Academic Program Review (7-year)
for the
scHool., oF EARTH AND SPACE EXPLORATTON
Arizona State Univercitv
Self-study report
Prepared by the Study Committee
Ronald Greeley, Chair
Ariel Anbar
Ramon Anowsmith
Ed Garnero
James Rhoads
Kip Hodges, ex
fficio
November 2010
(SESE)
TABLE OF CONENTS
Acknowledgements :
following for their aid in the preparation ofthis report: Steve
Beguin, Nicole Cassis, Rebecca DiaI, Lillie Glenn, Stephanie Holaday, Rebecca Polley, Teresa Robinette, and
The Study Committee thanks with gratitude the
Scott Smas.
1.0 OvERvrEw
The School ofEarth and Space Exploration (SESE) is one ofthe fastest growing academic units in one
of
the fastest growing universities in the United States. SESE was formed to facilitate exploration and
discovery while bridging the cultural gap between engineers and scientists. At Arizona State University,
"schools" are enterprises that establish diverse communities to focus on specific research and educational
themes from a transdisciplinary perspective. Established in July of 2006 through amalgamation of the
former Department of Geological Sciences and the astronomy, astrophysics, and cosmology faculty ofthe
former Department of Physics and Astronomy - now the Department of Physics - SESE focuses on the
earth and space sciences and on the engineering of strategies and instruments to enable state-of-tle-art
research in those sciences. Typically, schools like SESE are larger than traditional departments and
considerably more varied; SESE, for example, includes faculty as diverse as theoretical physicists,
systems biologists and biogeochemists, and electrical engineers. We offer a broad spectrum of
undergraduate degree programs: astrobiology and biogeosciences; astrophysics; earth and space
exploration systems design; and geological sciences. We also collaborate with our colleagues in the Mary
Lou Fulton Teachers College on a secondary education degree in earth and space sciences. Despite this
breadth, SESE does not comprise a set of departments or faculties; we function as a unit, and take special
pride in our enthusiasm for collaborations that transcend conventional disciplinary boundaries.
A
basic organizational chart for the school is shown in Appendix I. The SESE community as of
academic year 2010-2011 consists of40.5 full-time equivalent, tenured or tenure-track faculty members
joint appointments in other academic units), thee research faculty members, one
instructor, ll9 research scientists or non-research staff members, 105 graduate students, and 193
undergraduates majoring in SESE degree programs. This community is presently spread through seven
buildings on the ASU Tempe campus, but the 2012 occupancy ofa new building now under construction
(lnterdisciplinary Science and Technologr 4, or simply ISTB4) will enable greater collaborations ofour
community. ISTB4 also will help accommodate SESE's rapid rate of growth as both a research and an
educational enterprise (Table l).
While it is standard practice for academic units at state universities to undergo heptennial scrutiny as
(several have formal
mandated by a Board ofRegents, this review is somewhat unusual inasmuch as SESE did not exist seven
years ago. Extemal rankings by which undergraduate and graduate programs are measured are impossible
to apply in any simple way to SESE because the program is so new and because it is so diverse. For
example, the data used for the recent NRC (2010) Data-Based Assessment of Research-Doctorate
Programs in the United States uses an erroneous subset of the data available for the old Department of
Geological Sciences, none ofthe data on astronomy and astrophysics are available for the old Department
ofPhysics and Astronomy, and - since the data were taken for the 2005-2006 academic year - it captures
the teaching and research efforts of none of the 15 new faculty members hired as full or joint
appointments in the school since that academic year. A more plausible 2010 ranking ofour doctoral
program in Geofogical Sciences by ll.s. News and world Report is l7'h, up dramatically from Jl"t in the
previous ranking. However, that ranking does not reflect the teaching and research efforts of our faculty
in astronomy, astrophysics, and cosmology. Thus, we regard this ..heptennial,, review of SESE as a
baseline for future comparisons.
We spend few words in this self-study document looking backwards. In this review, we emphasize
the current ecosystem of SESE, the vision for what it can become, our strategy for converting that vision
to reality, and a discussion ofthe challenges that stand between us and our goals.
Tablc
l.
Key SESE metrics 8nd aspirations
2006 2007 2008 2009 2010 Change (2006- Aspirational
2007 2008 2009 2010 201l Dresent) values
FTE
33.25 32.25 35.75 36.75 40.5^
courses 549 539 537 573 627
'1'1 98 127 159 193
Undergraduate majors
MS students
36 26 27 22 l8
54 66 71 67 87
PhD students
12.85 16.59 15.89 18.24 20.85"
Total research expendituresb
Research expenditures per FTE faculty" 386 514 444 496 515
Tenur€d./tenure-track faculty
undergraduate FTEs in SESE
+
22o/o
+ l4o/o
+ l5lo/o
500/o
+ 5lo/o
+ 5lyo
+ 33yo
-
70
1000
500
30
150
45
643
includes faculty who will start in January 2011; "in millions of dollars, calculated for Fiscal Years 2007 (July
2006-June 2007), 2008, 2009, 2010; 'projeaed FY201l expenditures based on conparison of the of September
oin hundteds of thowands of
2010 yearlo-date increase over the Seplember 2009 year+o-date performance;
dollars, calculated for fiscal years.
2.0 MrssroN AND STRATEGIC DIRECTIoNS
The School of Earth and Space Exploration (SESE) at Arizona State University is a bold new experiment.
While the conventional academic disciplines of astronomy, astrophysics, cosmology, earth
science,
planetary science, and systems engineering figure prominently in the research and educational programs
of SESE faculty, the school is far more than a mechanical mixture of these disciplines. We aspire to a
transdisciplinary approach in which we invent a common conceptual framework for problem solving by
borrowing the best modes of inquiry from all these disciplines. Thus, SESE strives for a completely
unique organizational structure: one that is based on teams of professional and student researchers
confronting some ofthe grandest intellectual challenges ofour era. They include:
.
.
Understanding the origin, evolution, and future prospects of the Univene
Understanding the origin of life, the nature and history ofbiological evolution, and the distribution
of life in the Universe
.
Understanding the formation and evolution of galaxies, stars, the chemical elements, and planetary
systems
.
Understanding the physical, chemical, and biological process interactions that define the evolution
of Earth and potentially similar planets
.
.
Understanding the co-evolution of Earth and human societies
Designing and implementing strategies for the human and robotic exploration of Earth and space
Exploration is the common thread that links all our activities. We are all explorers, but not just in the
traditional sense ofthe word. We explore space from the subatomic scale to distances measured in light
years. We explore time ranging from femtoseconds to billions ofyears. Through theory, we explore how
these dimensions collapse into the manifold of spacetime. But most importantly of all, we explore another
dirnension - possibility. The conventional disciplines of the earth and space sciences are predominately
historical, but we aim to elevate both to predictive sciences so as to address questions such as:
.
.
What is the ultimate fate of the Universe?
How did the solar system form and evolve?
. In what ways may life continue to evolve?
. Are there altemative forms of life, as yet undetected?
. How should we conduct planetary exploration?
. How do we ensure ecological protection as we visit other worlds and potentially
encounter life
forms?
.
.
.
.
What
will
be the regional and local irnpacts of climate change on human societies?
How quickly will ecosystems respond
-
for better or worse
-
to changes in societal behavior?
Can we deal more effectively with natural hazards through better Earth monitoring?
Can we prolong the survival of our species through the colonization of other planets?
Our intent to make the transition from historical to predictive earth, and space science grows from the
realization that humanity has reached an important threshold in its intellectual evolution. We now have a
basic conceptual understanding of complexity. We now have sufficiently powerful computing capability
that we can simulate the dynamics of complex dynamical systems and thus can explore the possibility
of their future evolution. We have the capacity to build and deploy massive spacebome and
embedded sensor networks, as well as the theory to extract from the resulting data streams the
information necessary to tune and validate our models of the future. By embracing these enabling
technologies and by making their development an essential part ofthe SESE enterprise, we can explore
space
not just what was and what is, but also what ryril be.
SESE Mission
'
'
The School of Earth and Space Exploration is committed
to the search for and the promotion of an
understanding ofthe origins and evolution of the Universe, especially the planet we call home.
Melding the creative strengths of both science and engineering, the research and educational
actiyities of the school set the stage for a new era of exploration - of Earth, of space, and of the
future.
SESE Design Aspirations
. Invent the future ofearth and space science research and education
. Create an environment ofcollaboration across scientific and engineering disciplines
. Build the world's preeminent worvorce for space exploration and the science of planetary
stewardship
.
2.1
Contribute to the development of a scientifically savvy citizenry
Major r€search strengths
Although the SESE research community is moderately large and growing rapidly, our scientific and
engineering scope is very broad. Rather than try to maintain comprehensive research programs in all
aspects of earth and space science and engineering, we are building a highly integrative research program
with process-oriented foci consistent with our mission and design aspirations as well as those of the
University.
In a traditional sense, SESE researih falls into the broad categories: Astrophysics, Cosmologr, Earth
System Sciences, Planetary Sciences, Science Education, and Systems Engineering. In Astrophysics and
Cosmologl, areas of emphasis include: computational astrophysics, physics ofthe early universe and the
formation of large-scale struOture, and the formation and evolution of galaxies, stars, and planetary
systems. In Earth System Sciences, we have very active research progams in biogeoscience; continental
tectonics and structural geolos/; geochemistry and environmental geochemistry; geophysics (including
geodynamics and seismologl); petrolos/, mineralogl, mineral physics, and mineral resources; surface
processes (including geomorphology and hydrology); and volcanologr and volcanic hazards. Planetary
science themes include astrobiology; planetary geochemistry, mineralogy, and petrology; planetary
dynamics; and planetary surface processes. SESE has an unusually strong program in earth science
education research, which complements our efforts in K-12 education and informal education of the
general public. The newest research themes
especially the development
in SESE are related to exploration systems engheering,
of astronomical instruments, rnultispectral
cameras and detectors, novel
micro-electromechanical systems, and robotic devices. We play a principal role in the science operations
of spacecraft orbiting Mars (Odyssey and Mars Express), Earth (Earth Obseming 1) and the Moon (Lunal
Reconnaissance Orbiter), as well as the panchromatic cameras and thermal infrared sensor packages on
NASA's Mars Exploration Rovers. We are eagerly anticipating the imminent insertion of the
MESSENGER spacecraft into orbit around Mercury, and Co-Investigator Mark Robinson's major role
in
_
the analysis of data from the Mercury Dual Imaging System (MDIS). Our astronomical research makes
heavy use of the Chandra X-Ray, SI{IFT, and Hubble Space Telescope, including acquisition of one
the most famous Hubble images
of
ofall time, the "Pillan of Creation" astrophotograph ofthe Eagle Nebula
-
by emeritus faculty member Jeff Hester and current research faculty member Paul Scowen. Looking to
the future, Ron Greeley and Rogier Windhorst have played central roles in the planning process for the
Europa Jupiter System Mission and James l{ebb Space Telescope, respectively. Our research has a higlt
impact. For example, since SESE's establishment in 2006, our faculty, research staq and students have
authored 31 papers in Science,13 in Nature, and hundreds ofpapers in specialty joumals.
Within individual disciplines represented in SESE, current research foci are in tune with those found to
be ofhighest priority in all recent National Academy of Sciences, NASA and NSF surveys, and our hiring
strategies are designed to enhance our capacity to contribute to recognized priorities. Central to SESE'S
success is a growing emphasis on transdisciplinary collaboration in our research. One major focus is on
the interplay ofbiological and chemical processes on Earth and on other worlds. Through our "Follow the
Elements" resefich node ofthe NASA Astrobiology Institute, our astrophysics and geochemistry faculty
trace the stellar origins and evolution of bioessential chemical elements in collaboration with colleagues
from ASU's School of Life Sciences. The on-going search for a better understanding of the structure and
dynamics of planetary systems and planets drive collaborations between SESE astrophysicists,
cosmochemists, geochemists, geologists, geophysicists, planetary scientists, and systems engineers. A
comprehensive prograrn to characterized and develop mitigation strategies for natural hazards research in
Indonesia is bringing together SESE expertise in neotectonics, seismology, physical volcanolory, and the
development of sensors and sensor networks. In cosmolog;r, SESE faculty work with particle physicists
fiom the Department of Physics to elucidate the physics of the early universe. Unique collaborations
among SESE field geologists, planetary scientists, and roboticists are helping to defme best practices for
coordinated human and robotic exploration ofthe Moon, Mars, and near-earth asteroids.
-
2.2 SESE teaching and senice
SESE faculty and instructors pride themselves in their commitment to undergraduate teaching and
graduate mentoring. All of our tenured and tenure-track faculty (including the Director) carry full
teaching loads and many research faculty teach on a volunteer basis. Several have won prestigious
teaching awards at ASU or at their previous home institutions, while six are Regents' Professors or hold
named professorships.
While SESE faculty are active in school and university service, of special note is their service on a
number of scientific panels of national and intemational importance. An abbreviated list of recent
activities includes:
'
Chairs of the Physics Division of AAAS and the Planetary Science Subcommittee of the Science
Committee of the NASA Advisory Council
'
Board membership for the Incorporated Research Institutions for Seismology (IRIS), the Federation
of American Scientists. and the Bulletin of the Atomic Scientists
'
Membership on the Space Studies Board and four NRC committees (Astrobiologr Strategy for the
Exploration of Mars, Challenges and Opportunities in Earth Surface Processes, Origin and
Evolution of Life, and Seismology and Geodynamics)
'
'
'
.
