholas Keeling, David
Siewers, Fred
Deal, Richard
Kenworthy, Stephen Trapasso, Michael
Kuehn, Ken
Wulff, Andrew
NAMES OF OPTIONAL RETIREES WHO REGULARLY TEACH
COURSES IN THIS PROGRAM:
Petersen, Albert
NAMES OF PERSONS PRIMARILY RESPONSIBLE FOR PREPARING
THIS REPORT:
David J. Keeling, with contributions from all the faculty
DATE OF SUBMISSION:
December 1, 2003
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ACADEMIC PROGRAM REVIEW
Department of Geography and Geology
December 1, 2003
OVERVIEW OF THE DEPARTMENT
The Department of Geography and Geology comprises 20 full-time faculty and
serves about 210 undergraduate majors, 40 minors, and 28 graduate students in a
variety of specializations. The Department offers a B.S in Geography, a B.S. in
Geology, and an MS in Geoscience (with separate reports on each), as well as an AB in
Meteorological Technology and a 12-hour GIS Certificate. Several educational,
research, and public service facilities are housed within the Department that provide
exciting opportunities for a combination of theoretical and practical work. A major goal of
the Department is to involve undergraduate and graduate students actively in all
aspects of research as an integrated part of their academic programs with the purpose
of nurturing their intellectual growth, critical-thinking skills, and technical experience.
The Center for Cave and Karst Studies serves as a major research center dealing with
all aspects of cave and karst studies, with an emphasis on solving environmental
problems associated with karst terrain. The Hoffman Environmental Research Institute,
part of the Center for Water Resource Studies, another of the University's Applied
Research centers, is a consortium of scientists and students dedicated to research and
higher education at the cutting edge of environmental science. Its primary mission is to
be a leader in the development of innovative, basic, and applied research programs
aimed at understanding the dynamics of human-landscape-atmosphere interactions.
The College Heights Weather Station maintains a fully equipped weather station with
remote radar capability. The Kentucky Climate Center, directorship of the State
Climatologist for Kentucky, is the certified state climate office for Kentucky and a
member of the National Climate Services Partnership. The Center archives climatic data
for Kentucky, provides access to state, national, and global climatic data, and is active
in a wide variety of service, research, and educational outreach activities. The
Department’s new Geographic Information Science (GIS) Laboratory provides a stateof-the-art educational and research facility. The Lab maintains licenses for ArcGIS,
ERDAS Imagine, and S-Plus software and provides access to a variety of spatial data,
including digital geologic quads, digital elevation models, digital raster graphics, digital
orthophotos, and other commonly used map data. Applied and basic field research by
faculty and students is conducted continually in the local area, surrounding states, and
throughout the world. Applied and basic field research by faculty and students is
conducted continually in the local area, surrounding states, and throughout the world.
II.A. Mission Statement/Relation of the Program to the University Mission
The Department of Geography and Geology at Western Kentucky University
offers the M.S. Degree in Geoscience and supports the MAE in Education (Geoscience
major). The program prepares graduate students for careers in the geosciences and for
further education at the Ph.D. or professional level. The Department offers an
academically rigorous and flexible program of study that prepares students for success
in a global society by providing training in the following areas: critical thinking and
reasoning; geoscience analysis; global resource change; the geoscience contexts of
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landscape development and change; planning; GIS-related analysis, and the physical
and cultural contexts of social development, growth, and change (Figure 1).
MISSION STATEMENT
The Department aims to provide students with an outstanding and practical
educational experience and it strives to achieve three fundamental goals: Excellence
in Teaching, Excellence in Research, and Excellence in Service. The Department is
committed to providing current knowledge and leadership development in the
geosciences to enhance the career success of students, and to engage in scholarly
activities that develop new information in the geosciences while providing services to
constituents.
Figure 1. Discipline-Centered Graphic of the Department Mission
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The Department’s fundamental philosophical goal is to instill in each of its
graduates the following qualities:
STUDENT ENHANCEMENT GOALS
• Openness to others and the ability to communicate with clarity and precision;
• Self-confidence and intellectual curiosity, with the geological and analytical skills
required to satisfy both;
• A sense of scale and context in the worlds of nature and society;
• An appreciation for the richness and variety of human experience and expression;
• An intellectual mastery in and passion for the geosciences;
• A commitment to ethical and responsible citizenship, including respect for, and an
ability to get along with, others;
• A sense of direction, with the self-discipline, personal values, and moral conviction
to pursue life-long learning goals.
Vision and Mission of Western Kentucky University
• Western aspires to be the best comprehensive public institution in Kentucky and
among the best in the nation.
• Western aspires to be the university of choice for students and faculty who are
dedicated to academic excellence.
• True to the Western spirit, the University offers an inviting, nurturing, and
challenging environment, which is responsive to the intellectual, social, and cultural
needs of a diverse learning community. Western’s success is reflected in the
success of its alumni, who are known for their leadership, adaptability, enterprise,
and commitment to Western.
• Western aspires to produce nationally and globally competitive graduates and to
provide optimum service and life-long learning opportunities for its constituents.
• Western aims to prepare students for success in a global society.
These qualities are achieved in the graduate program through a solid grounding in
geoscience analysis, critical thinking and reasoning, written and oral communication,
student-centered research, and quantitative interpretation. However, the program also
offers sufficient flexibility in course offerings and program tracks to allow students to
develop emphases in traditional geoscience, planning, education, environmental
management, GIS analysis, meteorology/climatology, and sustainable development.
The Department’s programs are critical to the institution’s mission of preparing students
for success in a global society, as success is predicated on a clear understanding of our
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global society, its mechanisms, structures, challenges, and opportunities. Programs
and courses in the Department also clearly mesh with the vision and mission of Western
Kentucky University:
Students in the M.S. in Geoscience must complete 30 hours at the graduate
level. Every student in the Geoscience program must complete a 12-hour common
core, and then must choose 12 hours of additional coursework based on the selected
program track (see Appendix G for details). The common core in Geoscience includes a
4-hour Geoscience Research Methods and Literacy course, a 4-hour Field Methods
course, and a 4-hour Advanced Spatial Statistics course. Each student completes a 6hour thesis project or research paper of publishable quality based upon supervised
original research in the chosen field.
In summary, the Department’s mission is to recruit the best students possible, to
continue to provide an up-to-date and relevant program, and to review the program and
its graduates regularly through ongoing assessment, appropriate capstone courses,
internships, examinations, and surveys. The program is continually enhanced through
the assessment process by “closing the loop” between student-centered outcomes and
program purpose and quality. With its broad spectrum of geographically and
geologically centered analysis, interpretation, practice, and communication, the
Geoscience graduate program subscribes to the University’s aspiration to be the best
comprehensive public institution in Kentucky and among the best in the nation. The
Department reflects Western’s emphasis on rigorous academic standards, creative and
diverse scholarship, and appropriate and relevant service to the community, region, and
profession. Geoscience program graduates have a strong impact on the Commonwealth and nation in the fields of energy development and management, hydrology,
planning, location analysis, environmental management and consulting, geophysics,
teaching, GIS, and other professions requiring strong skills in spatial analysis, critical
thinking, communication, and science-based reasoning. The Geoscience program
prepares students for success in a global society.
B. Comments/Clarifications related to Institutional Research Data
Graduate program data provided by the Office for Institutional Research (OIR)
generally reflect the situation for the program. The MS in Geoscience program is
extremely cost effective, in that only 1.5 full-time equivalent faculty (FTEF) in the Fall
semester and 1.0 FTEF in the Spring semester are required to run the program.
However, all graduate-level faculty teach courses on a regular basis or supervise
student research (theses and projects) beyond their official teaching load assignments.
The program has averaged 5 geoscience graduates annually over the past five years
(see Appendix F, Graduate Program Section 1.A.2). Enrollments have remained steady
over the review period (see Appendix F, Graduate Section 1.A.1), with about 18 majors,
but enrollment has jumped for Fall 2003. The Program currently has 30 students
enrolled, with 22 full-time students and 8 part-time or non-resident students. Student
credit hours in the graduate program are significantly underreported each semester,
based on OIR data (see Appendix F, Graduate Section 1.A.4). For example, the
program generated 154 student credit hours in Fall 2002, but the OIR data only show 80
SCHs (see Appendix E.3, Table E.3.2.1. and compare with Appendix F, Graduate
Section 1.A.4). Average GRE and undergraduate GPA scores have remained
consistent during the review period (see Appendix F, Graduate Section 1.B.1), although
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GPAs have increased slightly from 3.03 in 1998 to 3.30 in 2002. On average, the
program generates the second highest number of graduate SCHs in Ogden College
(after Computer Science). Given the minimal resources provided and inadequate
graduate assistantship support, the program remains quite healthy compared to other
graduate programs in the state and around the country. At comparable institutions,
geography, geology, and geoscience Master’s programs with 25-35 majors or more
typically have at least 3-5 full-time equivalent faculty dedicated to graduate courses and
assistantship stipends in the $10-12,000 range with full tuition waiver.
C. Teaching and Learning
1. Program Faculty:
Fourteen full-time faculty in the Department of Geography and Geology teach
courses in the Geoscience M.S. program, in addition to their primary teaching duties in
the Geography or Geology programs.
• Rank of full-time faculty: 5 tenured professors, 2 tenured associate professors, and 7
tenure-track assistant professors.
• All the graduate Geoscience program tenured or tenure-track faculty hold Ph.D.
degrees in Geography or Geology. One faculty member also holds the J.D. degree.
• The Department currently employs one half-time optional retiree who teaches a
graduate component of an undergraduate course.
• The Department employs no adjunct faculty to teach graduate-level courses.
2. Program Students:
a. Selectivity:
The Geoscience program has no special requirements beyond the admission
criteria established by the Graduate School. Typically, the program admits students who
demonstrate an ability to conduct independent research and who are self-motivated for
success. Approximately 40 percent of students who apply actually enroll in the program.
Those who do not enroll are typically recruited by other institutions who offer much
better assistantship packages than WKU (typically in the $10-12,000 range with a full
tuition waiver). Students are required to take GEO500 Geoscience Research Methods
and Literacy in the first semester. This course typically exposes those students who are
academically or practically unprepared or ill-suited for graduate studies, with a failure or
dropout rate of approximately 20 percent each year.
b. Description of Students:
Students come to the Geoscience program from a variety of disciplines, including
geography, geology, political science, teacher education, history, sociology, biology,
environmental studies, and agriculture. Seventy percent of the graduate students
typically are enrolled full-time, with the remaining 30 percent part-time or in the thesiscompletion stage. The Department has an agreement with the National Park Service
that allows its full-time employees to take a one-semester paid leave of absence to
complete the core Geoscience courses each Fall – five students have enrolled in the
program under this agreement. Most students come to the program from WKU
undergraduate programs, but the students enrolled in Fall 2003 also come from the
following institutions: Rutgers University (NJ), Black Hills State University (SD),
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Northwest Missouri State University, UT Knoxville (TN), Missouri-Colombia University,
University of Washington, Franklin Pierce College (NH), Tennessee Tech, University of
South Carolina, University of Evansville (IN), Austin Peay (TN), Southern Illinois
University, University of Miami (FL), Shippensburg University (PA), Centre College (KY),
University of Oregon, Middle Tennessee State, Vanderbilt (TN), and the University of
New Hampshire. Many of the graduate students come to the program after at least 2-3
years of work experience in geoscience-related positions.
c. Information about Graduate Assistantships:
All of the students applying to the Geoscience program are encouraged to apply
for an assistantship, with about 85 percent typically meeting the Graduate School’s GAP
score requirements. Of those students eligible for an assistantship, typically half of
those who actually enroll in the program are awarded some type of support, ranging
from a basic academic-year stipend of $7,000 to approximately $10,000, part of which is
provided through the ARTP research centers (Kentucky Climate Center, Hoffman
Institute, and the Center for Cave and Karst Studies. For 2003-2004, seven students
are receiving assistantship support ranging from $3,500 for one semester to $10,000 for
the entire academic year. Two students are receiving part-time faculty (supervised
graduate-student teaching) stipends
3. Indicators of Teaching and Advising Quality:
From a philosophical perspective, the Department has articulated a set of
program goals and outcomes related to teaching, advising, and learning.
TEACHING GOALS AND OUTCOMES
PROGRAM GOALS:
• To develop students' fundamental communication skills;
• To develop students' critical-thinking and problem-solving abilities;
• To instill in students core values and ethics for life;
• To instill in students an awareness of their social and civic responsibilities;
• To enable students to understand and engage with the concepts and practices of
global interdependence;
• To promote in students a desire for continual personal development;
• To encourage students to enhance their aesthetic perception and ability;
• To develop students' professional proficiency.
PROGRAM OUTCOMES:
• Students have developed the knowledge, skills, and attitudes that lead toward life-long
learning and enhanced life opportunities;
• Students understand and appreciate the diverse nature of people who live together in
a world of diminishing distance;
• Students can apply the technological knowledge, skills, attitudes, and flexibility
needed to succeed in a rapidly changing environment;
• Students have developed the cognitive processes and dispositions necessary to think
critically, to analyze problems in context, and to make sound and intelligent
decisions;
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• Students have acquired and utilize the body of knowledge, and have developed the
constellation of skills, associated with their discipline, interdisciplinary areas of
specialty, or professional field;
• Students can gather and utilize information to enhance knowledge, and can use
communication skills to convey meaning effectively and accurately;
• Students have developed fundamental skills in the geosciences, use geoscience in
their chosen fields, and understand how the geosciences can be used in analysis
and problem solving.
Teaching Quality:
Since 1998, four faculty have been nominated for College awards in teaching
(Dr. Siewers in the Geology program won the Ogden Teaching Award in 2002). Four
faculty were awarded sabbatical leaves to facilitate more in-depth research in their
disciplines. Most faculty in the Department have incorporated digital technology and
web-assisted learning into the curriculum, with several faculty using personal web
pages to support their teaching. Faculty have developed new graduate courses in
Advanced GIS, Global Climate Change, Environmental Ethics in Geography, Physical
Climatology, and Dynamic Meteorology, and have taught one-time experimental
graduate-level courses in World Music, Globalization, and Storm Water Management.
The Department of Geography and Geology is committed to ongoing faculty
development in the area of teaching. Faculty members have attended 15 workshops or
activities sponsored by the Center for Teaching and Learning, and the Department’s
University Distinguished Professor has agreed to a half-time appointment with the CTL
commencing during the 2003-2004 academic year to promote teaching quality. The
Department strongly believes that a firm link exists between excellence in teaching and
excellence in research. Faculty who consistently rank high on University S.I.T.E.
evaluations for student engagement and excellence in teaching are typically productive
researchers. Appendix A.3 details the scholarship produced by the graduate
Geoscience faculty since 1998. Much of this scholarship is either a result of studentcentered collaborative research or finds its way into the classroom as case studies,
exemplars, or component parts of the course curriculum.
4. Indicators of Student Learning:
Currently-enrolled students:
Geoscience students engage in supervised course-centered and independent
research, presenting posters and papers at local, regional, national, and international
conferences. During the review period, over 30 student-authored papers and posters
were presented at scientific conferences and other academic meetings. The
Department assesses each graduate student through a comprehensive written exam
that comprises a basic discipline-centered knowledge survey and written analytical and
critical-thinking essays based on the student’s track in the program. Students also are
required to complete a thesis derived from independent research or a research paper of
publishable quality, with a public presentation of the research required by all graduate
students in the Department’s faculty/student seminar series. Graduate student research
typically is supervised by a committee of four faculty members, with one faculty member
serving as the chair of the committee and the primary mentor. Data and student
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feedback from the comprehensive written examination are used to enhance student
learning through program and course revisions, thus “closing the loop” between student
learning outcomes and program goals.
Many of the Department’s students choose an internship experience during their
second year of graduate study, and many have participated in local, national, and
international supervised research projects. Five graduate students have completed
external internships or internal teaching practica since Summer 1999 (see Appendix K).
Ten of the Department’s graduate students have participated in a study abroad or
departmental field camp over the past five years. During the review period, sixteen
Master’s Theses were produced addressing a variety of applied research issues locally,
regionally, and internationally (see title details in Appendix E.3, Table E.3.4). Several
graduate students have received awards or grants related to their research:
• Pat Kambesis, 2002, Cave Research Foundation Karst Research Fellowship ($3,500)
for the Proposal A Systems Approach to the Understanding of Agricultural
Contaminant Sources and Transport Within a Karst Groundwater Basin.
• Johnny Merideth, 2002, Outstanding Presentation, WKU Sigma Xi Student Research
Conference for the presentation Quantitative Evaluation of Vertical Shaft Evolution
and Function Within the Mammoth Cave System, Kentucky.
• Joel Despain, 2001, Cave Research Foundation Karst Research Fellowship ($3,500)
for the Proposal Landscape/Atmosphere CO2 Interactions in an Alpine Karst
Environment, Sequoia National Park, 2001.
• Alan Glennon, WKU John W. Minton Award for Outstanding Contributions as a
Graduate Student, 2000.
• William Curry, 2000, National Speleological Society Ralph W. Stone Award ($1,700)
for the Proposal Effects of Timber Harvest upon Sedimentation in Caves and Karst
in Southeastern Alaska.
• Jeff Timmons, 1998, National Speleological Society Ralph W. Stone Award for the
proposal Acidic Bog Drainage and Limestone Dissolution, Mammoth Cave National
Park.
Program Graduates
The majority of the graduates in Geoscience find employment in one of the many
specialty areas of the discipline. A major barrier to successful career placement for
many graduates is an unwillingness to seek employment beyond Kentucky. Moreover,
a lack of career opportunities in location analysis, transportation planning, environmental management and consulting, city and regional planning, climate-related
positions, and business enterprise within the state continue to limit the ability of
graduates to find suitable employment beyond graduation. The Department is
attempting to address this problem through program restructuring, a new focus on GISrelated courses, and more structured research-centered experiences that might better
prepare students for career opportunities. Five program graduates have successfully
completed the Ph.D. since 1998. According to data gathered through alumni surveys via
the departmental GEOGRAM, over two-thirds of the respondents reported that they had
found full-time employment in areas strongly or moderately related to their major focus
within two years of graduation (see partial alumni data in Appendix G).
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D. Research/Creative Activity
Faculty in the Department conduct applied and basic research in local, regional,
national, and international environments on a wide variety of issues related to humanenvironment interactions. The Department aims to involve all of its students in applied
research activities, facilitated through the activities of the Programs of Distinction and
the research institutes, with particular emphasis on local and regional development
issues. Appendix A.3 details the scholarship of faculty assigned to the Geoscience
program (Appendix A.3 is a composite of Appendices A.1 and A.2). During the review
period 39 articles, books, and book chapters were published in peer-review outlets, with
another 176 articles, technical reports, book reviews, editorials, and comments
published in other non-peer-reviewed forums. Appendices B.1 and B.2 detail the
academic presentations made by the graduate faculty during the review period at
conferences, university seminars, and other meetings locally, nationally, and around the
world. For example, graduate faculty in the Department have presented 334 research
papers and seminars in the United States, China, Britain, Spain, Mexico, Argentina,
South Korea, New Zealand, Hong Kong, Belgium, and Greece, a remarkable global
reach of scholarship! Dr. Chris Groves won the 2000 Ogden College Award for
Research and Scholarly Activity.