Editorc ofnumerous joumals; chair of publications board for professional societies, such as AAS
Chairs ofthe Geobiologr and Planetary Geology Division of the Geologicat Society of America.
Membership on the Science Committee of the NASA Advisory Council or its Astrophysics or
Planetary Science subcommittees; chairs ofseveral Planetary Assessment groups
Executive or steering committee membership (or chairmanship) for NSF,s MARGINS program; the
National Center for Airbome Laser Mapping; and the Consortium for Materials Properties Research
in the Earth Sciences (COMPRES)
'
Membership or chairs on the National Earthquake Prediction Evaluation Council; NASA's Science
and rechnology committee ofthe Human Space Flight Review Team and many other NASA and
NRC review groups; the U.S. National Committee for the International Union of Geological
Sciences (IUGS); the IUGS Committee on Tectonics; and science and education planning
committees for NSF's Earthscope program
2.3 Strategic research initiatives
SESE is still at an early stage in what must be a sustained period ofrapid growth
ifthe founding vision of
the school is to be realized firlly (Table 1). We have set aggressive educational goals of at least 500
undergraduate majors (up from 193 currently), at least 180 graduate students (up fiom 105), and a neardoubling of our overall student credit hours over the next five years. In addition, the Senior
Administration has challenged us to increase our annual volume of sponsored research (as measured by
expenditures) to nearly thee times its current level. These goals must be supported by appropriate faculty
growth. As noted later in this reporl we regard the steady-state number of tenured./tenure-track faculty
needed as -70 FTE, which implies hiring -30 new faculty members beyond the projected number in
2011. Such a growth in faculty size permits SESE to explore exciting new opporhrnities to expand its
intellectual base as well as maintain and nurture many ofour current research agendas. Through a senes
of faculty retreats since 2006, SESE faculty committed to focusing the growth ofthe school over the next
four years through five initiatives.
I.
The origin, evolution, and fate oJ lhe universe. In 2008, President Crow authorized a new research
initiative in cosmology, led by professors Davies, Krauss, and Windhorst. Although this initiative will be
centered in SESE, the Department of Physics, which itself hopes to grow in particle astrophysics, is a
partner in the enterprise.
This initiative embraces inherently transdisciplinary scientific questions. How did the Universe begin?
What, if anything happened before the "Big Bang?" What is the Universe made ofl What is the ultimate
fate of the cosmos? We live in an age when cosmological theory and both observational and experimental
technologies are sufficiently advanced to finally offer a hope of answering such questions. Key research
themes for this initiative include:
. The nature and origin ofthe fundamental forces of nature
. Dark energy and dark matter
. The origin and co-evolution ofgalaxies and supermassive
. Formation and distribution ofthe elements
black holes
II.
The emergence and function of planetary bodies Through this initiative, we aim to better understand
the form and function of planets and moons, with a special emphasis on habitable planetary bodies: those
that either harbor or could harbor life. Of all the planets, we know our home world best, well enough to
know that planets are complex dynamical systems. As such, their evolution is driven by the
interactions
-
physical, chemical, and (at least on Earth) biological processes. A
comprehensive understanding of these interactions is a profound scientific challenge and requires
precisely the sort oftransdisciplinary research that lies at the heart ofthe SESE vision.
Much of what is usually called planetary science - including earth science - emphasizes the physics
and chemistry of the solid components of planets. However, research over the past decade compels a
more holistic view of planets that recognizes a dynamical link between interior processes and surface
processes - including the fluid envelopes of planets. This link represents one of the most rapidly
developing research themes in modem earth and planetary sciences. By pursuing this theme and focusing
on Earth and Earthlike planetary bodies within and outside of the Solar system we forge stronger ties
among our cunent research efforts in earth science and astrophysics, and we set the stage for Initiatives
III and IV, which emphasize human societies and life more generally. Key research themes in Initiative II
among
a wide variety of
include:
.
.
.
.
The physics and chemistry of planetary building blocks
Relationships between the interior and surface dynamics of planets
The emergence of plate
tectonics
The comparative evolution ofplanetary atrnospheres and oceans
The origln, evolution, and distrihutton of tife. Ot all the processes that define the evolution of
planetary systems, the most extraordinary is life itself. How did life begin? How does evolution work? ls
life unique to our home planet? If it is, what are the prospects - and hazards - for life as it spreads beyond
Earth in the coming era of space exploration? Such fundamental questions attract tremendous scientific
interest but, as yet, have only seen rudimentary answels. Building on an understanding ofthe context for
life through initiatives I and II, we will establish one of the world's greatest academic centers for
IIL
fundamental studies ofthe origin, evolution, and distribution of life.
-
An initiative of this kind naturally unites many units within ASU - including the Biodesign Institute,
the School of Life Sciences, the Beyond Center, the Center for Bioenergr and Photosynthesis, the
Department of Chemistry and Biochemistry, and the Ira A. Fulton Schools of Engineering - but SESE
provides a unique intellectual environment for transdisciplinary research on life. Genomic and metabolic
research like that of new faculty member Jason Raymond plays a crucial role in such studies, but life is
too complex to be understood through biological research alone. Chemistry plays a central role because
life is largely a chemical process; the molecular building blocks of living things can be produced by nonbiological chemical reactions. Ashophysics plays a central role by revealing the origin of life's prebiotic
chemistry and by allowing us to constrain the plausible dishibution of that chemistry throughout the
Universe. Geologi plays a central role because the geologic record provides our best monitor of the
process of evolution over sufficiently long timescales to understand the origin of species, and to
understand the broad process of biological recovery after planetary-scale environmental apocalypse.
Engineering plays a central role by enabling human and robotic exploration of space in search of past or
present indicators of extraterrestrial life, opening the door to the possibility of a new science: the
comparative evolutionary biology of other life-harboring planetary bodies. Integating across these
disciplines, we foresee four key research themes in Initiative III:
. The emergence of life
.
.
.
IV
The mode and tempo of biological evolution
The environmental limits to life
Life beyond Earth
The co-evolnion of Eanh's surlace envbonmenl and society. Although the origin of life may be one
of the greatest questions in science, the grandest challenge facing society today is one of stewardship of
Earth's surface environment - our life support system - in the face of climate, land use, and population
change. Investment in climate science in recent decades has paid off tremendously: we know that global
climate is changing, we have identified the root causes, and we have developed some predictive capability
about the magnitude ofchanges to come. We now know that climate change is either driving or enhancing
the severity of devastating weather worldwide. Population growth - and the pattem of that population
gowth - is increasing our exposure to all forms of natural catastrophe. For example, population groxth
has been so great in regions of high seismic hazard that more than 3lyo of the -1.3 rnillion known
fatalities due to earthquakes since 1900 have occurred since 2004. ln addition to the increasing human
and economic costs of natural hazards, global plans for a reinvestment in nuclear power place an even
greater premium on natural and environmental hazards assessment.
Initiative IV will seek to establish a firm scientific basis for global and regional stewardship through
studies aimed at understanding the function of Earth's surface environment and predicting Earth's
response to human activity. We will pursue three key research themes:
.
.
.
Feedback relationships among human societies and the natural environment
Earth system response to rapid change
Engineering strategies for carbon and nuclear waste sequestration
Lifelong science and engineering educalion While substantively different from our other initiatives,
this one speaks to a pressing need for greater science and engineering literacy in America. Ifour nation is
to be strong technologically and economically in the global aren4 we must place greater emphasis on
V.
such issues. Many universities across America are energizing to meet this challenge, particularly at the K12 levels, but relatively few are concentrating on the integration of cutting-edge science and engineering
with non-university science and engineering education. Typically, world-class centers for
academic research in science and engineering are not involved in curriculum developmen! teacher
research
educatiorL and
-
especially
-
informal public education. SESE aims to establish a different model, one in
which a center for lifelong leaming is embedded in a world-class research enterprise. Three themes will
be emphasized:
.
.
.
Informal science and engineering education
Transformational graduate and undergraduate education
K-12 educational research
3.0 PEER AND ASPIRATIoNAL PEER TNSTITUTIoNS
The following are identified as SESE peer institutions: University of Califomia-Los Angeles, University
of Texas, University of Washinglon, University of Hawai'i, and Yale University. SESE aspirational peer
institutions are University of Califomia-Berkeley, the Califomia Institute of Technology, Harvard
University, the Massachusetts Institute of Technology, and Pennsylvania State University. We selected
these institutions based on comparisons of academic sfenglhs and program size, supplemented by
comparison with ASU's list of institutional peers and with the peer institution lists from prior Academic
Program Reviews ofthe ASU Department ofGeological Sciences.
3,1 Scope of comparison
SESE spans disciplines that are usually contained in two or more different academic units at our peer and
aspirational peer institutions. Consequently, statistics are compiled from other institutions for units
encompassing astronomy, astrophysics, cosmology, geology, geophysics, and planetary sciences,
as
ln some peer universities, SESE disciplines form a subset of another academic unit's
purview. For example, astronomy and astrophysics are often within a departnent of physics. In these
cases, we determined the fraction ofthe faculty members in that unit whose research would be conducted
within SESE, if that faculty were at ASU. We then use this fraction to prorate that unit's extemal funding
and support staff for comparison with SESE. For other metrics (e.g. students) it is possible to count by
suffiiscipline and avoid the need to prorate the numbers. The fields we surveyed in our comparable
institutions include the primary discipline for more than 80% of SESE faculty. Presently, is not practical
or sensible to compare SESE's small cadre of engineering faculty to the engineering schools in our peer
institutions, which typically include dozens offaculty.
SESE was compared only to academic units at the peer institutions and not affiliated research units
that are not part of their formal degree-granting programs, such as the Smithsonian Astrophysical
Observatory (which shares facilities with the astonomy departrnent at Harvard University) and the
shown in Table 2.
McDonald Observatory (managed by the University ofTexas, Austin).
Dara gathefing, We used the recent National Research Council (2010) rcport Data-Based Assessment of
Research-Doctorate Programs in the Llnited States for most information on graduate students and faculty
sizes in Tsble 2. Other information, such as staff, undergraduates, and extemal funding, was drawn from
department and university web sites, and personal contacts
institutions.
with colleagues and staff at our
peer
To compare faculty sizes (column 4 of Table 2), we have followed the NRC (2010) report of
"Allocated Faculty" for each discipline, counting only partially those faculty members with joint
appointnents in other units. For SESE, we use AY20l0-2011 FTE numbers in a rapidly growing
progam.
3.2 Anatysis
Table 2 shows SESE as a dynamic, growing unit, but one that remains smaller than its counterpart units
at most ofour peer institutions. The SESE faculty is among the three smallest in the set of 1l universities.
Nonetheless, SESE's undergraduate enrollment is above median for these universities, while graduate
student enrollment is about median. Additionally, SESE's extramural research funding, when considered
per faculty member, is above the median for our peer institutions. Thus, the SESE faculty as a whole is
performing at or above par for our institutional peers, both in terms ofresearch funding and teaching.
While the recent NRC (2010) report did rank progams in several broad areas, the application ofthose
rankings in evaluating SESE is not straightforward. For example, the NRC report did not rank ASU
or astrophysics. In Earth
h
ASU is ranked, but apparently the NRC did not have
complete information on ASU's progmms. For example, they report the number of ASU earth sciences
PhDs employed in academic careers as zero, which is incorrect (see Section 5.0). Moreover, the NRC
report is based on data tlat precede the inception of SESE.
astronomy
Sciences,
Table 2, Comparisons of SESE peer and aspir|tionrl peer institutions (Fall 2009) using combined
statistics from astrophysics and geosciences (some data could not be obteined),
Institution
Undergrads Graduates
Tenure
faculty
track
FTE
Staff
Majors
FTEI
per
faculty
Extemal
tunding (M$)
FTE
35
ASU
t93
r05
40.5
UCLA
140
U Texas
U Washington
U Hawaii
Yale
350
5l
7l
2t7
63
155
110
76
65
9+geo
78
56
34
Harvard
Berkeley
Penn State
Caltech
UC
80
134
185
3l
MIT
<) Median
134
110
100
102
ll0
86
100
26.2
46
4.8
57
4.9
t2.2
30
83
rc.242
36
6.f,)
0.8
36
2.53
5l
1.6
39
59
48
3.4
J.l
0.65
46
5l
Administrative and technical support stafr, FY20l0 qcDenditures. Astronomy only
4.0 UxupncnaouATE EDUCATToN
4.1 Undergraduate program overview
The SESE undergraduate program trains students in the suite of SESE degree majors and minors and
provides the university community with an introduction to earth, environmen! and space sciences. The
SESE undergraduate BS degree in Earth and Space Exploration includes the option for four different
concentrations (Table 3). This is a rigorous science degree with typical levels of calculus and physics
offered in science major degrees at leading research universities. SESE also offers a BA in Earth and
Environmental Studies, which has less math and physics requirements and is well-suited for students
seeking science training on environmental issues with an earth science emphasis. In addition to degee
tlan 4,000 non-SESE major undergraduates take lOOlevel geologr and
each year to fulfill science requirements at ASU.
programs, more
courses
astronomy
SESE has undergraduate minors in Astronomy, Astrophysics, and Geological Sciences. SESE is also
affrliated with the BAE in Earth and Space Education and the BSE in Aerospace Engineering. Additional
information about SESE undergraduate degrees is available at http://www.asu.edu/proerams and in
Appendix II.