E. Service
The Department strives to provide relevant, practical service to the university, the
community, the Commonwealth of Kentucky, and to the disciplines of Geography and
Geology. Both faculty and students are encouraged to serve on committees, to be
active in their communities, to provide expertise and advice to a variety of constituents,
and to work towards improving the human-environment condition. During the review
period, literally hundreds of different types of service activities were recorded by the
graduate faculty, and Appendices D.1 and D.2 detail the myriad institutional,
community, P-12, and discipline-related service activities engaged in by departmental
faculty during the review period. The quality and volume of service provided to the
Department, college, institution, community, region, state, and nation distinguish this
Department from many others on campus. Dr. Stuart Foster has served as the
Kentucky State Climatologist since August 2000, replacing D. Glen Conner, who served
in that position from 1978 with distinction until his retirement in 2000. Dr. Ken Kuehn
(detailed in the Geology program section) received the Ogden College Award for Public
Service in 1999 (and was also named University Distinguished Professor in 2001), and
Dr. Nick Crawford received the same award in 1996. Both Drs Crawford and Kuehn
have been recognized by the American Institute of Professional Geologists and the
Kentucky Society of Professional Geologists respectively for distinguished service.
Faculty have served with distinction in many professional organizations, including
service as manuscript reviewers, officers, webmasters, grant proposal reviewers, papersession coordinators at professional meetings, and spokespersons.
F. Grant Activity
Since 1998, faculty have been actively seeking grants and contracts from a
variety of external and internal sources to support student-centered research. The
Department has three research centers that function as part of Ogden College’s Applied
Research and Technology Program: The Center for Cave and Karst Studies, the
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Kentucky Climate Center, and the Hoffman Environmental Research Institute. Over the
five-year period, graduate faculty applied for over $20 million in 246 individual grants
and contracts and received total funding in the amount of $3.62 million (approximately
an 18 percent success rate). Of this amount, $152,756 came from internal sources and
$3.47 million came from external sources (see Appendix E.3, Table E.3.3, for summary
details, and Appendices C.1 and C.2 for grants detailed by individual faculty members).
G. Other Indicators of Program Achievement and Contributions
1. Program Viability:
The Geoscience program remains an important research-centered graduate
major at Western, with the average number of students hovering between 25 and 30
over the past five years. Approximately half of the program’s students are recruited
directly from Western’s undergraduate programs, and the other half come from a variety
of regional and national institutions and are attracted to the specific research
opportunities available in the program (see Section 2.b above). The strength of the
program is based on student-centered learning, good advising, excellent teaching, and
faculty/student research that is integrated into the curriculum. Although geoscience
enrollments have suffered nationally over the past 25 years, some changes have
occurred that are reinvigorating the discipline and drawing more students to the
program. First, the development of advanced spatial mapping techniques, encapsulated
in Geographic Information Science (GIS), and new satellite-based locational tools, such
as Global Positioning Systems (GPS), have captured the imagination of the latest
generation of students. This interest in advanced spatial mapping tools and techniques
will translate into a growing demand for spatially centered courses and programs over
the coming years, and the geoscience program has redesigned its curriculum to meet
these changing demands. Tables E.1.6 and E.1.7 in Appendix E.1 detail the anticipated
growth in demand for GIS-related courses and the 12-hour GIS certificate program.
2. Contributions to University Programs:
The Department of Geography and Geology contributes to University programs
by offering study abroad and geology field-camp opportunities. Study abroad programs
help prepare students to participate in a global society. In July 2002, twenty students
from five university programs (including geoscience) enrolled in courses offered by two
Geography faculty (one of whom is a graduate faculty member) through the Department’s summer program in Australia. This study abroad experience exposed students to
global issues like World Heritage Site management, the effects of tourism on sensitive
environments, deforestation, air and water pollution and planning issues in a way that is
impossible to duplicate in the classroom. In summer 2003, eight students and two
faculty toured the southwestern United States as part of a geoscience field camp.
Students actively engaged in experiencing different cultures and physical landscapes,
which broadened their understanding of national and regional peoples and lands. In
2004, the Department is offering study abroad courses in the Bahamas (Spring Break
Geology program directed by a graduate faculty member) and in the British Isles (fieldbased geoscience program). Approximately 40 students have expressed interest so far
in these programs. Although geoscience undergraduates constitute the majority of the
students that participate in these programs, they are open to all students at WKU,
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including graduate students. Each summer, the Center for Cave and Karst Studies
offers a series of workshops based at Mammoth Cave National Park. Now in its 26th
year, this program offers both university credit and continuing education credit courses.
These opportunities play a significant role in Western Kentucky University’s Quality
Enhancement Plan as they enhance student “engagement” and prepare students to live
and work in a global society. Graduate students from other Master’s programs, such as
Public Health, Biology, and Computer Science, take graduate-level GIS courses offered
by the Department. The Department also contributes graduate courses to the
Leadership Studies Certificate Program, and supervises graduate student research for
the capstone course in the Leadership Studies Certificate Program.
3. Use of Technology:
Technology has been thoroughly incorporated into the teaching, research, and
service strategies of the Department during the review period. The major teaching tools
are computers connected to digital projectors, which are used by faculty for teaching
and by students for presentations, and web-based technologies (Blackboard, etc.).
Through institutional Action Agenda funds, the Department developed, in partnership
with the Agriculture and Architectural and Manufacturing Sciences departments, a stateof-the-art GIS facility, incorporating computers, GIS-related software, scanners and
plotters, digitizers, Global Position Systems (both backpack and hand-held systems),
and other related technologies. Through judicious use of grant funds, specialized
equipment has been purchased to support student-centered research activities,
including computers and other electronic equipment, scanning electron microscopes,
micro-gravity meters, and other supporting materials. The Department has expended
funds from its own operating budget to provide zip disks, memory-chip upgrades, faster
computer processors, and other ancillary computer hardware needed to support faculty
teaching and research activities. The standard computer set-up provided by the
institution is completely inadequate for basic teaching and research needs in the
sciences. Several of the more senior faculty are still running computers with outdated
operating software, inadequate RAM and hard-drive capabilities, and without the ability
to run more sophisticated analytical software (ArcGIS, S-Plus, etc.). The Department
maintains a strong web presence with its departmental website (www.wku.edu/geoweb/)
(see Appendix L, copy of the home page), which hosts several thousand visitors each
year. The website has hundreds of information pages, with course descriptions,
program summaries, and details about faculty and student research projects, as well as
links to all of the important teaching, research, and service activities within the
Department. The website is maintained by the Department Head and is updated
monthly, or more frequently as news or changes occur.
4. Uniqueness of Program:
• The Department of Geography and Geology is the only one of its kind in the
Commonwealth of Kentucky and it holds the largest concentration of geoscientists in
the state.
• The Department is strategically located near Mammoth Cave National Park, along the
31W Heritage Corridor, and near important coal resources. Its location offers
significant research advantages.
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• The Department has the only program in the United States with a specific emphasis
on karst hydrogeology and on the numerous problems associated with development
upon karst terrain.
• This is the only program in the Commonwealth with a curriculum in atmospheric
science, and it is the only department on campus with three Programs of Distinction
(The Kentucky Climate Center, the Center for Cave and Karst Studies, and the
Hoffman Environmental Research Institute through the Center for Water Resource
Studies).
• Faculty are diverse in training and research interests, yet provide an integrative
approach to human-earth issues that spans the human and physical sciences.
Several faculty are internationally respected as experts in their research areas.
• The Department's unique focus on the spatial dynamics of human-earth relationships
provides an analytical perspective not offered by any other discipline on campus.
• The Department's history of successful geoscience program tracks in city and regional
planning, environmental management, and the geologic sciences places it in a
unique position to integrate business, community, academic, and governmental
approaches to addressing human-environment issues.
• The Department's expertise in spatial analysis gives it a distinct advantage in
teaching, developing, and promoting GIS (Geographical Information Science)
approaches to problem solving.
• The Department is distinctive in providing professional public service through the State
Climatologist and the Kentucky Climate Center, through its weather information
broadcasts from the College Heights Weather Station, and through the Center for
Cave and Karst Studies that addresses karst-related environmental problems.
• The Department is internationally recognized for its well-marketed and high-quality
summer research programs at Mammoth Cave National Park that address
environmental problems associated with development on the karst terrain.
• The Department is distinctive in the University for its long history of successful
professional public service related to human-earth issues in the local community, the
Commonwealth, nationally, and internationally.
• Two faculty in the Department recently launched the Human-Environment Linkages
Program (HELP), which represents a new direction for the Department of Geography
and Geology (see more on this initiative below in Section I).
5. Contributions to Diversity Goals:
The Department has a long history of integrating issues of ethnic diversity,
gender equality, and personal orientation into the curriculum. The Department offers the
only courses on campus that deal explicitly with the spatial aspects of diversity and
gender. Many graduate-level courses, such as GEOG 550 Economic Geography,
GEOG 580 Urban Geography, and GEOG 525 Political Geography, address issues of
ethnic diversity in the United States. In many of the planning courses, significant
attention is given to issues of economic and political well-being among AfricanAmericans and other ethnic minorities in U.S. society.
The Department has made special efforts in past years to identify, recruit, and
hire minorities and females into faculty positions, especially through personal contacts,
listservs within the disciplines, recruiting at national and regional conferences, and by
word of mouth. Out of twenty full-time faculty, three are female, one is South Asian, and
13
the rest are white males. The Department recognizes that it has work to do in creating a
more diversified faculty and it continues to identify ways to attract a broader and more
diverse pool of applicants for advertised vacancies.
6. Accreditation Status:
Not Applicable. There is no national or regional accreditation body for the
disciplines of geography, geology, or geoscience.
7. Planning, Development, and other Areas:
A copy of the Department’s 2001-2006 Strategic Plan is attached in Appendix L.
All of the issues addressed in the Department’s Strategic Plan have been covered
elsewhere in this document. The Department is pro-active in attracting development
funds (with the excellent support of staff in the Development office) and it receives a
steady flow of donations each year from a core group of alumni. Each year, the
Department produces a 30-page alumni newsletter (GEOGRAM), detailing the activities
of faculty and students over the preceding year (see 2003 version of the GEOGRAM
newsletter in Appendix L). The newsletter is mailed to approximately 1500 alumni and
typically results in direct contact from 30-50 alumni each year. This past year the
Geology program received a $100,000 gift ($50,000 with a $50,000 state match) from
the Gildersleeve family to support student research and travel. In 2001, the Department
received a gift-in-kind of 55 acres of farmland from Dr and Mrs James Taylor (a former
faculty member in the Department), with a value to be determined upon liquidation of
the asset. Cash and in-kind donations from generous alumni contribute to student
support each year for travel to conferences, field research sites, and for study abroad
programs and field camps.
8. Additional Indicators for Career Preparation Programs:
Probably the greatest potential for employment growth lies in the area of spatial
mapping, GIS, and remote sensing. The Department has identified GIS as a growth
area in its curriculum (see Appendix E.1, Tables E.1.6 and E.1.7). According to the
Association of American Geographers (online at: http://www.aag.org/Careers/jobinfo.
htm): “While GIS and Remote Sensing encompass diverse skills and are separate
specialties, increasingly the two tools are used jointly to solve problems. The technical
specialties offer some of the greatest opportunities, particularly as government and
business discover the nearly limitless range of applications for these skills. Those with
expertise in these areas can also help with illustrations for publications. Geographic
Information Science specialists can find themselves working in almost any situation.
Government needs them to manage and analyze environmental, population, and
transportation activity. Local governments are turning to GIS to help manage public
utilities and land transactions. Business is finding it a powerful means to monitor
commercial activity and to manage the movement of goods and services. In some
situations a narrow expertise in one GIS software may open the door for a college
graduate, but greater opportunity exists for those who have a topical specialty to go
along with their technical skills. Finally, whether using satellite images or aerial
photographs, there is ample opportunity for those with training in these areas. Analysis
of land use/land cover change is vital to agricultural, forestry, and other environmental
activities. The U.S. EPA maintains a team that uses historical aerial photographs to
14
track past hazards-related activity. There is also opportunity to employ these tools in
diverse military or national security applications.”
H. Response to Previous Program Reviews or Other Assessments
The Department submitted a program review in 1998, and received no
constructive feedback from the submission. The response to the review was “maintain,”
with the comment “The MS program seems to attract good students, and it seems to
serve a constituency.”
In September 2003, the Department commissioned an external review of the
Department, conducted by Dr. Robert Kent, Department Head in Geography and
Regional Planning at Akron State University, Ohio. His review summary stated: ”This is
a strong department. It has a collegial supportive workplace environment. Department
members are loyal and display a strong espirit de corps. The Department’s mission
includes a strong general education component, besides granting associate degrees in
meteorology, bachelors’ degrees in geography and geology, and a master’s degree in
geosciences. Despite the heavy teaching load, faculty members are productive
researchers, scholars, and teachers, and also are actively engaged in the local and
regional community and indeed throughout the state. The Department is well respected
within its college and could be considered one of the college’s more significant
departments. The Department has a strong enrollment, many undergraduate majors,
and a master’s program. With the recent creation of dedicated computer teaching labs,
a GIS center, and a full time GIS lab manager, the Department is well positioned to
build additional faculty strength in rapidly expanding areas like GIS and remote sensing.
The Department should reinforce its expertise in planning and continue its outreach
activities to local and regional planning agencies thorough internships, contracts, and
professional interaction.”
I. Future Directions
• Geographical Information Science:
The growth potential in GIS and related technologies is discussed elsewhere in
this document (see also Appendix E.1, Tables E.1.6 and E.1.7). In summary, GIS use
has grown exponentially over the past decade and is now pervasive in academia,
government, and industry. In environmental monitoring, urban planning, location
analysis, public health, criminology, forestry, transportation, utility management and
many other fields, the power of GIS is used to analyze spatial data, create
comprehensible visual representations, and enhance the decision-making process. GIS
technology will only continue to diffuse more widely into society. It is likely that the
standard home or office computer of the future will include GIS software, much as word
processors, spreadsheets, and presentation software are now standard. In the winter
1999-2000 issue of ArcNews Online, Roger Tomlinson, president of Tomlinson
Associates and an early leader in GIS development, characterized the future of GIS as
a pivotal technology for the twenty-first century:
Looking at GIS in the new millennium, one starts with the firm expectation that
the adoption of GIS societywide and worldwide is inevitable and that GIS users
will be advantaged in their work while nonusers will be relatively disadvantaged…
15
An essential foundation of GIS usage is the availability of trained people.
Perhaps the entire rate of technology take-up in the first part of the millennium
will depend on training. The need is for persons who are geographically literate
and able to learn how to use the technology. The training focus must be on the
ability to solve geographical problems.
Western Kentucky University has an unparalleled opportunity to be a leader in
this field, building on the foundation of the GIS certificate program already in place. The
existing program has been singled out by ESRI Corporation, the developer of leading
GIS software, as a distinguished GIS program. The certificate program provides a broad
foundation in GIS concepts and techniques, familiarity with a wide variety of data
sources and applications. To meet future needs, the program should be enhanced by
the addition of advanced courses that focus on specialized and in-depth use of GIS in
particular fields and by the greater integration of GIS into all geoscience courses. To
achieve these goals, expanded lab facilities to accommodate larger number of classes
and students and a commitment to ensuring adequate numbers of GIS-trained faculty
are needed.
• Environmental Science:
The Department plans to take a leadership role in developing and promoting
environmental science at the University. Geography is uniquely holistic and such a
vision is required to pull together the disparate elements of environmental science. The
Department is well-suited to coordinate individual research programs across the
University and it can help to develop a curriculum for both undergraduates and graduate
students. The idea is not to direct what research is to be performed, but rather to
encourage synergies with other departments for grant writing while creating a standard
educational curriculum. A logical outgrowth would be the development of a joint Ph.D.
program with the University of Kentucky so that each institution could share its expertise
for the benefit of everyone.
Two faculty in the Department recently launched the Human-Environment
Linkages Program (HELP), which represents a new direction for the Department of
Geography and Geology. HELP is not just a new research lab, although cutting-edge
research will occur here. The mission of HELP is to extend the benefits of research into
the community by conducting research of local, national, and global significance and
then disseminating that research to a variety of outlets. Environmental issues
specifically commonly have both a scientific and a policy dimension and the HELP
hopes to overcome the traditional failure to incorporate each in academic analyses.
Coursework will focus on small sessions of motivated students doing research on
environmental issues. A key component of the courses will be dissemination of the
findings by the students through presentations at local high schools and to other
interested stakeholders. This particular approach is unique among Kentucky institutions.
HELP offers students training in computer skills, mapping, synthesis of data, and
presentation skills all focused on research issues with “real-world” significance. This
training and experience will be useful for students across their disciplines, it should
improve retention, and it could open more career and graduate school opportunities.
For example, both HELP’s Residential Radon and Karst Stormwater projects have been
successful areas of undergraduate research. Students have presented their findings at
research conferences and to area high schools over the past year.
16
Related to this is an unexploited departmental expertise in hazards research.
This is a unique but pressing gap in state expertise that the Department could fill, as it
has both geographers and geologists. Radon, quartz, flooding, West Nile Virus, sinkhole collapse, drought, homeland security, and even mid-continent earthquakes are all
aspects that the Department could address. For example, existing faculty could
develop a medical geography course and could research the emergence of new health
risks such as West Nile Virus, new outbreaks of malaria, dengue fever, and SARS, as
well as ecological vulnerabilities such as limits to food production due to global climate
change.
• Meteorology and Climatology:
Recently added coursework has allowed the Meteorology/Climatology program to
meet the minimum coursework required by the American Meteorological Society to
bestow its ‘Seal of Approval,’ to the Department’s Meteorology students. In the future,
these courses will facilitate an expansion of research support for graduate students in
this sub-discipline. The development of environmental monitoring capabilities in
conjunction with the Kentucky Climate Center, and the increased awareness of the
impacts of weather and climate on social and economic well-being, are expected to
drive continued growth in student enrollment and opportunities for graduates in
environmental careers. To meet future needs, the program should be enhanced by the
addition of advanced courses that focus on in-depth use of forecasting models, radarbased remote sensing, environmental monitoring networks, and GIS. To reach these
goals, expanded laboratory facilities are essential to accommodate the already growing
student demand. New and expanded coursework is required, along with additional
faculty, trained in model-based atmospheric science. The new courses and facilities are
an integral part of the Department’s future growth strategy. This growth is hindered, at
this point, by an insufficient number of faculty.