Table 3. Undergradurte degrees in the School
Degrees
BS Earth and Space Exploration
and Sprce Exploration
Minors
Astronomy
Ashophysics
Geological Sciences
Astrophysics concenFation
Astrobiolory and Biogeosciences
concentraflon
Exploration Systems Design concenhation
Geological Sciences concentration
BA Earth and Environrnental Studies
ofErrth
Afiliated Degrees
BAE in Secondary Earth and Space
Science Education
BSE in Aerospace Engineering
SESE no longer awards a BS in Geological Sciences (formerly offered by our Department
of
Geological Sciences). However some Geological Science majors are still in our program and are
completing their degree under that classification. Students with interest in geological sciences now seek a
BS in Earth and Space Exploration witlr the Geological Sciences concentration. The following
subsections describe each undergraduate degree program, followed by the general University
requirements, the College requirements, ald the requfuements for the major.
4.1.1 BS
in Errth and Space Exploration. This
degree offers students an integrated education across
Earth sciences, planetary sciences, astrophysics and engineering. The degree incorporates strong
quantitative preparation, a leaming community that includes both science and engineering students, and a
year-long collaborative capstone senior exploration project. Last year, for example, the senior project was
a groundbreaking inter-university collaboration, serving as the capstone for our Earth and Space
Exploration degree as well as the Aerospace BSE degree offered by the Department of Aerospace
Engineering at the University of Maryland. Students fiom both universities worked together on the
prototyping of mobile robotics and scientific instrumentation for human-robotic geological exploration of
and winning two major NASA design competitions along with way! Overall,'the progam
prepares students for key roles in research and industry, environmental and geologic engineering earth
the Moon
-
resources and exploration, and water and environmental policy.
The BS in Earth and Space Exploration is available through four concentrations as follow:
Asrrobiotogt and Biogeosciences concenfiatioz. This concentration offers a strong foundation for
exploring the interaction of geological and biological processes, how such interactions sustain life on
Earth, and how they might operate on other planets. This background is needed in the search for life on
other planets and the exploration of extreme environments on Earth. It also provides training in the
i0
SESE BS Gquired couFes
SES 100 Introduction to Exploration (3), SES 101, 103 Earth, Solar System, and Universe | (Lecture & Laboratory)
(3,1), SES l02, 104 Earth, Solar System, and Universe ll (Lecture & Laboratory) (3,1), SES 210 Engineering
Systems (3), SES 310 Concepls of Electrical and Mechanical Engineering Design (3), GLG 400 Geology Colloquium
(1)
h
addifion, three of the toltowing branch courses must be f,,ken (9 unib)
AST 321 lntro to Planetary and Stellar Astronomy (3), AST 322 Intro to Galactic and Extragalactic Astronomy (3)
SES 311 Essentials of Astrobiology (3), SES 330 Praclical Engineering and Inst. Assembly (3), SES 405 Systems
Eng. for Space Missions (3)
GLG 310 Structural Geology (3), GLG 321 Minerslogy (3), cLG 418 ceophysics (3), GLG 424 Petrology (3), GLG
470 Hydrogeology (3) OR CEE 440 Engineering Hydrology (3), cLG 481 ceochemistry (3), GLG 490 Topics in
Geology: Remote Sensing (3)
UWer ctivision ate.tivss and 6 units ot capstone (12 uni's/
2 Upper Division SES/AST/GLG/ Electives (6)
SES 410 Senior Exploration Project | (3), SES 411 Senior Exploration Project ll (3)
Requird courses in other rdatgd fietds include the followtng (A unib)
CHM 'l14 General Chemistry for Engineers (4)
MAT 265, 266, 267 Calculus for Engineers l, ll, lll (3, 3, 3), MAT 275 Modern Difierential Equations (3)
PHY 121, 122 University Physics l: Mechanics (Lecture and Laboratory) (3, l)
PHY 131, 133 University Physics ll: Electricity and Magnetism (Leclure and Laboratory) (3, 1)
College and UniveEity required courBes
Academic Success Class or First Year Seminar, 2 General Eleclives,4 Upper Division General El€c1jves,2 in
Literacy and Critical Inquiry, 2 in CLAS Science and Society; Upper Division Humanities, Fine Arts & Design or Social
Behavioral Sci; Historical Awareness, ENG 101 or 102: First-Year Composition or ENG 105: Advanced First-Year
Composition or ENG 107 or 108; 2 fiom Humanities, Fine Arts & Design and Cultural Diversity in the US, Global
Awareness, or English for Foreign Students; Humanities, Fine Arls & Design and Historical Awareness, if needed; 2
in Social& Behavioral Science and Cultural Diversity, Global Awareness, or Historical Awareness.
interplay offorces that impact global change and requires a strong foundation in math, chemistry, physics,
geology and biology, which permits specialization through advanced courses in geosciences, astrophysics
and life sciences. Earth and Space Exploration undergraduates who major in the Astrobiologt and
Biogeosciences concentration bring novel perspectives to the capstone exploration projects and
complement the geological, astrophysics and engineering skills of other participating students.
Astrobiology
-
Biosciencos concentration
In addition to the SESE BS requirements, the foltolving must be completed:
GLG 101-104 or AST 111-114 may be substituted for SES 101-104 with advisor approval, SES
Astrobiology (3), GLG 321 Mineralogy (3), cLG 481 ceochemistry (3)
3'l'l Esseniiats of
ln add6on, satden'js t',ke two upper clivision electives from AST/GLGISES and 6 units of caAstore SES
110/111 (3/3), Select trcm of fie fo owing or substitute with advisor approvat (12)
SES 310 Concepts Elec. & Mech. Engin. Des.
GLG 404 Fund. Of Ptanetary Sci
GLG 430 Paleontology
(3)
(3)
(3)
(3)
(3)
(3)
GLG 490 Topics in GLG: Remote Sensing (3)
cLG 490 Fietd Geo€hemistry (3)
GLG 490/581 tsotope ceochemistry (3)
AST 321 Intro ptanet. & Stelar Astro. (3)
BtO 320 Fundamentats of Ecotogy (3)
BtO g4O Generat Genetics (3)
GLG 485 Meteorites & Cosmochemistry
BtO 34b Organic Evotution (3)
Regulrad courses in other rdatad fietcts include the fottowing (33 uni&,)
BIO 181,182 General Biology l,ll (4,4), CHM 1't3,.t 16 cenerat Chemistry t,tt (4)
GLG 435 Sedimentology
GLG 460 Astrobiology
GLG 461 Geomicrobiology
(3)
ll
Astrophysics concenfiation. This concentration offers students a fundamental grounding in astronorny
and astrophysics, with exposure to the related fields of geology, planetary science and engineering.
Students emerge from this program with the skills to pursue a career in astrophysics, physics or related
fields. The rigorous class load includes a combination of physics courses taught in SESE and the
of Physics. Students from the program have the ability to compete at the national level on
standardized physics exams. The tools of astronomical discovery are increasingly dependent on
technology and students are required to learn basic engineering principles. Through the capstone project
in the senior year, students gain valuable experience in translating science drivers into engineering
specifics. Students acquire a strong background in the techniques of galactic and stellar astronomy,
Departrnent
extragalactic astronomy and cosmolog)r, and planetary sciences. Students emerge from the progmm with
the scientific ability to solve complicated, real-world problems through experimental, observational,
theoretical and computational techniques. Students graduating with a SESE BS in Astrophysics
concentration have the background necessary to pursue scientific careers in industry, national
laboratories, or an advanced research degree. They will also have an awareness of real-world engineering
issues pertaining to Earth and space exploration.
A3trophysica concentration
ln addition to the SESE BS requiremenls, the follotring must be completed:
AST 322 Intro to Galactic and Extragalactic Astrophysics (3)
AST 421, 422 Astrophysics l,ll (3,3)
Sfardgttts must arso choose one of tho totlowing options for 8 addMonal credit hours
#t:
SES
1Ol,l02 Earth / Solar System / Universe | (Lecture and Labotatory) (3,1), SES 103,104 Earlh / Solar
Opton
System / Universe ll (Lec{ure and Laboratory) (3,1)
Option 42: ASf 11 1 Intro Solar System Astronomy (3), AST
Astronomy Laboratory l,ll (1,1)
1
12 Intro Stars Galaxies & Cosmology (3), AST
1
13,'114
Oplion ,r3: At least 8 credit hrs of SES or AST upper division eleclives; these may include (but not limited to):
AST 494 Astrophysics Seminar (1), SES 311 Essenlials of Astrobiology (3), AST/SES 498/598 Astronomical
Instrumentation and Data Analysis (3)
concenfiation" This concentration offers students a fundamental grounding
in geologr, physics and astrophysics, while enabling them to design and build hardware and software to
achieve specified earth and space exploration goals. The heart of the program is a grounding in the
fundamentals of physics, mathematics and chemistry. Students leam hardware design, instrument
Erylorotion
Systerns Design
assembly and ultimately how to knit these components together when addressing the requirements needed
for specific projects. Students leam about how pmjects and missions are designed and planned, starting
with the scientific drivers and defining engineering specifications. There are opportunities for individual
specialization with additional electives in programming, practical electronics, robotics, numerical analysis
methods, the astronomical sciences and scientific data reduction. Each student completes a senior project
that takes a desired scientific measurement and realizes the technological solution to achieve the
observation. Emphasis is placed on identifring challenging issues in project planning and solving the
problem with the best and most cost effective approach. The students emerge from this prognm ready to
tackle real-world technical problerns and to become the next generation of terrestrial and space-based
exolorers.
12
nfl:::::,liil;*'""
In addirion ro the sEse es requirernEJtl];H
SES 330 Prac{ical Elec{ronic and lnstrument Assembly (4), SES 405 Exploration Systems Engineering (3)
tn addi$on,3 elective cou'ses must be .',ken (9 unifs). Suggested courses include
SES 311 Essentials of Astrobiology (3), SES 394 Numerical Melhods (3), SES 490 Robotics for ESE (3), SES/AST
490/598 Ast. Inst. and Data Analysis (3), AST 321 Intro to Planetary and Stellar Astronomy (3), AST 322 Intro to
Galactic and Extragalaclic Astronomy (3), GLG 321 Mineralogy (3), GLG404 Fundamentals of Planetary Geology (3),
GLG 424 Petrology (3), CEE 440 Engineering Hydrology (3).
ln addition, there are 6 unifs of capstons
SES 410, 411 Senior Exploration Project | & ll (3,3)
Geological Sciences concenfiation. Geological Sciences is the study of Earth and other planets with
emphasis on the processes that have shaped them since the origin of the solar system, including the
evolution of life, oceans, atrnosphere and climate systems, as recorded in rocks, soil, ice and isotopes.
This concentration educates students in the fundamentals of the geological sciences, providing a
background in chemistry, mathematics and physics, as well as interdisciplinary training in engineering,
astronomy and planetary science. Sub-topics include biogeochemical cycles, earthquakes, exploration of
tlte oceal and the ocean floor, paleontology, groundwater and the fate of environmental pollutants,
mountain building, petroleum and ore deposits, planetary geology, and volcanoes. Students leam field
methods, modem computing, remote 5sNing and instrumentation in order to study the natural
environment and Earth's resources. Graduates can apply their knowledge for the benefit of Arizona, the
nation, and society in general.
Geological Sclences concentration
In addition to the SESE BS requirements, the follo ring must be completed:
GLG 3'10 Structural Geology (3), GLG 32'l Mineralogy (3), cLG 400 Geol. Colloquium (1), GLG 451 Field Geology I L
. (3)
Two ol the ,ollowing branch courses must be fsken (6 uni6)
SES 310 Concepts of Elec. and Mech. Engin. Design (3), cLc 4lS.ceophysics (3), cLG 424 Petrotogy (3), GLG 435
Sedimentology (3), GLG 430 Paleontology (3), GLG 470 Hydrogeology (3), OR CEE 440 Engineering Hydrology
(3), GLG 481 Gaochemistry (3)
Two UWer ctivision GLG electives ancl 6 units of capstone must be tak6n (12 uni6)
2 GLG Electives (3) (300 or rtoo level and cannot include GLG 300 or 304), SES 410 (3), SES 411 (3) OR GLG 4S2
Field Geology ll L (3)
4.1.2 B'A. in Earth and Environmental Studies. This degree provides a foundational understanding of
the evolution of the earth system with an emphasis on a planetary context for sustainable human societies.
It includes
broad training in the physical sciences, especially process-oriented geosciences that focus on
Earth's life-sustaining surface environment. Advanced courses focus on topics including Earth's water,
energy and material resources, climate change, the impacts of land-use change on human civilization, and
the physical, chemical and biological process interactions that define Earth's evolution. The degree is
designed as a liberal arts program with an emphasis on basic scientific literacy, not as a preparatory
degree for graduate study in natural science. However, successful graduates will be prepared well for
"green" professional careers in fields such as education, environmental reporting, public planning,
environmental consulting and natural resource management. In addition, graduates can continue with
graduate studies in education, joumalism, law, public policy and environmental management.
l3
SESE BA Itaior rsquir€d couEa3
GLG 101,103 Introduction to Physical Geology | (Leclure and Laboratory) (3,1), GLG 305 Dynamic Earth (3), GLG
325 Oceanography (Oceans, Carbon and Climate) (3), GLG 327 Earth's CriticalZone (3)
Plus, choose lwo from
GLG 106 Habitable Worlds (4), GLG 108 Water Planet (4), GLG 110/111 Dangerous World (4)
SupP'otting ttathe,',,atics and Rerated Science Courss (11 uni6)
*MAT 170 Preoalculus (3) or MAT 210 Brief Calc (3) or MAT 251 Calc for
Life Sci (3)
Plus choose 2 from
CHM 107/'108 or CHM 113 General Chem or 114 General Chem for Engrs (4); BIO 100 Intro Bio or BIO 181 General
Biology | (4); PHY 101 or PHY 111/113 General Physics plus Lab (SQ) (4) or PHY 1211122', Note: MAT 265 or
27O, CHM 113, BIO 1811182, PHY 12'l required for some UD electives (Major can be completed without any of
these 'intensive science" options by substitution from approved electives)
Upper Division Hecfves (15 unifs)
follor\r suggested tracks or develop personalized program of upper division
electives,
2
al4oGlevel:
5 Upper division
courses (wilh advisor approval). Example Tracks include: Climate and Environmenlal Science, Earth Resources,
Environment and Policy, and Sustainability. Each includes -16 courses from which students selec{ 5.
Capstone (3 units); GLG 464: Solving Environmental Problems (3)
College and Univel3lty Rsquir€d CouBe3
Academic Success Class or First Year Seminar Class; 3 General Eledives; 3 Upper Division General Eleclives; 2
courses in a Second Language: 3 Literacl and Critical Inquiry; 2 CLAS Science and Society; Upp€r Division
Humanities, Fine Arts & Design or Social Behavioral Science; ENG 101 or 102: First-Year Composition or ENG 105:
Advanced First-Year Composition or ENG 107 or 108: English for Foreign Students; Humanities: Humanities and
Cultural Oiversity Awareness
or
Historical Awareness; Social and Behavioral Science and Cultural Diversity
Awareness or Hislorical Awareness; Computer/Statistics'/Quantitative Applications;
Humanities, Fine Arls & Design and Hisiorical Awareness
4.2 Undergraduate program analysis
Tables 4 to E document enrollments in primary SESE degree programs as measured in the fall semesters.
(We do not analyze here the collaborative BAE degree program we share with the Mary Lou Fulton
Teachers College.) Figures
I
and 2 shows that the last 7 years have been a period
of rapid increase in
enrollmen! particularly in the undergraduate program. This is principally due to the addition of the Earth
and Space Exploration BS degree and concentrations; however, the gtaduation rate data are not yet
available for these new degrees. Nonetheless, it is clear that the aggressive restructuring of the
undergraduate BS and BA degrees has resulted in grcwth of undergaduate majon. There are no new
degrees planned for the next two yeaxs.
The percentage of women students (38%) is below the college average (55%). Our recruiting efforts
are not gender biased and we anticipate this number will change. Because the SESE degree programs are
new we have insufficient data to assess freshmen year persistence/retention pattems and areas of
improvement for the six-year graduation pattems for entering freshmen.
t4
Table 4. Current SESE undergradurte degree programs
2003 20M 2005
2004 2005 2006
BS (Earth
&
Headcount (Fall)
Sr. headcount (Fall)
Space
Exploration)
2006
2007
2007
2008
5
32
2008
2009
59
l0
l3
I
Degrees awardedr
Graduation ratio2
BS (Geological
Sciences)
(Fall) 64
(Fall) 37
awardedl
2
73
2l
10.0% N/A
Headcount
Sr. headcount
Degrees
Graduation
2009
2010
ratio'
Total degrees awardedfor academic year (summer,
Percentage of degrees qwqrded/senior headcount
22
53
27
75
36
l0
14
59.5% 37o/o
fall
72
39
t4
66
68
29
12
30
lt
86
3l
t2
41.4% NIA
38.9o/o 35.9o/o 36.7Yo
and spring semesters)
Table 5. Students concurrently double majoring in SESE and other programs
Undergraduate
BS (Earth
&
Space
2003 2004 2005 2006 2001
200/. 2005 2006 2007 2008
degrees
2008
2009
2009
2010
Fall enrollrnent
Exploration)
BS (Geological Sciences)
Fall enrollment
Table 6. Other curricular initiatives
Sewice courses
Lower division undergrad student FTE
Upper division undergrad student FTE
2005
332
26
340
334
t9
2003 2004
2004 2005
Minon
Astronomy
2003 2004
2004 2005
Headcount
2006
30
2006 2007
200'7 2008
524
508
25
31
2008
2009
2009
2010
494
508
43
o)
2008
2009
200s
2006
2007
2006
2007
2008
5
awarded
Geological Sciences
7
N/A
Headcount
2
awarded
'1
N/A
l)
Table 7. Undergraduate students by percentrge (enrollment in prrentheses)
2003 2004 2005 2006 2007
2004 2005 2006 2007 2008
Total Undergrads (Fall)
Percent women
American Indian
Asian American
'5
'E
Afiican American
gl
E
Hispanic
I
t
wtrite
Unknown
Percent Minority total
Percent lntemational
Percent retuming freshman
to univenity.t
Percent retuming freshman
to departmenf
Total Degrees awarded'
64
50.0
(32)
1.6
(l)
3.1
(2)
0.0
(0)
4.7
(3)
8s.9
(s5)
1.6
(l)
9.4
(6)
3.t
(2)
66.7
(2)
66.7
77 98
44.2 M.9
(34) (44)
2.6 3.1
@ (3)
0.0 1.0
(0) (l)
t.3 6.1
(l)
(6)
1.3 4.1
(l)
(4)
81.8 73.5
(63) Q2)
6.5 8.2
53 75
.4 49 .3
(23) Q7)
1.9 1.3
(l)
(l)
3.8 1.3
(2) (l)
0.0 4.0
(0) (3)
3.8 1.3
@ (l)
8l.l 80.0
(43) (60)
5.7 6.7
(3) (5)
9.4 8.0
(5) (6)
3.8 5.3
@ (4)
100.0 66.7
(3) (6)
66.7 55.6
43
(2) (2)
22 l0
(s)
s.2
t4
2009
127
40.2
(51)
2.4
(3)
3.9
(5)
4.7
(6)
.t
7
(e)
70.1
(8e)
7.t
(e)
(8)
l8.l
(23)
4.7
(6)
81.8
(18)
50.0
14.3
(4) (14)
6.s 4.1
(5) (4)
90.9 81.3
(10) (13)
72.7 50.0
(8) (8)
t4 1l
(s)
2008
CLAS
2009
2010
2009 -
20t0
159
17,86',I
3s.8
(57)
(98s2)
55.2
3.8
2.4
(6)
(424)
4.4
(l
(7)
1.9
6.3
130)
5.5
(3)
(e82)
8.2
13)
74.8
(2838)
(l le)
(l l4l
15.9
(
63.9
E)
2.5
4-6
(4)
(82e)
18.2
30.1
Qe)
(s374)
4.4
l.J
(7)
Q40)
58.8
(10) "
N/A
NiA
N/A
15
N/A
(l l)
13
Percentage ofJirst-time, full-time freshmen who returned to the universily for a second year
Percentage oflirsttime, full-time fleshmen who returned to the department for a second year
3F , t J
tTotal
L^-i--i-^:-.L^
i-^L,)^a^ll and
-.,-*^--) includes
and
^-.1 spring semester
degrees awardedfor the academic year beginning in the summer
fall
I
2
a
(Jnoflicial count
Table E: Six year gradurtion rates by entering freshman cohort
20Q4
2005
Dept. 6 year graduation rate
ASU 6 year graduation rate'
2005
2006
(l)
l1.l%(l)
66.7%(2)
22.2% (2)
33.3o/o
2006
2007
2007
2008
0.0% (0)
0.0% (0)
0.0% (0)
0.0% (o)
Percertage of/irst-tine, full-tine fleshman cohotts who grqduated within
l6
6
years or less
l'
2008
2009
2009
(0)
0.0% (0)
N/A
N/A
0.0olo
l0
SESE Fall Studont En.ollm6nl
! Ito
I
2@ioa I@a{s 2@5{5
:@lt? l@r.c 2@{9 2@tt0 tc[010
Ygar
Fall Enrollmed Comoarcd lo Nstiooal Tronds
F,o
t
sn
ia
6.
5
Y6ar
Figure
l, (top)
SESE yearly undergraduate students compared to
all SESE students and SESE graduate
students. Both populations have risen in the last 7 years. (bottom) Fall €nrollments compared to US national
trends (American Geological Institute) as percent change since 2003. SESE undergraduate enrollments are
far sbove the national trend, while grrduate students are slightly above the national trend since 2003.
Student Fall Enrollmgnt by Maior
105
85
E
!.t
F4o5 1005.6
,Tj"r rrt*
2ma.c) 2ooero
r.tt tolo
Figure 2, SESE yearly undergraduate students by major. Th€ BS in Geologicrl Sciences, as of 2009, is not
rccepting new majors and hence is diminishing as mrjors graduate. New students with geolory int€rests now
become BS majors with a conc€ntration in G€ological Sciences. The recent (2010) addition of the BA degree
in Earth and Environm€ntal Studies is showing promise to grow.
t7
4.2.1 Undergreduate student learning outcomes assessment. The BS in Earth and Space Exploration
(ESE) offers students an integrated education across earth sciences, planetary sciences, astrophysics and
engineering. The degree incorporates strong quantitative preparation, a leaming community that includes
both science and engineering students, and a yearlong collaborative capstone senior exploration project.
The leaming objectives for this degree are to (a) demonstrate mastery of the fundamental concepts in
geosciences, astrophysics, and exploration systems engineering and communicate these concepts and (b)
to synthesize earth and space science knowledge with a systems engineering approach to solve scientific
and engineering problems and communicate results in written and oral formats. As yet, there have been
no outcome assessments for the new SESE undergraduate degrees filed with the Office of University
Evaluation since the last program review-
Table 9 presents the percent of graduating seniors who indicate that the experiences at ASU
contributed 'very much' or 'quite a bit' to knowledge, skills, and personal development. SESE has not
uniformly
offered degrees for sufficient time for assessment, while data for Geological Sciences were not
collected. Nonetheless, data suggest a positive experience for graduating SESE seniors. These areas
-
will
be tracked more closely in the future.
Table 9: Undergraduate Student Satisfaction Survey'
item 2003 2004 2OO5 2006 2OO7 2008 2O0g College
2004 2005 2006 2007 2008 2009 2010 2OO9-2O|O
N/A
89o/o N/A
40% 670/o 53o/o 45o/o '
Speaking clearly &
(9)
(9)
(15)
(l
(15)
l)
effectively
N/A
78o/o NiA
80o/o 78% 67% 640/o Using computing & IT
(e)
(15) (e) (15) (l l)
'l8o/o N/A
N/A
4'1o/o 89o/o 60% 64yo Writing clearly &
(9)
(15) (9) (ls) (l l)
effectively
N/A
560/o N/A
Acquiring work-related 73% 78% 47Vo 64% (9)
(15) (9) (15) (l l)
knowledge and skills
100 N/A N/A
100% 100 8'1yo l00o/o Overall academic
(9)
(14) % (9) (15) (l l)
experience in major
N/A
89o/o N/A
73o/o 89% 80o/o 9lo/o Concem of faculty for
(9)
(l
(15)
(9)
(15)
l)
individual students
N/A
89o/o N/A
College/Departrnent 73% 89o/o 7lo 73yo (9)
(tl)
(9)
(t4)
(15)
advising on courses &
Student satisfaction
o/o
requirements
ofrequired 87o/o 78Vo 93o/o 9lo/o '
(1s) (9) (ls) (l l)
courses
75o/o
Availability
--tFro- Gradu"lw Senlo, Repoit Card; students repofting satisfaclion
N/A
N/A
(8)
'very much'
or 'qtite a bit'
(parentheses indicate number of respondents)
4.3. Strategic undergraduate directions
courses
.4.3.1 A new era. The SESE undergraduate program is new and we are in the process ofbuilding
for the BA degree in Earth and Environmental Studies. There is the need to closely monitor all new SESE
degrees to ensure that they effectively meet the curricular goals. We are presently focusing on identifing
key teaching personnel and effective scheduling ofspace and class times.
l8
-
One of our greatest challenges is to assess progress toward SESE's goal to bridge the cultural gap
between science and engineering. Our intention is that the undergraduate degree in Earth and Space
Exploration with an Engineering concentration will enable ASU to prepare students for key roles in space
research and technolog5r development, environmental and geologic engineering, earth resource
exploration, and water and environment use policy. SESE will leverage its significant strengths in
science, and engineering to address critical shortfalls in the national and regional training of the next
generation of geoscientists, astronomers, and aerospace engineers. Arizona has an expanding space
industry with major new investments and is prepared to engage new technologies to monitor and
understand environmental issues in the state, the southwest, and throughout the world. SESE will actively
engage the broader communify in its research, teaching and outreach projects, stressing SESE's role in
integrating engineering, science, and technolory.