• Geoscience Outreach:
Outreach is another area of potential growth for the Department, which has the
faculty expertise to address many local, national, and international problems. Through
the Hoffman Environmental Research Institute, the Center for Cave and Karst Studies,
the Kentucky Climate Center, and the Human Environment Linkages Program, the
Department could expand its outreach opportunities, including local presentations,
regional workshops, and media outlets. The faculty have a duty to the community to
assist in issues of concern, especially hazards, and the Department is uniquely
positioned to offer expertise for public planning and policy.
Increased awareness of short-term climatic variability and concern about
potential long-term change has contributed to growing interest in environmental
monitoring from the local to the global scale. The Kentucky Climate Center is
aggressively pursuing a strategic goal to develop a statewide environmental monitoring
system. Realization of this goal will enhance Western Kentucky University’s national
reputation for education, research, and service in the environmental sciences. The
availability of real-time environmental data will greatly benefit the Department’s program
in meteorology and climatology. In addition, the system will provide a basis for
developing educational outreach programs for students and teachers in P-12. Finally,
real-time environmental data have been demonstrated to have economic value and will
17
create opportunities to develop value-added products for the public and private sectors.
Efforts are currently underway through the University to acquire external funding for
system infrastructure, and an ongoing commitment by the University will be necessary
to realize the full range of opportunities created by this system.
• Summary:
The Department is well-placed to take advantage of changing technologies and
new approaches to geoscience teaching, research, and service. It serves an important
role in Ogden College and in the institution, both in terms of providing important general
education courses and in terms of providing training in GIS and other spatial-analytical
geoscience techniques. The faculty are productive in all areas and continually engage
students for success in a global society. The Department requests an “Enhance”
designation to allow it to expand in the areas of GIS, geoscience techniques, and
student-centered learning.
18
Appendix A.3. Publications by Geoscience Faculty, 1998-2003
PR (peer reviewed)
Katie Algeo, Ph.D. [2001]
(In press) Mammoth Cave National Park and rural economic development. In
Contrasting Ruralities: Changing Rural Economies, Societies, and Landscapes, Richard
Yarwood, ed. London: Ashgate.
(In press) Mammoth Cave and the Making of Place. Southeastern Geographer. (PR)
(2003) Locals on Local Color: Resisting the Construction of Identity in Appalachia.
Southern Cultures 9(4): 27-54. (PR)
(2003) Settlement History of the Cumberland Gap Region, pp. 3-8 in Geologic Impacts
on the History and Development of Middlesboro, Kentucky. Kuehn, K.W., Milam, K.A.,
and Smath, M.L. (eds.). Guidebook to the 2003 Annual Field Conference, Kentucky
Society of Professional Geologists.
(2002) Tobacco in Transition: Issues facing burley growers and communities. The North
Carolina Geographer 10: 29-34.
(2000) with John Algeo. Onomastics as an interdisciplinary study. Names 48(1): 59-69.
(PR)
Book and Software Reviews:
(In press) GIS and Public Health by Ellen Cromley and Sara McLafferty. Cartography
and Geographic Information Science.
John All, Ph.D., J.D. [2002]
(In Press) The Colorado River Delta of Mexico: ‘Endangered’ Species Refuge, in
WorldMinds: 100 Geographic Solutions to Saving Planet Earth. American Association of
Geographers Publication.
(In Press) with Steve Yool. Indexing Endangered Species Risk in the Colorado River
Delta, Mexico using AVHRR NDVI Time Series Data. Geocarto International.
(1998) with Comrie, A.C., D. K. Adams, J. D. All, J. E. Diem, A. E. Hessl, K. F.
Kipfmueller, and M. W. Slazer. Seasonal and interannual climate controls on forest and
wildland fire in the Southwest. Proceedings of the American Meteorological Society 23rd
Conference on Agricultural and Forest Meteorology, November 2-6, Albuquerque, NM.
Nicholas Crawford, Ph.D.
(In Press) Water Tracing History. Encyclopedia of Caves and Karst Science. John Gunn
(ed.). New York: Routledge/Taylor and Francis.
19
(2003) Karst Hydrogeologic Investigation for Proposed Kentucky Trimodal Transpark.
Sinkholes and the Engineering and Environmental Impacts of Karst. Beck, B. (ed),
Geotechnical Publication #122, American Society of Civil Engineers, pp 385-403. (PR)
(2003) with Kambesis, P. (graduate student), Croft, L.A., Moore. R. (undergraduate),
and R. Pfaff (graduate). Dishman Lane Collapse, Bowling Green, Kentucky. Sinkholes
and the Engineering and Environmental Impacts of Karst. Beck, B. (ed). Geotechnical
Publication #122, American Society of Civil Engineers, pp 404-414.
(2002) with Edwards, S., Nikolic, O. and M. Babic. Emission Factors into Groundwater
from Municipal and Hazardous Wastes Landfills. Proceedings of the Seventh
International Symposium on Waste Management, Zagreb, Croatia, pp. 647-658.
(2001) with Veni, G., Duchene, H., Groves, C.G., Huppert, G.N., Kastning, E.H., Olson,
R. and B.J. Wheeler. Living With Karst: A Fragile Foundation. American Geological
Institute, Environmental Awareness Series, 4, 64 p.
(2000) with Fryer, S.E. (graduate student) and C.A. Calkins (graduate student).
Geophysical Techniques for Locating and Mapping Caves from the Ground Surface:
Microgravity Subsurface Investigation of the Egypt Parking Lot, Western Kentucky
University. Proceedings of Mammoth Cave National Park’s Eighth Science Conference.
(2000) Sites Originally Proposed for the Southcentral Kentucky Trimodal Transpark: A
Wake-Up Call for Everyone Concerned About the Protection of Mammoth Cave
National Park. Proceedings of Mammoth Cave National Park’s Eighth Science
Conference.
(2000) with Brackman, T.B. (graduate student), Parker, R.G. (graduate student), Curry,
W.A. (graduate student), Ek, D.A. (graduate student), Larson, R.A. (graduate student),
Ryan, G.G. (graduate student), Gossett, J.M. (graduate student), Meredith, J. (graduate
student) and D. Huffines. Investigation of Gasoline Vapors Rising from a Karst Aquifer
into Greenwood Park Church of Christ and the Foundation Christian Academy, Bowling
Green, Kentucky. Proceedings of Mammoth Cave National Park’s Eighth Science
Conference.
(2000) Commercialization of Research in the Geosciences. Sixth Annual EPSCOR
Conference Proceedings. Kentucky State University, Frankfort, Kentucky.
(1999) Karst Environmental Issues Manual. Edited for Karst Environmental Issues
Seminar, sponsored by Science Applications International Corporation, Oak Ridge,
Tennessee.
(1999) with Tucker, R.B. Non-linear Curve Fitting Analysis as a Tool for Identifying and
Quantifying Multiple Fluorescence Tracer Dyes Present in Samples Analyzed with a
Spectrofluorophotometer and Collected as Part of a Dye Tracer Study of Groundwater
Flow; in Beck, Pettit and Herring (eds.). Hydrogeology and Engineering Geology of
Sinkholes and Karst. Rotterdam: Balkema. (PR)
20
(1999) with Lewis, M.A., Winter, S.A. and J.A. Webster. Microgravity Techniques for
Subsurface Investigation of Sinkhole Collapses and for Detection of Groundwater Flow
Paths Through Karst Aquifers; in Beck, Pettit, and Herring (eds.). Hydrology and
Engineering Geology of Sinkholes and Karst. Rotterdam: Balkema. (PR)
(1999) Groundwater Basin Delineation and Site Conceptual Hydrogeologic Model for
Sadd-Trousdale Superfund Site, CSX-Radnor Yard Site and General Electric Service
Facility Site in Nashville, Tennessee, Tennessee Water Resources Symposium
Proceedings, Nashville, Tennessee.
(1999) Lost River Cave and Valley Tour: Field Trip to Observe Onsite Wastewater
Treatment and Other Groundwater Contamination Problems Associated with Karst
Aquifers. Guidebook for National Environmental Health Association Onsite Wastewater
System Conference, Nashville, Tennessee.
(1998) Karst Environmental Problems and Solutions, South-central Kentucky.
Guidebook for Joint Meeting of Friends of Karst and the International Geological
Correlation Program, Project #379: Karst Processes and the Global Carbon Cycle.
Edited and produced by the Center for Cave and Karst Studies, and Mammoth Cave
National Park, Bowling Green, Kentucky.
(1998) Surface and Subsurface Flow of the Overall Creek Karst Drainage Basin,
Rutherford County, Tennessee: Hydrogeologic Investigation of Tennessee’s Proposed
Site for the Superconducting Supercollider. Guidebook for Karst Hydrogeology
Workshop. Edited and produced by the Center for Cave and Karst Studies, U.S.
Environmental Protection Agency, and Tennessee Department of Environment and
Conservation, Murfreesboro, Tennessee.
Technical and Other Reports:
(1998-2003) 73 technical and other reports to clients, attorneys, public agencies, and
other constituents (see detail in Appendix J).
Richard Deal, Ph.D. [2001]
(In Review) An Analysis of English Regional Boundaries. Environment and Planning A.
(PR)
Stuart, Foster, Ph.D.
(2002) The Impact of Drought on Municipal Water Supplies in Kentucky: A Case Study
from the Drought of 1999-2001. Proceedings of 13th Conference on Applied
Climatology, American Meteorological Society, Boston, MA.