Although we completely redesigned our undergraduate programs this past year, we are still exploring
new majors. For example, discussions are underway with the Mary Lou Fulton Teachers College to
develop a collaborative BAE in Elementary Education with a focus in the Natural Sciences, and with
units within the Ira A. Fulton Schools of Engineering to develop a collaborative, ABET-accredited BSE
in Systems Engineering.
4.3,2 Student
recruitment We are in the process of evaluating approaches for student recruitment
at the
undergraduate level. This includes local high school visits and recruiting from within ASU (especially the
Barrett Honors College) and from local community colleges. Our program presently lacks great ethnic
diversity, but the greater Phoenix metropolitan area is quite diverse. Opportunities will be taken to recruit
from this pool as well as from student organizations representing minority groups.
In the previous Department of Geological Sciences, local community colleges offered 100-level
geology courses that transferred seamlessly to ASU for credit through a formal "articulation" program.
This approach will continue and be expanded to the full scope of SESE courses to facilitate transfers of
students to ASU.
4.3.3 Student retention and placement. With the new degrees, we will assess retention and placement
with the help of student advisors/counselors. One factor is the course workload required by the various
degrees. A clear challenge is balancing the breadth of courses to train students in exploration subjects and
the depth of those topics. These courses must be taken in addition to basic physics, math, and chemistry,
yet the number of courses must be kept reasonable so that students can succeed. In addition, we must
balance SESE-oriented coursework with courses to meet College and University requirements.
SESE's hands on and capstone courses help to engage students early, instilling pride of ownership in
course content and their major. However, data are currently unavailable owing to the short time span of
SESE
to evaluate retention. On the other hand, SESE has significant undergraduate research activities
with individual faculty, leading to senior theses, conference presentations, and publications.
4.3.4 Online courses. SESE is enhancing undergraduate course content through on-line activities, as well
as creating stand-alone online courses. These enable more efficient teaching, greater access to data, and a
better
fit to cultural trends toward "life online." Most instructors effectively
use various web tools (such
as the University BlackBoard) to provide testing, assessing, and communicating
with students in our large
l00level courses. In addition, some courses are entirely online. For example, Astronomy (AST) l1l was
offered successfirlly online for the Spring and Fall 2010 semestem. In each semester, the enrollment made
l9
in SESE, with enrollment for the Fall 2010 semester at 280. In
Spring 2011, we will pilot our first online lab class, AST 114.
Other activities include building hybrid courses that are part online and part lecture, such as Geologic
Disasters and the Environment. On another fiont, as an experiment in cyber-assisted learning, Dr. Anbar
is developing the course "Habitable Worlds" for deployment online. This course will explore the science
underlying the search for life beyond Earth and provide a broad introduction to science for non-science
majors at the freshmen level to include satisfiing ASU's "quantitative science requirement." It also is an
entry point to the new SESE BA program. "Habitable Worlds" is being built around interactive, online
laboratory exercises. The course was offered to 25 students in a pilot format in Fall,2010. We intend to
evolve it in subsequent semesters into a large-scale online course in partnership with "ASU Online,"
AST
1 1
1 online the largest lecture course
which is expected to expand ASU's online enrolhnent in the coming years.
Many feel that online courses are the wave ofthe future. The cunent "online" efforts within SESE are
scattered, but growing. We are closely monitoring these experimental effofis, as they represent a
tremendous opportunity to grow the number of students taking SESE classes, especially non-majors.
5.0 GRADUATE EDUCATIoN
5.1 Grrduste program overview
The SESE Graduate Program includes the MS and PhD degrees in Astrophysics and Geological Sciences
Clables 10 and l1). Information is derived from 1) data provided by the ASU Academic Program Office
(most of the tables and the student listing), 2) The SESE Graduate Handbook (for most of the program
descriptions), and 3) SESE faculty and staff (for sample programs of study and the employment status of
of Geological Sciences
and the Astrophysics portion of the Physics Department. The student numbers and record-keeping for
Astrophysics are less complete than for Geological Sciences. In addition, we are cunently proposing a
graduates). SESE'S core graduate program comes fiom the former Deparment
PhD degree in Exploration Systems Design with three concentrations for initiation in Fall 201 l.
Faculty service for student recruitment, mentoring, and oversight is accomplished by a 9-person
faculty committee comprising two subcommittees (Graduate Recruitment and Graduate Oversight) and
chaired by the SESE Associate Director for Graduate Studies. In addition, the full-time Academic Support
Specialist position assists current students in adminishative issues, the subcommittees with their charges,
and recruitment activities.
Table 10. SESE graduat€ degree enrollment rnd d€gre€s
Graduate Degrees
MS (Asfophysics2)
Degrees awardedl
Fall enrollrnent
Sciences)
Degrees awardedr
PhD (Geological
Fall ernollment
Degrees awarded'
Fall enrollment
Sciences)
Degrees awardedr
rTo-tal
d"gr""t
2The
2009
2010
-2
Fall enrollnent
MS (Geological
PhD (Astrophysics2)
2003 2004 200s 2006 2007 2008
2004 2005 2006 2007 2008 2009
40
5
34
36
13
;*
JO
35
10
36 26
t0 l0
817t7
-l0l
46 49
4396
27
12
54
2010
20ll
I
20
t7
5
18
26
49
6l
orardedfor the academic year beginning in the summer followed by fall and sprrng semesters.
offcial "Astrophysics" degrees. However, some students graduatinglron the ASU
numbers reflect
Physics program did work in Astrophysics, and are not included here, but are in the analyses below.
z0
Trble
ll.
SESE graduate program summary
2003
2004
Undergraduate headcount (Fall)
Master's headcount (Fall)
Doctoral headcomt (Fall)
o4
40
34
22
Undergrad degrees awarded
Master's degrees awarded
Doctoral degrees awarded
5
4r0
Total Student FTE
2004 2005 2006 2007
200s 2006 2007 2008
53 75
36 35
42 44
l0
t4
13 l0
36449
77
36
54
t4
l0
417
63s
98
26
66
lt
r0
2009 Fall
2010 2010
159 t93
22 18
67 87
2008
2009
127
27
7l
13
l5
12
6
7
624
678
617
5.2 Learning objectives and
curricular effectiveness
This section provides an overview of SESE's graduate programs. Appendix III provides more detail for
each program. Appendix IV includes sample programs of study, and Appendix V presents the PhD
Comprehensive examination procedures. The degree programs are rigorous in their expectations, but also
flexible in topic and in the coordination among faculty, enabling us to train our students effectively and
prepare them for their diverse career paths.
The common path of SESE graduate students is shown in Table 12. This includes balancing breadth
and depth. Given the broad range of expertise necessary for the diverse research topics, no single
prescription for achievement of breadth can be defined. Therefore, the onus is on the advisor and the
Thesis Committee, as well as the student, to ensure that the specific knowledge and skills necessary for
the degree are gained, and that the value of educational and experiential breadth in the longer term interest
ofthe student is considered.
Table 12. Graduat€ program elements snd general s€quence (see Appendices Ul to V)
Element
Sciences)
Initial advising
Identi! advisor
Identifo research
Required counes
PhD
MS (Astrophysics) MS (Geological
Required
Required
Required
Faculty Research
Seminar
Required
Required
(Asaophysics)
Required
Required
PhD (Geological
Sciences)
Required
Required
Required
Required
Faculty Research Faculty Research Faculty Research
Seminar
Dissertation
Dissertation and
Required
Thesis
Seminar
Thesis
Seminar
and
Research
Research
Colloquium
Colloquium
Colloquium
Colloquium
Astrophysics
Astrophysics
Series: AST 521-
Series: AST 521-
522-523 and AST
522-523 and AST
53r-s32-533
Semester hours
30
Concentrations
Astrophysics and
Cosmology
Science Education
Systems
Engineering
30
Earth
531-532-533
Systems
Sciences
Planetary
Sciences
84
Astrophysics
84
and
Cosmology
Earth Systems
Sciences
Science Education Planetary Sciences
Science Education
ScienceEducationEngineering Systems
Systems
Syst€ms
Engineering
Engineering
PhD qualirying exam (see
V)
Culminatingexpreriences Technicalreview
Required
Required
Technical review
Dissertation
Techlical review
defense
defense
above and Appendix
Thesis defense
review
Thesisdefense
Technical
2l
Dissertation
PhD comprehensive extm procedures. This exam (detailed in Appendix Y) is designed to ensure that
PhD candidates demonstrate sufficient preparation and breadth before continuing their programs in their
fourth semester. It includes a written part and an oral part. The written component comprises summaries
of two sufficiently different proposed projects. Judgment of suffrcient difference is made by the Graduate
Oversight Subcornmittee to assess breadth in research topic, tools, and approach. Each project has
separate supervisors, one of whom is typically the primary advisor. Students are expected to show the
ability to propose a research project and to demonstrate the feasibility of the project with preliminary
results. The three-hour oral examination includes short presentations ofthe two topics followed by broad
ranging questions to probe the student's abilities and readiness for PhD candidacy.
Technical review of thesis or dissertation. The Technical Review is convened when tlre student and the
faculty advisor decide that the major results are near completion. They are held with the Supervisory
committee at a suflicient time before the planned defense (at least 3 months for MS and 6 months for
PhD) so that suggestions and requirements can be implemented. The purpose of this review is for the
Supervisory Committee to establish whether an appropriate research project has been carried out and that
the results are sufficiently sound to warrant preparation of a thesis. The technical review consists of an
oral presentation ofthe results and appropriate interpretations. They typically last between 2 and 3 hours
and include a 30-minute seminar-type presentation by the student. At the conclusion of the technical
review, the Supervisory Committee will indicate any concems regarding the research and identif specific
areas that need further investigation and/or consideration. The manner in which these issues are
subsequently addressed by the student is subject to evaluation at the defense.
Final Thesis/Dissertnion Defensa A final oral thesis/dissertation examination ofthe completed written
tlesis or dissertation is required by the School of Earth and Space Exploration and the Graduate College.
All ASU faculty members of the supervisory Committee must be present in person for the examination,
unless there are extenuating circumstances. The extemal member ofthe dissertation Committee is to be
strongly encouraged to participate in person, but participation via teleconferencing or videoconferencing
is permitted. The defense includes a public presentation ofthe research results, questions from the
audience, and an executive session with the supervisory Committee at which editorial review ofthe
rritten document along with general questions about the research, its significance, and the future plans
the student are discussed. The student, along with advisor(s)
will then integate the edits
of
and comments
their
into the final thesis or dissertation manuscript. In general, students are strongly encouraged to write
theses/dissertations as consecutive chapters representing manuscripts for scientific journal publication.
5.3 PhD in Exploration Systems Design
This proposed gtaduate program is currently under review by the University. It is an innovative program
that will bring SESE and the Fulton School ofEngineering (FSE) together and offer students an advanced
systems approach for developing scientific exploration technologies in a wide variety of environments on
Earth and other planets. An ernphasis is placed on a deep understanding of both the scienfific problems in
exploration and the engineering techniques and challenges involved in providing solutions. Students
enrolled in this progam will select a concentration il instTumentation, sensor networks, or systems
engineering. SESE s and FSEs extensive research portfolios across many disciplines will allow students
to specialize in one area or to explore interdisciplinary topics. Areas of research for the PhD in
:
Exploration Systems Design include, but are not limited to, Planetary Exploration, Astronomical
Instrumentation, Sensor Networks, MicroA.lano Sensors, Robotics, and Systems Engineering. The
program will have a similar structure to the SESE PhD in Geological Sciences.
SESE Graduate couEe requirEments
Faculty Research Seminar (AST/GLG 591) During the first fall semester in residence, all graduala students to take a
one- hour weekly seminar by SESE faculty on their cunenl research.
Thesis (AST/GLG 599) 6 hours of Thesis on an original research topic. The thesis is defended in a final oral
examination.
Disserlation (AST/GLG 799) and Research (AST/GLG 792) 12 hours of Dissertation taken in the semesters following
the student's admission to candidacy. Additional hours of coursework and research are taken to fumfi the gradualion
requirement of 84 hours.
Colloquium (GLG 500) Complete t hour SESE weekly colloquium. A research paper may be required.
For Astrophysics maiors: AST 52 1 -522-523 and AST 53 -532-533 (superscript 2 in table 'l 2)
AST
Stars and Interstellar Medium I
Radiative transfer, atomic and molecular properties, stellar aimospheres, line profiles, nonlocal
thermodynamic equilibrium, interstellar gas and dust, star formation.
AST
Stars and Interstellar Medium ll
Stellar struclure, radiative lransport, boundary conditions, equations of stale, nuclear reactions,
opacity, nucleosynthesis, chemical evolution of the galaxy, stellar evolution.
AST
Stars and Interstellar Medium lll
Strudure of the interslellar medium, gaseous nebulae, recombination theory, ionization fronts and
shock waves, galac{ic magnetic tields, magnetohydrodynamics, molecular clouds.
AST
Galaxies and Cosmology I
Strudure and evolulion of the Milky Way, stellar properties, populations and associationvclusters,
interslellar medium, dark matter.
AST
calaxies and Cosmology ll
Struclure of galaxies and the nearby universe, Hubble sequence, fundamental plane, stellal
1
521
522
523
531
532
populations, active galaxies, galaxy environments.
Galaxies and Cosmology lll
AST
533
lssues in modem cosmology, lhe distance scale, cosmological parameters, cosmological tests,
cosmic background radiation, early universe, galary formation and evolution.
Graduate courses are numbered 500 or grealer, bul up to 6 credit hours of ,tOO level classes may be included.
Coursework is designed to s€rve the individual needs of the student for breadth and depth of development. A
cumulative GPA of 3.0 (MS) or 3.3 (PhD) or better must be maintained.
5.4 Student recruitment, retention, and placement
5.4.1 Overview. The SESE graduate program recruits, trains, and places ambitious and well-qualified
students in many high-profile positions with very good career trajectories. This section describes the
student community and their passage through our progpm. The descripion includes separale analyses
the MS and PhD programs.
of
SESE has about 100 graduate students (Table 1). The PhD student numbers have increased from 34
to 88 between 2003-2004 and Fall 2010 while the MS numbers have decreased from 40 to 17 in the same
period. These changes have occurred against the backdrop of the formation of SESE and the increase in
SESE Faculty. Nationally, geoscience graduate enrollments decreased by 20-30o/o from 2003-2007. Total
degrees awarded were about constant during that time for MS and phD.
Between 2003 and Fall 2010, SESE and its predecessor components produced 7l MS and 52 phD
degrees for which 28 different faculty were advisors. The average time to MS was 3.3+1.4 years and the
1'2
average for the PhD was
3), but the modes are
-
5.}}1.6 years. Both time to degree histograms are skewed to the long side (Fig.
3 and 5 years respectively.
5.4,2 Student recruitment and admissions. SESE is extremely active in recruiting the best and brightest
graduate students through a variety of methods, including individual faculty contacts and SESE websites.
Many faculty are contacted directly by prospective graduate students through this method and recruit
students at professional meetings and through personal contacts. Many prospective students visit the
campus as organized by the Graduate Committee and prospective thesis advisors, with many visits
supported by the Graduate College and SESE. University Graduate Fellowships (see below) are used to
recruit top applicants.
Over the 6 year study period ofthis report, 784 students applied, 268 were admitted (34% selectivity),
and l4l enrolled (53% yield) in our graduate Fogram. The MS and PhD analyses below present details
on application numbers and student yields (Tables 11 and 13). As SESE evolves, our need to recruit
students who are interested in our transdisciplinary programs
will
increase.
5.4.3 Student pnogress toward degree and retention. SESE's rigorous recruiting admits students that
we expect will succeed in their graduate careers and beyond. The graduate program is largely advisorcentric with students mentored usually by a single advisor. However, co-advising or active participation
in research, teaching, and other activities not directly tied to the primary thesis or dissertation research is
becoming more common (and required for the PhD).
The current SESE Craduate degrees are traditional in their basic descriptions (section 5.1). The
history ofcross-campus collaboration with the School of Life Sciences, the Department of Chemistry and
Biochemistry, and the Fulton School of Engineering has led to degrees that are innovative and
interdisciplinary. Joint advising occurs effectively within the SESE and as the faculty grows, the research
directions will broaden and the SESE vision will be achieved. The transdisciplinary nature ofthe degrees
will become more apparent and their topics even less traditional.
It is rare for SESE students not to finish their degrees. Only one MS student every few years does not
f[rish (<5%) while very few PhD students (less than a few percent) do not complete the PhD
comprehensive exam, and <10% fail or do not go beyond the exam. Degree completion rates may be
affected by the way admissions were conducted in the Department of Geological Sciences in which the
identification of advisor was not required for admission. SESE now has a policy in which students must
have a mentor and funding for admission, thus ensuring that students are able to start their programs
quickly. In addition, the Graduate Oversight Subcommittee tracks student progress.
All SESE graduate students are guaranteed funding with admission (2 years for MS and 4 years for
PhD) and that includes tuition and health benefits. Typically, more than 2/3 of the graduate students are
supported as Research Assistants/Associates on grants and fellowships, including NSF Graduate
Fellowships, NASA Space Grant, NSF IGERT, and NSF Graduate Teaching Fellowships in the K-12
Education Program. This level of funding helps completion ofthe degree and the general quality oftheir
education. The Graduate College provides funds
for 3-4 University
Graduate Fellowships
with
an
increased stipend of several thousand dollars.
Diligence at admission and continued careful oversight are the best tools for improving degree
completion rates. We also recognize that some students are supported largely as Teaching Assistants but
as resources diminish, teaching loads will increase and retard progess toward graduation.
1A
16
!
12
E
I
2
2a6
240
Years to PhD
Years to MS
Figure 3. Time to degree for MS (left) and PhD (right), including students entering with MS degree.
5.4.4 MS graduate student proliles and placement. The SESE MS progam develops students for
successful careers in industry, consulting, and teaching as well as prepares tlem for PhD programs (Fig.
4). As shown in Table I and Figure l, the MS student numbers have declined in the last 7 years, but the
program remains a viable and important degree. No policy change was implemented but the decrease is
attributable to a change of culture among the faculty, especially Astrophysics, to favor PhD students and a
decrease in available Teaching Assistantships, which enabled support ofnumerous MS students.
Community
College Instruclor
Unknown Other
4o.h
7o/o
Geoscience
Consulting
7%
Petroleum
Industry
80h
.150h
P€troleum
hdustry
110h
Figure 4. SESE MS graduate
€mplovment distribution (N=71).
Figure 5. PhD employment (N=52). Research
Faculty/Sci€ntist ar€ long term or permanent postions
with higher levels of responsibility than Postdoctoral
Scholars.
25
MS employment emphases include geoscience consulting, community colleges, and the petroleum
industry. Demand for geoscience consulting correlates with economic growth. When groMh increases
and regulatory trends develop, this important area of employment for our MS students will increase. Our
alumni working in the local consulting industry have encouraged us in this regard. In addition, the
Maricopa County Community College District (http://www.maricopa.edu4 is one of the largest in the
United States and demand for teaching faculty is sustained. Moreover, a notable growth in demand for
MS alumni is by the petroleum industry. This reflects changing employment trends in that industry, as
well as our improved connections to recruiters and hiring staff.
Despite these considerations, the number of MS admissions has decreased over the study period
(Table 13). For example, in 2007-2008, only one of28 applicants was admitted. This does not reflect a
decrease in quality of applicants or a change in standards, but a change in culture and funding, discussed
above. The 2009-2010 8125 ratio is probably more representative of the longer term pattem of low but
steady MS production.
Our MS program includes 50olo women in 2009-2010, consistent with national trends for geoscrence
(40-50%', http://www.asiweb.ors/workforce/reports.html). The minority population of 5-10% is notably
lower than the average for the College which is about 20%. This probably reflects the overall low draw by
geosciences and astrophysics to minority populations. Our recruitment of minority groups could be
strengthened but we note that for geoscience nationally, minority involvement is <5o4.
Table 13. Mast€r's student admissions and profile
Master's
proqrams
:XXl
zvu+
Applicants
64
Admissions
25
New students enrolled
Selectivity'(%)
Yiert
(%)
Average
Verbal
GRE
Quantitative
Headcount (Fall)
16
39.1
64.0
521
695
40
2005 2006 2007 2008 2009 2010
43
25
28
49
52
36
I
78683
20
t2
t4
)
914
l0
7
32.0
16.3
28.6
8.5
33.3 3.6
62.5
75.0 100.0 57.1
50.0 50.0
540
508
587
496 563
700
588
692
687 616
22
26
27
36
35
36
3
2009-2010
1595
J))
42-8
s2.0
524
599
819
48.lyo 50.0o/o 65
5O.OoA 47 2o/o 54.3% 58.3o/o 65 4%
women
(l3q)
(201 (17) (le) (2t) (17) (13) (l l)
"7'/"
0.070 (0) 0.0% (0) 0.0% (0) 1.7%(14)
0.0o/o
0.0%
0.06/o
0.06/"
American
% Ethnicity
7o
lndian
(0)
Aslan
American
2.5o/o
Aiiican
0.0%
(0)
American
Hispanic
(l)
75%
(3)
W}lite
87 .50/o
(3s)
Unknown
% Minority total
o%
2.5%
(l)
10.0%
(4)
Intemational
0.00/o
Degrees awarded'
5
(0)
(0)
(0)
2.8Vo 2.90/0
(l)
(1)
0.0o/o
(0)
(0)
Q.lo/o 0.0% (0)
(0)
83% rt.5o/o
0.0%
0.0Yo
(0) (0)
5.6% 5.7%
(2) (2)
88.9Vo 77.1%
(32) (27)
2.8Yo ll.4o/o
(l)
(4)
8.3% 8.60/o
(3) (3)
0.0Yo 2.9%
(0) (l)
l0
13
0.0%
(0)
(3)
(3)
(0)
0.0% (0)
7.4% (2)
0.0%
80.60/o 69.2% 81j%
(0)
0.0% (0)
45% (t)
0.0%
3.1% Q.s)
3.t%(25)
rt.t%
(e
l)
7'7.30/o 65.3%
(s35)
(17)
(29) (18)
\22)
8.3oh tl.59o 7.4o,o (2) l3.6oto 6.7q0(55)
(3)
(3) (3)
l8.9yo
8.3o/o 'll.5o/o 7 .4% (2) 4 5% (l)
(155)
(3)
(3)
2.8% '7;1% (2) 3.7%(t) 4.5o/o (t) 9.0o/o (74)
(l)
N/A
NiA
10
lz
l0
: % of (# 6nrolled students / # adnittbd sndents)
tTotol d"griet ororded
qnd includes fall and spring semester
for the academic year beginning in the summer
2Yield
26
5.4.5 PhD gmduate student proliles and placement. The SESE PhD programs are well regarded given
the faculty, formation ofSESE, and the achievements of alumni. The number ofapplicants to the program
has varied substantially (Table 14) from a low of 5l in 2009-2010 to a high of 101 in 2007-2008. We.
typically admit 2G30 new students each year. We attract the top student applicants with particularly
strong yields in Planetary Geologr. The PhD program includes about 40% wornen (slightly lower than the
College as a whole). Minority enrollment is low but increasing and in 2009-2010 is similar to that of the
College. Notably, the intemational student population has increased substantially over the study period,
reflecting the increasing diversity of SESE faculty.
Table 14. Doctoral student admissions and profile
2003 2004 2005 2006 2007 2008
2004 2005 2006 2007 2008 2009
66 63
61
64
l0r
8l
l8
28
26
30
30 26
6t3
12
l8
20
tt
27.3 44.4 42.6 46.9
29.7 32.1
33.3 46.4 46.2 60.0
oo./
+z.J
502 5r4
535 544
548 s82
668 6s7
700 706
7t5 7t2
34 42
44
54
66
7l
Doctoral hograms
Applicants
Admissions
New students enroll€d
Selectivityr(%)
Yield(%)
Average
GRE
Verbal
Quantitative
Headcount (Fall)
9/o
35.30/0
women
o/o
Ethnicity
(12)
0.0%
(0)
American
Indian
Asian
American
2.9o/o
(18)
0.0o/o
(0)
0.V/o
40.q/o
40.7%
O.Qo/o
0.0o/o
(r8)
Q2)
(0) (0)
0.0o/o 3.7%
(0) (2)
0.0%
(0) (0)
(l)
(0)
0.0% 0.0%
(0)
(0)
0.0% 2.4o/o
(0)
(l)
2.30/o
(l)
3.7o/o
94.1o/o
75.0o/o
66.70/o
.7o/o
11 .1Yo
African
American
Hispanic
White
42.9yo
(32)
0.0%
(0)
Unknown
78.60A
O.QP/o
(33)
(33)
9.s%
(4)
9
(4)
(2)
(36)
(6)
% Minority total
2-9o/o
2.4%
2.3o/o
7.4o/o
o/o
2.9o/o
9.5o/o
13.6%
t4.8yo
(l)
Intemational
Degrees awarded3
'Selectivily
t
Yield =
tTotal
oZ
:
ok
(l)
53
(l)
(4)
(l)
(6)
64
(4)
(8)
36.4%
Q4\
(0)
0.0o/o
43.7o/o
(31)
3.0o/o
0.0%
(0)
4.2%
0.0o/o
0.0o/o
4,5o/o
(0)
4.2%
(3)
66.7%
73.20/o
70.60/o
2.8o/o
(2)
(0)
(3)
(44)
(7)
(3)
(s2)
Q)
7.60/o
8.5o/o
(10)
15.50/o
5)
t5.2%
49
(6)
(l r)
2009
2010
College
2009-20t0
51
23
9
45.1
39.'t
516
672
67
41.8%
(28)
2139
599
262
28.0
43.7
535
668
1498
51.9o/o
(778)
1.5%
1.50/o
6.00/o
(22)
33%
(r)
(4)
0.0%
(o)
(4e)
2.0Yo
(30)
6.00/o
(4)
67 .2Vo
(45)
3-0o/o
59.7Vo
13.4o/o
l4.lYo
16.40/o
23.60/o
@
(e)
(ll)
7
'1.3o/o
(l l0)
(8e4)
2.60/o
(3e)
Qn)
(354)
N/A
/ # applied studenti)
/ # admitted students)
of (# adnitted sndents
of (# enrolled students
degrees awardedfor the academic year beginning in the summer and includes
fall
and spring semester
Areas for improvement include increases in mentoring at all levels. In particular, as the diversity of
topics and course work increases and becomes more transdisciplinary, gmduate oversight activity will be
challenged to maintain consistent standards and procedures.