(2001) with Troutman, T.W., M.A. Rose, and L.M. Trapasso. A Comprehensive Heavy
Precipitation Climatology for Middle Tennessee. Electronic Journal of Operational
Meteorology, National Weather Association. Online at: http://www.nwas.org/ej/index.html
Technical Reports:
(2003) Climatography of the United States No. 60: Climate of Kentucky. Kentucky
Climate Center, National Climatic Data Center, Asheville, North Carolina.
21
(2003) A Model of Spatial Precipitation Gradient of Heavy Precipitation Events to
Estimate the Probability of Extreme Differences in Precipitation Totals at Proximate
Locations. Kentucky Climate Center and Center for Cave and Karst Studies, WKU.
(2001) Natural Hazards and Their Impacts on Agricultural and Urban Development in
the Barren River Area. Online at: http://www.bradd.org/hazards/index.htm
Chris, Groves, Ph.D.
(In review) with Liu, Z., D. Yuan, J. Meiman, G. Jiang, and S. He. Controls on South
China Karst Aquifer Storm-Scale Hydrochemistry. Ground Water. (PR)
(In Press) with J. Meiman. Flooding Within Karst Aquifers. Encyclopedia of Caves. New
York: Elsevier.
(2002) Caves and Karst (in Highlights, discoveries in the Earth Sciences). Geotimes 47:
18-19.
(2002) with J. Meiman, J. Despain, Z. Liu, and D. Yuan. Karst aquifers as atmospheric
carbon sinks: An evolving global network of research sites. U.S. Geological Survey
Water-Resources Investigations Report, 02-4174, pp. 32-39.
(2002) with Glennon, J.A. An examination of perennial stream drainage patterns within
the Mammoth Cave watershed. Journal of Cave and Karst Studies 64: 82-91. (PR)
(2002) with Viles, H. and C. Wood. Soft wall capping experiments. English Heritage
Research Transactions Volume 2. Stone, pp. 59-73.
(2001) with Veni, G., N. Crawford, G. Huppert, R. Olson, and B. Wheeler. Living With
Karst. Alexandria, Virginia: American Geological Institute, 64 p.
(2001) with J. Meiman. Inorganic carbon flux and aquifer evolution in the south central
Kentucky karst, U.S. Geological Survey Water-Resources Investigations Report, 014011, pp. 99-105.
(2001) with Meiman, J. and S. Herstein. In-cave dye tracing and drainage basin divides
in the Mammoth Cave karst aquifer, Kentucky, U.S. Geological Survey WaterResources Investigations Report, 01-4011, pp. 179-185.
(2001) with Meiman, J. Field trip guide, part 2: The Mammoth Cave karst aquifer,
Geotechnical and Environmental Applications of Karst Hydrology. B.F. Beck and J.G.
Herring (eds.). Lisse: Balkema Publishers, pp. 425-436.
(2000) J. Meiman. Regional atmospheric carbon sink within the south central Kentucky
karst. Proceedings of the Eighth Mammoth Cave Science Conference, pp. 131-141.
22
(2000) with Elliott, L., S. Wright, and T. Coakley. Microbial ecology of conduit stream
interstitial fluids of the south central Kentucky karst aquifer and impacts on aquifer
development, Proceedings of the Eighth Mammoth Cave Science Conference,
Mammoth Cave, Kentucky, pp. 57-60.
(2000) with Pfaff, R., J.A. Glennon, J. Meiman, and J. Fry. Geographic Information
Systems as a tool for the protection of the Mammoth Cave karst aquifer, Kentucky,
Proceedings of the Eighth Mammoth Cave Science Conference, Mammoth Cave,
Kentucky, pp. 89-99.
(2000) with Ek, D., J.A. Glennon*, and J. Meiman. Threats to surface and karst
groundwater of Mammoth Cave National Park from the Arthur Oilfield, Kentucky,
Proceedings of the Eighth Mammoth Cave Science Conference, Mammoth Cave,
Kentucky, pp. 101-103.
(2000) with Timmons, J., and J. Meiman. Acidic bog drainage and limestone dissolution,
Mammoth Cave National Park, Proceedings of the Eighth Mammoth Cave Science
Conference, Mammoth Cave, Kentucky, pp. 143.
(2000) with Merideth, J. and J. Meiman. Carbonate chemistry variations in Showerbath
Spring, Mammoth Cave, Kentucky, Proceedings of the Eighth Mammoth Cave Science
Conference, Mammoth Cave, Kentucky, pp. 145.
(1999) with J. Meiman and A.D. Howard. Bridging the gap between real and
mathematically simulated karst aquifers. Proceedings of the Karst Waters Institute
International Symposium on Karst Modeling, Charlottesville, Virginia, pp. 197-202.
(1999) with J. Meiman. Report from the US National Working Group, IGCP Project
#379: IGCP #379 Meeting, Bowling Green, USA, 1998. Newsletter of the UN
International Geological Correlation Program, Project #379: Karst Processes and the
Global Carbon Cycle, pp. 9-17.
(1999) with Vaughan, K., and J. Meiman. Carbonate chemistry of interstitial fluids within
cave stream sediments. Newsletter of the UN International Geological Correlation
Program, Project #379: Karst Processes and the Global Carbon Cycle, pp. 31-32.
(1999) with J.A. Wells. Recent discoveries in the central Kentucky karst. Cave Research
Foundation Newsletter 27: 10-11.
Technical and other Reports:
(2001) with J.A. Glennon, S. Grubbs, J. Jack, R. Pfaff, J. Despain, and K. Seadler. Task
III Sourcewater Protection Program of the WKU Technical Assistance Center for Water
Quality. Annual Technical Grant Report prepared for the US Environmental Protection
Agency, Washington, D.C.
(2000) with J.A. Glennon, S. Grubbs, J. Jack, R. Pfaff, J. Despain, and K. Seadler. Task
III Sourcewater Protection Program of the WKU Technical Assistance Center for Water
23
Quality. Annual Technical Grant Report prepared for the US Environmental Protection
Agency, Washington, DC.
(1999) with J.A. Glennon, R. Pfaff, and M. Anderson. Threats to the Aquatic Ecosystem
of the Mammoth Cave Karst Aquifer, Green River Basin, Kentucky. Final Technical
Grant Report and Geographic Information Systems Database prepared for the U.S. Fish
and Wildlife Service, Atlanta, Georgia.
(1999) with M. May. Task III Sourcewater Protection Program of the WKU Technical
Assistance Center for Water Quality. Annual Technical Grant Report prepared for the
US Environmental Protection Agency, Washington, DC.
(1999) with J.A. Glennon, D.M. Anthony, and K.J. Shaw. Land Use and Water Quality at
the Abraham Lincoln Birthplace National Historical Site, Hodgenville, Kentucky.
Technical Report, National Park Service, Hodgenville, KY.
David J. Keeling, Ph.D.
(In Press) Latin America, coauthored with David J. Robinson and César Caviedes, in
Geography in America at the Dawn of the 21st Century, Cort Wilmott and Gary Gaile
(eds.), Oxford: Oxford University Press (In Press, Jan 2004) (PR).
(In Press) “Waterfront Redevelopment and the Puerto Madero Project in Buenos Aires,
Argentina." Publicaciones de la Universitat Jaume I, Valencia, Spain. (PR)
(2003) “Introduction” (with Diana Liverman and Karl Zimmerer) (From the Editors),
Journal of Latin American Geography, Vol. 1 (1), pp. vi-vii.
(2003) Argentina. Entry for Microsoft Encarta Encyclopedia (online. DVD, and CD-Rom
versions).
(2003) Buenos Aires. Content rewrite for Encyclopedia Britannica entry.
(2002) Transport Challenges for Latin America in the 21st Century, pp. 77-103 in Latin
America in the 21st Century: Challenges and Solutions, Gregory Knapp (ed.), Austin:
University of Texas Press (PR).
(2001) Conferencia Magistral: El Desarrollo de América Latina y el Imperativo de la
Globalización: Nuevas Direcciones, Crisis Familiares," pp. 63-142 in Juan Ramón Pérez
and Patricia Castillejos Peral (eds.) Seminaro Internacional "Nuevas Tendencias en
América Latina en el Contexto de la Globalización. Texcoco, Mexico: Universidad
Autónoma Chapingo.
(2000) El Desarrollo Latinoamericano y el Imperativo de Globalización: Direcciones
Nuevas y Crisis Consabidas.
CD-Rom Publication, II Encuentro Internacional
Humboldt, “Periferias, Regiones, y Países,” Argentina.
(2000) Latin Americanist Research in the New Millennium, Journal of Latin American
Geography, CLAG Yearbook, Vol. 26, pp. vii-viii (PR).
24
(2000) A Graphic Representation of Suburbanization Trends in the U.S. 1940-1990,
with Raina Larsen. Geography and Geology Proceedings of the Kentucky Academy of
Science, Vol. 1999-00: 26-32.
(1999) Neoliberal Reform and Landscape Change in Buenos Aires, Argentina,” Journal
of Latin American Geography, CLAG Yearbook, Vol. 25: 15-32 (PR).
(1999) A Graphic Representation of Economic Integration Trends in the Southern Cone
of South America, Geography and Geology Proceedings of the Kentucky Academy of
Science, Vol. 1998-99: 18-21.
(1998) Introduction, pp. v-vi in David J. Keeling and James Wiley (eds.) Journal of the
Conference of Latin Americanist Geographers, Yearbook 1998, vol.24. Austin, TX:
University of Texas Press.
(1998) Transportation, Regional Development, and Economic Potential in Mexico, pp.
101-123 in Allen G. Noble et al. (eds.) Regional Development and Planning for the 21st
Century: New Priorities, New Philosophies. Aldershot, UK: Ashgate Ltd. (PR).