It takes about 5-6 years to complete the PhD in SESE.
we produce 5-10 per year, with that number
likely to increase following our increasing enrollments. Less than l0% of the graduates do not remain in
SESE-related fields (Figure t. Most of the graduates enter research positions as Postdoctoral scholars
and Reseaxch Scientists. These are often prestigious positions, such as the SOEST Young Investigator at
Hawaii, AAAS Fellow, and NASA Goddard, Ames, and Johnson Space Center as permanent research
27
scientist positions. Nine alumni from this period are tenure-track faculty at institutions such as University
of Utah SUNY Stonybrook, University of Nevada Las Vegas, Nanjing University, Mesa Community
College, and ASU's Barett Honors College. The reader should recall that these employment descriptions
only apply to students who have gmduated in the last 6-7 years and so most are expected to be in orjust
leaving Postdoctoral Scholar positions.
5.4.6 Graduate student satisfaction survey analysis. Tables 15 and 16 show the outcomes of graduate
student satisfaction. Most students completing the survey considered their preparation to have been 'aery
effective" and 'aery strong" and they were generally 'qvery satisfied" with the program. Graduate school
is usually stressful as students leam, produce new knowledge, and establish themselves in their field and
we expect some discontent.
Table 15. Graduate student satisfaction survey qualityr. Percent ofgradurting graduate students
who responded 'elfectively' vent s 6very effectively' or'strong' versrrs'very strong'when asked
about their training in the following areas (oumbers in pNrenthcses are respondents).
2003 2004 2005 2006 2007
20M 200s 2006 2007 2008
Preparation for flrther study
in your field
t0v/o
Research skills and methods
7
Communication skills
t00%
l00o/o
l00o/o
2009
2009
2010
84o/o
N/A
2008
(7)
(e)
(6)
(l e)
89o/o
620/o
L000/o
560/o
(8)
(e)
(7)
(18)
7 5o/o
78o/o
(16)
56%
IOOVo
630/o
(16)
(7)
(le)
(3)
5Vo
N/A
N/A
Knowledge ofcomputer
applications in your field
(8)
50%
(8)
(e)
33%
(e)
47Yo
860/o
33o/o
(ls)
(?)
(18)
Writing skills
620/o
78o/o
620/o
E6Vo
47o/o
N/A
(8)
(e)
(16)
(7)
43o/o
33o/o
67%
N/A
(7)
88%
(8)
(1e)
50%
(l s)
(6)
(18)
7 5o/o
67o/o
3lo/o
6'7o/o
630/o
Ethical standaxds in the field
Quantitative skills
N/A
N/A
From Graduqte and Law Student Report Card
Table 16. Graduate student sttisfaction survey quality. Perc.ent of gnduating graduate students who
responded .satislied' or ,very satisfied' with r€spect to the following aspects ofth€ir experi€nce,
Aspect
Overall academic experience
in major
Quality of instuction
2003
2004
2005
2004
2005
2006
2006 2007
2007 2008
2008
2009
88%
89o/o
94o/o
l00o/o
79o/o
(e)
(16)
(7)
lOV/.
88o/o
860/o
(8)
75o/o
(8)
(e)
(16)
(7)
'1000/o
93o/o
courses
86%
(7)
(8)
(l s)
86%
(7)
Advising on career options
67%
25Yo
4'1o/o
l00o/o
(6)
(8)
(ls)
(6)
88o/o
89%
690/o
860/o
(16)
(7)
Availability of required
Concem of faculty for
individual students
(8)
(e)
From Graduote and Law Student Repolt Ca
28
2009
l0
N/A
(le)
89o/o
N/A
(le)
tIv/o
N/A
(15)
67Yo
(
N/A
l8)
680/o
(1e)
NiA
The SESE graduate committee is structured to enhance the gladuate student experience.
A common
source of student concem is the lack of undentanding and explanation of the Graduate College policies
and procedures. We strive to ensure that our students are following the Graduate College and SESE
procedures to alleviate bureaucratic struggles for the students. The Graduate College has recently adopted
major changes that should greatly improve student experiences. For example, there is now an automatic
formatting tool for theses/dissertations. Moreover, the SESE Academic Support Specialist makes a
positive difference for the graduate student experience.
6.0 tr'Acur,Ty
SESE is the leading research unit at ASU as measured by sponsored research funding per investigator.
SESE's sponsored research has grown steadily in the years since the school's inception, standing now at
over $18 million per year. The faculty (Table 17, lE; Appendix
research impact, as measured by publications and citations.
VI)
are correspondingly strong in their
Table 17. Faculty prolile
2003 2004 2005 2006 2007
2004 2005 2006 2007 2008
26
Total faculty'
Tenured./tenwe
2010
4l
43
33.2s
32.25
35.7s 36.7s
18.2
1l.l%
10.0o/o 10.5% 10.7%
.5
2009
4l
15.0
17
2008
2009
46
College
2009-20t0
1069
650.1
track faculty FTE2
o/o
Women
9.1% 8.lo/o 8.1%
33.60/o
9.1%
20.9o/o
tenured,/tenure track
facultyt
% Minority
tenured./tenure track
5.60/o S.Qo/o 5.3yo 7.lo
tacultyt
StudentFTEfaculty 26.6
16.l
30.2
21.4 2r.r
18.9 17.4 18.0
l8.l
.6
33.6
.8
4t.s
30.3
t7
21.4
37.3
27
28.4
36.1
',Totol factlty, to include professors. instructors, Iecturers qndfaaity assocides
".Employees FTE paidlrom stotefunds ar the end ofSepteuber 2010 (?)
3IW
16.20/o
2t.7
FTE ratio
StaffFTE
RA"/TA FTE3
13.5%
26.2
52.0
30.1
479.0
757.r
from statefunds onty
TA FTE paidfrom state, local, and sponsore|fuids qt the end of September 2010 (?) based on Arizona
Board of Regents (ABOR) code
29
Table 18. SESE faculty summary
Specialty
Anbar
Professor
Anowsmith Professor
Biochemistry, chemical evolution ofthe environment
Active tectonics, structural geolory, geomorphology
Behar
Associate Professor Developing instruments; robotics in extreme conditions
Bowman Assistant hofessor Radio astronomy, reionization
Phase equilibria and crystal chemisty
Professor
Burt
Electron microscopy ofminerals, meteorites, and aerosols
Regents'
hof€ssor
Buseck
Composition, properties, processes ofplanetary surfaces
Christensen Regents' hofessor
Associate Professor Explosive volcanic eruptions, behavior of multi-phase fluids
Clarke
Theoretical astrophysics, solar systems and planetary processes
Associate hofessor
Desch
Geobiology, astrobiology, evolution ofEarth's biosphere
Farmer Professor
Geophysics, seismic imaging of crust and mantle structure
Associate hofessor
Fouch
Geophysics, seismology
Gamero hofessor
Greeley Regents' Professor Planetary surface processes and geologic histories
Experimental astrophysics, star and planet formation, inte$tellar
Assistant Professor
Groppi
Biogeochemistry, geochemical, microbial, anthropogenic processes
Professor
Associate
Hartnett
Heimsath Associate Professor Field-base4 landscape processes and evolution
Chemistry of Earth and extraterrestrial materials
hofessor
Hervig
Orogenic systems, geochronology, planetary field geology
Hodges Professor
Geoscience education
Johnson Lecturer
Asrobiology, sedimentology
Knauth Professor
Krauss Foundation Professor Elementary particle physics, cosmology
Malhotra Associate Professor Star-formation, interstellar medium, dust, galaxies r€ionization
McNamara Associate hofessor Geodynamics, modeling of mantle conYection
Sfiucture, tectonics, regional geology ofthe Southwest
Reynolds Professor
Rhoads Associate Professor Galaxy formation, evolution, reionzation of intergalactic hydrogen
Origin, evolution, planetary crusts
Robinson Professor
Saripalli Assistant Professor Roboticist, robotic exploration, air and sPace, earth, planetary
Theoretical astrophysics, galaxy, evolution ofthe elements
Scannapieco Assitant Professor
Scowen Associate Res. Professor Star formation, imaging detector and space mission development
Semken Associate Professor Etbnogeologist, geoscience education
Mineral reactions, phase transitions and deformation
Professor
Sharp
Geochemical and microbial processes
Professor
Shock
Starrfield Regents' Professor Computational astrophysics, stellar explosions
Tectonics ofmountain belts
Professor
Stump
Nuclear astrophysics, hydrodynamics, high performance computing
Timmes Prof€ssor
Chemical properties ofminerals, melts, and rocks, magma plocesses
TyburczA Professor
Associate Professor Hydrolory, ecohydrolory, surface processes
Vivoni
Cosmochemist, origin and evolution ofthe solar system
Wadhwa Professor
Geomorpholory, climate, tectonics, and surface processes
Whipple Professor
Chemical composition and structure of clay, sedimentary minerals
hofessor
Williams. L. Research
chemistry of gases, style of eruptions
Volcanolory,
Professor
S.
Williams,
Windhorst Regents' and Found. Prof. Galaxy assembly, supermassive black-hole growth
young
Stellar evolutioq supemovae, nucleoslmthesis, and computation
Assistant Professor
yu
Development ofminiaturized portable platforms and instruments
Assistant Professor
Zolotov Assoc. Research hofessor Planetary geochemistry, chemical processes and mineralogies
6.1 Research funding and productivity
The SESE faculty has pursued extemal research funding both aggressively and effectively. Research
funding from 2008 to 2010 includes 365 awards, totaling nearly $108 million (see Appendix VII for
details). This arnount is spread over 4-5 years, considering that a typical gant is active for 1 to 3 years
and we examined all grants whose period of performance overlapp€d a two-year span. SESE cunently has
38.5 FTE tenured and tenure track faculty; thus, the mean extemal funding per faculty member per year is
nearly $700 thousand. This approach is a reasonable compromise between an annual average (which is
subject to year-to-year fluctuations in funding levels) and a long-term average (which is not appropriate
for a growing unit).
Research productivity is similarly robust, based on publications. The mean Hirsch index (H-index) of
SESE faculty is 22.5, and the highest H-index in the group is 62 (meaning that a typical SESE faculty
rnember has - 22 publications that have been cited at least 22 times each, and one has 62 papers cited at
If
Ieast 62 times each).
we normalize the H-index by years since PhD to compensate for the cumulative
"H per year" of 1.20, with a range up to 3.2. The mean number of
citations per year (post-PhD) among the faculty is 94.5, urd the range is as high as 557. On average,
nature of the index, we find a mean
SESE faculty publications received 1.4 times more citations in 2009 than in 2006, reflecting the growing
impact of our work.
6.2 Growth patterns
SESE has hired at
a moderate to fast rate since 2006, although the rate has been partly offset by
retirements or loss offaculty to other institutions.
6.2.1 Prelude to SESE 2005-2006. In the year before SESE was established, while the Department
of
of Geological Sciences still existed, Dr. Greeley served as
Interim Director of SESE. New hires were made in both departments in anticipation of development of
Physics and Astronomy and the Department
the new school. Sangeeta Malhotrq James Rhoads, Mark Robinson, and Meenakshi Wadhwa. These hires
built on existing ASU strengths in observational cosmology and extragalactic astronomy (Malhotra,
Rhoads), planetary science (Robinson), and meteoritics (Wadhwa).
The selection of SESE's Founding Director, Kip Hodges, was made in early 2006. In addition to his
role as director, Dr. Hodges active research programs include orogenic systems, noble gas geoohronolog5r
and protocol development for planetary field geology. Dr. Kelin Whipple was also recruited in eaxly
2006, bringing research on the interaction of climate, tectonics, and surface processes; mechanics
ofriver
incision into bedrock; dynamics of channel and sedimentation processes on alluvial fans; and
experimental and field study ofdebris-flow rheologies. His hire complements that of Dr. Hodges and their
collaborative work now forms the foundation ofone ofSESE'S key research $oups.
-
current. Broad strategy decisions for the growth of SESE resulted form discussions
among the Director and faculty at a series of "retreats." These retreats provided a venue to decide SESE
focus areas. The hiring process usually begins with ad hoc faculty committees to draft ads and'"triage"
the initial applicant pool to select the most appropriate candidates for detailed consideration by the full
faculty. The faculty, acting as a committee ofthe whole, then suqgests applicants to interview and makes
hiring recommendations to the Director. The Director leads negotiations between the University
administration and the candidates. This process has worked well, in that hiring decisions are taken with
ample opportunity for discussion. Faculty participation is high and the level of consensus in hiring
6.2.2 SESE 2006
decisions has been remarkable.
SESE hires 2007. Fruncis Timmes and Patrick Young were hired to launch a major SESE effort to
understand {rspects of stellar evolution, supemovae, and the nucleosynthetic processes therein, which
produce the elements needed for planets and life. Their hires support the SESE research challenges
3l
of
characterizing the contents of the universe and the processes goveming the evolution of those contents
through time.