(1998) Contemporary Argentina: A Geographical Perspective (paperback). Boulder, CO:
Westview Press, pp. 373 (PR).
Book Reviews:
(In press) Review of “Understanding the City: Contemporary and Future Perspectives”
by John Eade and Christopher Mele (eds.) in Area (Journal of the Institute of British
Geographers), (2004) Vol. , pp.
(2001) Review of “Latin America and the Caribbean,” 2nd edn. by David Clawson for the
Journal of Cultural Geography.
(2001) Review of “The Place of Music” by Andrew Leyshon et al. for the Journal of
Cultural Geography.
(2001) Review of “Transforming Cities: Contested Governance and New Spatial
Divisions” by N. Jewson and S. MacGregor (eds.) for the Journal of Cultural
Geography.
(2000) Review of “The Americas in Transition: The Contours of Regionalism,” by
Gordon Mace et al. for Political Geography 19(6):798-800.
(1999) Review of “Cousins and Strangers: Spanish Immigrants in Buenos Aires, 18501930" by José C. Moya for Progress in Human Geography 23(3):491-492.
(1998) Review of "Old Age and Urban Poverty in the Developing World: The
Shantytowns of Buenos Aires," by Lloyd-Sherlock, P. H-Net Humanities and Social
Sciences OnLine, http://www.h-net.msu.edu/reviews/ (April).
25
(1998) Review of "Havana: Two Faces of the Antillean Metropolis," by Segre, R.,
Coyula, M., and Scarpaci, J.L. The Annals of the Association of American Geographers
Vol. 88(3):533-534.
(1998) Reviews of "The Politics of Human Rights in Argentina," by Alison Brysk, and
"Revolutionizing Motherhood: The Mothers of the Plaza de Mayo," by Marguerite
Guzman Bouvard. The Canadian Journal of Latin American and Caribbean Studies Vol.
22(44):188-190.
Editorials, Commentaries, and Editorships:
(2003) Editor (with Diana Liverman and Karl Zimmerer), Journal of Latin American
Geography, Vol. 1(1).
(2003) “Global Ignorance–Geographic Illiteracy,” Echo Magazine, WKU, February.
(2001) From the Editor: Latin America's Transportation Deficit. Intercambio
Internacional Vol. 16(1):1.
(2000) Commentary, “Pay for Excellence.” College Heights Herald 76(10):5.
(2000) Editor, Journal of Latin American Geography: CLAG Yearbook 2000, Vol. 26, pp.
189 (PR).
(2000) Editor, Geography and Geology Proceedings of the Kentucky Academy of
Science, Vol. 1999-00, pp. 36.
(1999) Editor, Geography and Geology Proceedings of the Kentucky Academy of
Science, Vol. 1998-99, pp. 21.
(1999) Editor’s Commentary: Landscape Change in Britain. Newsletter of the European
Specialty Group 7(1):2-3.
(1999) From the Editor: Fidel Castro and the U.S. in the 21st Century. Intercambio
Internacional Vol. 15(2):1.
(1999) Commentary on “Course Scheduling.” College Heights Herald 74(43):5.
(1999) Editor’s Commentary: Euros and Some Change. Newsletter of the European
Specialty Group 6(2):2-3.
(1998) Editor, Journal of the Conference of Latin Americanist Geographers: Yearbook
1998, Vol. 24, pp. 139 (PR).
(1998) From the Editor: Hemispheric Free Trade--Myth of Reality? Intercambio
Internacional Vol. 15(1):1.
(1998) From the Editor: Viva la Diferencia! Newsletter of the European Specialty Group
6(1):1.
26
Stephen Kenworthy, Ph.D. [2003]
(2002) with Wilcock, Peter R. A two-fraction model for the transport of sand/gravel
mixtures. Water Resources Research 38(10):1194. (PR)
(2001) with Wilcock, Peter R. and J.C. Crowe. Experimental study of the transport of
mixed sand and gravel. Water Resources Research, 37(12): 3349-3358. (PR)
Kenneth Kuehn, Ph.D.
(2003) with Weisenfluh, G.A. Summary of the Geology and Hydrology of the Bowling
Green Area Related to Planning of Interstate 66 Construction, Kentucky Geological
Survey Technical Report to the Kentucky Department of Transportation, 7p., 8 map
plates.
(2002) with Milam, K.A. The Middlesboro Impact Structure and Regional Geology of the
Pine Mountain Thrust Sheet, pp. 57-73 in Guidebook for Geology Field Trips in
Kentucky and Adjacent Areas, Ettensohn, F.L. and Smath, M.L. (eds.). 2002 Joint
Meeting of the North-Central Section and Southeastern Section of the Geological
Society of America. Lexington, KY: University of Kentucky. (PR)
(2000) with Hower, J.C., Parekh, B.K., and Peters, W.J.. Maceral and Microlithotype
Beneficiation in Column Flotation at the Powell Mountain Mayflower Coal Preparation
Plant, Lee County, VA. Fuel Processing Technology (International) 67: 23-33. (PR)
(2000) with Wild, G.D. and Hower, J.C. Assessment of Compositional Variation in
Duplicate Samples of Pelletized Coal. International Journal of Coal Geology 42: 231240. (PR)
(1999) Summer Secretary/Treasurer’s Report, Newsletter of the Kentucky Society of
Professional Geologists 3(2): 4.
(1999) Winter Secretary/Treasurer’s Report, Newsletter of the Kentucky Society of
Professional Geologists 3(1): 1-2.
Rezaul Mahmood, Ph.D. [2001]
(In Review) with Legates, D. R. and Meo, M. Soil water availability and potential rainfed
rice productivity in Bangladesh: A CERES-Rice Model-based Assessment. Applied
Geography. (PR)
(In Press) with Hubbard, K.G. An analysis of simulated long-term soil moisture data for
three land uses under contrasting hydroclimatic conditions in the Northern Great Plains.
Journal of Hydrometeorology. (PR)
(In Press) with Hubbard, K.G. and Christy Carlson. Modification of growing season
surface temperature records in the Northern Great Plains due to land use
transformation: verification of modeling results and implication for global change.
International Journal of Climatology. (PR)
27
(2003) with Hubbard, K.G. Simulating sensitivity of soil moisture and evapotranspiration
under heterogeneous soils and land uses. Journal of Hydrology 280:72-90. (PR)
(2003) with Meo, M., Legates, D. R., and Morrissey, M.L. The CERES-Rice model-based
estimates of potential monsoon season rainfed rice productivity in Bangladesh. The
Professional Geographer 55: 261-275. (PR)
(2003) with Hubbard, K.G. and Carlson, C. Estimating daily dew point temperature for
the Northern Great Plains using maximum and minimum temperature. Agronomy
Journal 95:323-328. (PR)
(2003) with Adegoke, O.A., Pielke Sr., R.A., Eastman, J. and Hubbard, K.G. Impact of
irrigation on mid summer surface fluxes and temperature under dry synoptic conditions: A
regional atmospheric model study of the U. S. High Plains. Monthly Weather Review 131:
556-564. (PR)
(2002) with Hubbard, K.G. Anthropogenic land use change in the North American Tall
Grass-Short grass transition and modification of near surface hydrologic cycle. Climate
Research 21: 83-90. (PR)
(2002) with Hubbard, K.G. Effect of time of temperature observation and estimation of
daily solar radiation for the Northern Great Plains, USA. Agronomy Journal 94: 723-733.
(PR)
(2002) with Hubbard, K.G. and Carlson, C. Land use change and modification of nearsurface thermal records in the Northern Great Plains. Bulletin of the American
Meteorological Society 83: 504. (PR)
(2002) with Hubbard, K.G. and Carlson, C. Land use change and modification of near
surface temperature records in the Northern Great Plains: verification of modeling
results. Proceedings, 13th Conference on Applied Climatology. The American
Meteorological Society: Boston, pp. 262-264.
(2002) with Hubbard, K.G. Sensitivity of soil moisture and evapotranspiration to soils
and land use heterogeneity. Proceedings, 13th Conference on Applied Climatology, The
American Meteorological Society: Boston, pp. 265-268.
(2002) with Adegoke, J.O., Pielke Sr., R.A., Eastman, J. L., and Hubbard, K.G. Modeling
the impacts of irrigation on midsummer surface energy budget and the convective
boundary layer (CBL) in the U. S. high plains. Proceedings, 16th Conference on Hydrology.
The American Meteorological Society: Boston, pp. 192-195.
(2001) with Hubbard, K.G. and Hou, Q. Soil moisture monitoring and modeling in the
Great Plains, pp. 163-171 in Automated Weather Stations for Applications in Agriculture
and Water Resources Management: Current Use and Future Perspectives. Hubbard,
K.G. and Sivakumar, M.V.K. )eds.). Lincoln, NE: High Plains Climate Center and
Geneva, Switzerland : World Meteorological Organization.
28
Michael May, Ph.D.
(In Press) with Michael G. Gibbons. Introducing Traditional Students to Environmental
Geophysics in a Non-traditional Setting. The Journal of Geoscience Education. (PR)
(1998) Environmental Geology and Petroleum Geology: Problem Solving at the
Lexington-Bluegrass Army Depot, Kentucky. Environmental Geosciences 5(3): 115-126.
(PR )
Other Publications:
(2002) Slip and slide in Kentucky, Geophenomena section. Geotimes. Online at:
http://www.agiweb.org/geotimes/april02/geophen.html#slip
Fred Siewers, Ph.D.
(2003) Oolite and coated grains, pp. 502-506 in G. Middleton (ed.) The Encyclopedia of
Sediments and Sedimentary Rocks. Dordrecht: Kluwer Academic Publishers. (PR)
L. Michael Trapasso, Ph.D.
(In Press) Contributor to Encyclopedia of World Climates, John E. Oliver (ed.), Kluwer
Publishing, London, England. (PR)
(2003) with Robert E. Gabler and James F. Petersen. Essentials of Physical
Geography. Belmont, CA: Brooks-Cole Publishers.
(2003) Defenses Around the Confederate Capital: The Civil War in Bowling Green,
Kentucky, Kentucky's Civil War (1860-1865). A Comprehensive Guide to Major Battles
and Historic Sites, 2003-2004 Edition, Back Home In Kentucky, Inc. pp. 38-39. (PR)
(2003) with et.al. Computer Exercises in Meteorology, ERIC-ChESS Clearinghouse for
Social Studies and Social Science Education. Online Educational Resources, Social
Studies Development Center of Indiana University, Bloomington, Indiana.
(2001) with et.al. A Comprehensive Heavy Precipitation Climatology for Middle
Tennessee, National Weather Association, Electronic Journal of Operational
Meteorology, February, pp. 1-12. (PR)
(2001) Indian Wars Reenactment at Pompeys Pillar, Montana. Visitor's Guide to Billings
and Yellowstone County 24(5): 11-12.
(2001) Battle Reenactments Seal Friendships. Custer Country Montana 2001 Vacation
Guide, Summer, pp. 95-96.
(2001) Tourism in the Land of the Ozone Hole: A Perception Study, Proceedings of the
First International Workshop on Climate, Tourism and Recreation, A Matzarakis and C.
R. de Freitas (eds.), International Society of Biometeorology, Halkidiki, Greece. Online
at: http://www.mif.uni-freiburg.de/isb/ws/report.htm (PR).
29
(2001) Report from the International Workshop on Climate, Tourism and Recreation,
Sponsored by the International Society of Biometeorology. Journal of the American
Institute for Biomedical Climatology.
(2000) with Tim Troutman. Utilizing Established Techniques in Forecasting the Potential
for Derecho Development. Preprints to the 20th AMS Severe Local Storms Conference,
Orlando, Florida. (PR)
(2000) Battle Reenactments Seal Friendships. Custer Country Montana, 2000 Vacation
Guide, pp. 95-96.
(2000) with Alethea Sayers. Racial Unity in Reenacting. Visitors Guide to Billings, pp.
24-25.
(2000) Lightning Discharges and the Human Body. Journal of the American Institute of
Biomedical Climatology, pp. 6-8. (PR)
(1999) with Larissa Keith. Relationships Between Selected Meteorological/Pollution
Parameters and Hospital Admissions for Asthma, Journal of the Kentucky Academy of
Science 60(2): 73-77. (PR)
(1998) Contributor to the Atlas of Kentucky. Lexington, KY: University of Kentucky
Press, pp. 316. (PR)
(1998) The Subpolar Lows of the Drake Passage (or) Surviving the Trip Around Cape
Horn. South American Explorer 5: 26-29. (PR)
(1998) The Effects of Weather Systems on Migraine Headaches: A Pilot Study. KAS
Geography Section Proceedings, pp. 8-12.
Book Reviews:
(2000) The Civil War in Kentucky by Kent Masterson Brown. Reviewed for Blue and
Gray Magazine, October Issue.
Andrew Wulff, Ph.D. [2002]
(In Review) Using Inquiry-Based Learning to Ease the Pain of Learning Mineral
Formulae and Analytical Techniques. Journal of Geoscience Education. (PR)
30
Appendix E.3 Comparative Data - Geoscience Program
Table E.3.1. Graduate Credit Hours Produced
Semester
Credit Hours
Fall 2003
Spring 2003
Fall 2002
Spring 2002
Fall 2001
Spring 2001
Fall 1999
Fall 1997
209
137
154
99
154
95
67
175
Source: WKU Banner Course Enrollment Data.
Table E.3.2.1. Graduate Courses Fall 2003, with enrollment data
Course
Students Credit Hours Audience/Purpose
Geo 500 Geoscience Research
Core Program Course
13
52
Geo 502 Field Methods
Core Program Course
6
24
Geo 520 Geoscience Data
Core Program Course
10
40
Geo 501 Geo Development
California Research
4
12
Geo 510 Directed Research
Field Research
1
1
Geo 595 Geoscience Practicum
Field Experience
2
7
Geo 599 Thesis Research
Thesis Research
6
27
Geo 600 Matriculation
Maintain
1
1
Geo 416G Remote Sensing
Research Tool
3
9
Geo 417G Advanced GIS
GIS Certificate
7
21
Geo 431G Dynamic Meteorology
Climate Track
1
3
Geo 451G Kentucky
Teacher Education
1
3
Geo 474G Environ. Planning
Planning Track
2
6
Geol 415G Environment Geology
Hydrology Track
1
3
Total
58
209
Source: WKU Banner Course Enrollment Data, September 2003.
31
Table E.3.2.2. Graduate Courses Fall 2002, with enrollment data
Course
Students Credit Hours Audience/Purpose
Geo 500 Geoscience Research
Core Program Course
12
48
Geo 502 Field Methods
Core Program Course
9
36
Geo 520 Geoscience Data
Core Program Course
3
12
Geo 510 Directed Research
Field Research
2
6
Geo 540 Advanced Regional
Planning Track
1
3
Geo 571 Quality of Life Issues
Environ. & Planning
2
6
Geo 599 Thesis Research
Thesis Research
2
6
Geo 600 Matriculation
Maintain
3
3
Geo 417G Advanced GIS
GIS Certificate
3
9
Geo 419G Advanced GIS
GIS Certificate
1
3
Geo 420G Geomorphology
Hydrology Track
1
4
Geo 487G Environmental Law
Environ. & Planning
5
15
Geol 415G Environment Geology
Hydrology Track
1
3
Total
45
154
Source: WKU Banner Course Enrollment Data, September 2002.
Table E.3.3. Combined Grants and Contracts, 1998-2003
Department of Geography and Geology (Geoscience Faculty)
Year
Submitted
Funded
2003 YTD
2002
2001
2000
1999
1998
TOTAL
$ 7,439,783
$ 2,553,658
$ 4,967,532
$ 3,051,260
$ 1,732,543
$ 669,631
$ 20,414,407
$ 184,962
$ 895,673
$ 757,691
$ 1,138,260
$ 470,293
$ 175,131
$ 3,622,010
Source: Faculty Annual Reports.
32
Total Grants
and Contracts
52
69
69
24
17
15
246
Table E.3.4. Selected Master’s Degree Thesis Titles
Student
Thesis Title
Anderson, Michael
Anthony, Darlene
Brown, Jill R.
Carigan, Deven
Cary, Kevin
Capps, Arthur S.
Demaree, Nancy
Glennon, Alan
Gordon, Ryan
Howard, Brian
Kreitzer, Debra D.
Marklin, Susan
Pfaff, Rhonda
Pruett, Timothy S.
Troutman, Timothy
Vaughan, Kevin B.
Transport of the Herbicide Atrazine on
Suspended Sediments during a Spring Storm
Event in Mammoth Cave, Kentucky.
Seasonal Changes in the Geochemical
Evolution of a Karst Flow System: Logsdon
River, Mammoth Cave, Kentucky.
The Evolution of a Commercial Landscape: A
Case Study of the Motels Along U.S. Highway
31-W.
Field Measurement and Theoretical Prediction
of Limestone Dissolution Rates, Mammoth
Cave, Kentucky.
A Model of Precipitation Rates in Kentucky,
1965-1996.
Dye Tracing to Delineate Drainage Basins and
Determine Groundwater Sensitivity, Mammoth
Cave, Kentucky.
Place, Disease, and Mortality: Trimble County,
Kentucky, 1849-1894.
Application of Morphometric Relationships to
Active Flow Networks with the Mammoth Cave
Watershed.
The Bicycle as a Transportation Vehicle: An
Assessment of Bicycle Suitability in Bowling
Green, Kentucky.
A Park-and-Ride Feasibility Study for Evansville,
Indiana.
Measuring the Applicability of the Seville
Strategy to the Mammoth Cave Area Biosphere
Reserve.
The Progression of Recycling in Bowling Green,
Kentucky
Geographic Information Systems Methodologies
to Examine Land Use and Groundwater Quality
Relationships in South-Central Kentucky.
The Lost Valley of Peru? A Geographic Analysis
of Illicit Coca Production and Terrorism in the
Upper Huallaga Valley.
A Comprehensive Heavy Precipitation Climatology for Middle Tennessee.
Carbonate Chemistry and Limestone Dissolution Rates of Interstitial Fluids within Cave
Stream Sediments.
33
Year
2002
1998
2002
1998
2001
2001
2000
2001
1998
2001
1998
2001
2003
2000
1999
1998
Student
Table E.3.5. Teaching Practicum, 2005-2011
Supervisor
Course
Course Taught
Baldwin, Mark
Chaney, James
Pricope, Narcisa
Rehkopf, Sarah
Sakofsky, Brian
Sharp, Scotty
Simpson, Shawn
Dr. Rezaul Mahmood
Kevin Cary
Dr. Chris Groves
Debbie Kreitzer
Scott Dobler
Dr. Steve Kenworthy
Kevin Cary
34
GEOG 121
GEOG 110
GEOG 100
GEOG 110
GEOG 100
GEOG 280
GEOG 317
GEOG 121 F05
GEOG 110 F05
GEOG 100 F05
GEOG 110 F05
GEOG 100 F05
GEOG 280 F05
GEOG 317 F05