Evan Scannapieco was hired to bring a wide variety of theoretical astrophysics topics, addressing
both the challenge to explain the large scale structure of the universe and to characterize the contents and
evolution of the universe.
Hongyu Yu was hired as the first SESE engineering faculty member, holding a joint appointment
with the Fulton School of Engineering. His work addresses the SESE challenge to design and implement
strategies for human and robotic exploration ofEarth and space.
Arjun Heimsath's hire addresses two challenges: first, understanding the chemical, physical, and
biological processes that define the evolution of the Earth, planets, and their satellites, and second,
understanding the co-evolution of Earth and human societies.
Paul Davies arrived as a College Professor. Although his appointment was at the University level and
outside the SESE hiring process, Davies maintains an affiliation with SESE and is interested in aspects
of
astrobiology and cosmology, both areas ofactive research in SESE.
SESE hires 2008. Chris Groppi arrived as a SESE engineering hire. He develops terahertz heterodyne
instrumentation, with primary applications to the study of ions and molecules in astrophysical contexts.
His work addresses the challenge to understand the formation of galaxies, stars, and planetary systems.
Lawrence Krauss arrived as a targeted hire at the University level with a tenure home in SESE. He
works on theoretical cosmology, addressing the SESE challenge of explaining the large-scale structure of
the universe. He is also an author of popular books, addressing the top-level challenge to encourage
greater scientifi c literacy.
Srikanth Saripalli arrived as a SESE engineering hire, bringing expertise in robotics with particular
emphasis on autonomous operations. His work addresses the challenge to design and implement optimal
strategies for human and robotic exploration of Earth and space.
hires 2009. Enrique Vivoni anived at the beginning of 2009. His work on hydrology addresses
both the challenges of understanding and predicting the physical and ecological processes that define the
evolution of the Earth, and of understanding the co-evolution of Earth ald human societies. He is jointly
appointed with the School of Sustainable Engineering and the Built Env onment
SESE
SESE hires 2010. Alberto Behar arrived from NASA JPL, further augmenting SESE's strength in
designing and implementing optimal strategies for human and robotic exploration of Earth and space.
Judd Bowman anived as a Cosmology Initiative hire with tenure home in SESE. Bowman's work on the
epoch of ionization and potential future work on dark energy addresses the large scale structure of the
universe and the formation ofgalaxies, stars, and planetary systems.
SESE incoming lrries. Also in 2010, SESE recruited Jason Raymond, whose work addresses the SESE
challenge to understand the origin of life, the nature of biological evolution, and the distribution of life in
the universe. Raymond has not yet moved to ASU, but is expected to do so during January 201 l. Jim Bell
was a targeted hire and will arrive in January 201 l. He brings expertise in planetary geolory, especially
tfuough imagin g experiments.
-
6.2.3 SESE retirements. Offsetting SESE growth were the retirements between 2006 and 2009 of John
Holloway, Anne Cowley, David Burstein, and JeffHester.
7.0
Pnocn*r RnsouRcEs
To attain our programmatic goals, SESE receives financial support from the State of Arizona as salary for
faculty, research staff, administrative staff, and instructional personnel, as well as a modest operations
budget. SESE also generates direct and indirect support from extemal sources. Additional resources
include physical space, technolos/ support and the library.
7.1 Financial and human resources
SESE derives most
of its finances from two
sources, State funding and competitive federal grants
(primarily NASA and NSF) to support personnel and research.
7.1.1 University support. State funds support the salaries of faculty, teaching assistants, administrative
staff and some critical research and education staff Clable f9). Stajf positions include Academic
Professionals, Classified Staff and Sentice Professionals. SESE currently has 29 state-funded staff
positions, including 9 office personnel for administrative operations, a full-time instructor supporting
Introductory Geology, 2 information technologists, a graphics expert, a librarian for the Space
Photography Lab, a museum curator, a facilities supervisor, and 12 research support staff. A number of
these support staff are partially funded by federal resources, directly or from the portion of indirect costs
retumed to SESE (see Section 7.1.2).
Table 19. Personnel (state funding)
Professional Staff
Faculty (FTE)
Teaching
Assistants
200'1
$3,300,603 (33.2J)
2008
s3
2009
s3,958,74s
2010
s4,001,34s
201|
94,613,23r
l
,ss ,102
5,
(35.75)
(36.75)
(40.50)
(3 2.2
Academic
Classified
Professionals
Staff
Service
Professionals
$305,658
$436,854
92t4,046
s9s6,558 (NA)
$1,459,291 (NA)
9354,977
s465,713
$465,713
s465,713
s465,713
Total Staff(FTE)
S4't0,721
s424,201
ss64,369
W9,705
s396,327
s499,344
$1,345,376
$458,469
s365,452
$s49,344
$'r,373,265 (24)
$378,475
$341,77 5
$638,213
$1,3s8,463 (23)
(2'
The current economic stress poses a substantial challenge to SESE staffing. Despite the increasing
size of faculty and associated administrative needs, growth of external funding, and the complexity ofthe
SESE mission, total staff support funding was cut by
-
from FY 08 to FY 09 and was essentially flat
from FY 09 to FY I I at - $1.35 million/yr. In real terms, accounting for growth in costs, this flat budget
results in a decrease ofone staffFTE per year from FY 09 to FY 11.
Salary support for teaching assistants has also been flat since FY 08 at $465,713, supporting 27 PhD
equivalents in FY I L However, the SESE undergraduate population has roughly doubled over this time,
7o/o
in our undergraduate courses. Graduate stipends also increased in order to keep pace
with peer institutions. Consequently, we are required to do more with less, leading us to experiment with
as have enrollments
online education and other instructional innovations that might deliver greater personnel efficiency (see
Section 4).
SESE has been fortunate to receive steady increases in faculty salary, rising from
-
$3.3 million in
FY 07 to - $4.6 million in FY 11. This increase mostly reflects growth in faculty from 33.25 to 40.50
FTE. Hence, faculty salaries averaged per FTE have increased a total of l57o since FY 07, while the
faculty salary pool has increased nearly 40o/o over this time. Accounting for inflation, growth in the
average SESE faculty salary has been minimal.
The limited funds available to adjust the salaries of existing faculty challenges SESE leadership
because it exacerbates the "inversion" problem of faculty salaries (Fig. 6). Some Assistant and Associate
is largely a consequence of
rapid faculty expansion with new hires at the Assistant and Associate ranks, combined with the need to
Professors have larger salaries than faculty at higher ranks. This problem
offer these new hires competitive compensation.
Prof
Assoc. Prof
oo
oo
oo o
Asst. Prof
o
sFERR
$1000
Fig. 6, Salary distribution by academic
rrnk for tenure/tenure-track SESE facully.
Modest state funds support general SESE business operations other than salary (Table 20). These
funds were cut substantially in FY 09 and have been difficult to predict in the current stressed economy.
Managing and adapting to this situation has been a difficult challenge for the entire SESE community.
Tsble 20. SESE Op€ratiotrs Budget
increase Modified
FY
Original
budget
FY
s233,685
(decrease) budget expenses
$0 s233,68s 523'1,112
$233,68s
$240,041
07
FY 08
FY
FY
FY
09
t0
ll
Budget
$184,68s
Operating
$0 $233,68s
($51,000) $133,685
s0 $131,500
$0 s131,500
sI31,500
s131,500
S130,6s6
$
132,361
$36,550'
*Through l0/20/10
34
-
Despite these frnancial stresses, ASU has committed resources to two novel strategic initiatives,
ln
Exploration Postdoctoral Fellowship Program, and a new Frontiers Project to aid in recruiting senior
faculty candidates- The goal of the Exploration Fellowship Program is to provide opportunities for
postdoctoral research on cutting-edge topics and to foster transdisciplinary collaboration. Potential
research topics span the
full
range of SESE research interests. Up to two fellows are supported per year.
The Frontiers Project is to establish SESE research teams that build on recently completed and upcoming
NRC "decadal surveys" of emerging national research priorities. These teams will be led by newly hired
senior faculty and typically will include newly hired junior faculty and technical staff as well as
postdoctoral fellows, graduate students, and undergraduate students. They will be housed in new physical
facilities (see Section 7.2).
7.1,2 Sponsored research support
Extemal grant funds are used to support the research programs of SESE faculty, staff and students,
as
well as some education and outreach activities tied to sponsored research. In FY 10, SESE expenditures
of external tunds totaled - $18 million (Table 21, Appendix YII), with - 64Yo coming from NASA, 34%
from NSF, and the rest from agencies such as DOE, NIH and private foundations.
Sponsored research funding has grown substantially since SESE began in FY 06, increasing most
rapidly between FY 06 and FY 07 (- 40o/o), and then between FY 09 and FY l0 (34%). The first ofthese
major increases can be attributed to the merger of Geological Sciences and Astronomy. However, the
second major increase is a consequence of SESE research. Overall, the awarded funds doubled over the
period FY 06 to FY 11. Research expenditures (i.e. direct costs expended) have also increased, rising by
nearly 600/o from FY 06 to FY 10.
Table 21. External grant support
FY 2006
FY 2007
FY 2008
Proposed funds
Proposal count
s23,322,707 548,907,503
103
t42
$45,048,337
Awarded funds
Awarded count
sl1,222,490
$17,339,990
Funds/award
Investigators
Expenditures
Award count
$15,861,726
87
$t28,994
34
$l1,745,354
209
FY 20t0
FY 2009
$51,403,066
$r29,791,927
2tl
152
140
s
16,618,510
$22,37 |,232
13
135
t00
17
S140,369
s128,444
$166,185
s191,207
I
40
$12,854,138
243
43
$16,594,362
269
$15,885,617
317
$
18,243,3
l8
2E4
growthfrom FY 06 - FY 08 includes the staged addition of Astophysics facalty
If these trends can be sustained or enhanced, the future of SESE is very promising. Evidence that this
is likely to be the case comes from the statistics on proposed research. The number ofproposals submitted
increased by 40o/o from FY 09 to
FY
10. Even more strikingly the funds proposed rose
by l55ol0. Hence,
even a success rate of 30%o, which is well below the historical norm for SESE, would lead to an increase
ofnearly 500/o in awarded funds.
35
_l
The statistics also suggest that SESE faculty are proposing more ambitious research, in accord with
the SESE mission. This conclusion emerges, paradoxically, from a decline in proposal success rates.
These rates were as high as 95% in FY 08 (135 awards vs. 142 proposals in the preceding FY), indicative
ofa very
conservative approach to proposal submission. This rate has fallen in subsequent yezrs even as
awarded funding has increased, a pattem consistent with increased emphasis on more arnbitious proposal
success.
opportunities that carry geater risk of failure but proportionately higher rewards for
Sponsored research funding not only supports SESE research activities, but can also provide
flexibility in the form of Research Incentive Distribution (RID) funds. These funds are a small part of the
indirect costs for extemal gants that are returned to SESE. RID funds can be used at the discretion of
SESE leadership, subject to the standards and stipulations ofthe State ofArizona. They are typically used
for strategic investments in meeting SESE's research and education missions. Most recently, to cope with
the twin problems of an increased demand on our administrative staff and decrease in state funding for
staff, we have used some RID funds to expand our staffing (Table 22). These funds were invested mostly
in the SESE Research Advancement Office, which assists with proposal prepilration, submission and
post-award processing.
Table 22. RlD-subsidizrd/supported Staff
Staff
34
37
28
29
27
Total
FY07
FY 08
FY 09
FY l0
FYll
(#)
Unknown
5
6
3
4
RlD-subsidized
R|D-support (FTE)
Unknown
2.2
0.5
0.8
l-3
7.2 Physical resources
7.2.1 Physical space. l'he expanded faculty, research, teaching, and outreach missions of SESE require
substantial growth in physical space. To this en4 SESE will be the prime occupant of a new building'
Interdisciplinary Science and Technologt Building (ISTB) 4, occupancy of which will begin in 2012,
while keeping existing space. As a result, the facilities in ISTB 4 will nearly double SESE space for
research, teaching and outreach activities, fiom - I 10,000 d to - 200,000 ff (Table 23).
7.2.2 Field vehicles. The Southwest affords the opportunity for geologic field trips as an important aspect
of SESE's cuniculum. SESE does not maintain an independent fleet of field vehicles for this purpose, nor
does ASU maintain a motor pool. Instea4 rental vehicles are contracted to local agencies. However, ASU
regulations prohibit renting full-size vans, a policy decision that reflects a well-intentioned concem for
the safety of ASU students and staff in the wake of headline-generating accidents at other institutions.
consequently, only "mini-vans" or suvs are allowed, limiting the number of passengers with field and
camping gear to about 5 per vehicle. Moreover, the "mini-vans" have poor clearance and inadequate tires
for use on back roads. This leads to more vehicles and more drivers being needed to support SESE field
trips and projects, as well as eliminating some key field sites. The result is degraded ability for instructors
to interact with students during lenglhy drives.
36
-
Table 23. Physical space
Current space
Function
Storage
Classroom Lab B
Classroom Lab B Service
Classroom Lab C
Computer lab
Conference Room
Corridor
Display
Dry Computational Lab
Exhibition
Exhibition Service
Central
Museum
Observation Deck
Ofiice
Office Service/lvlail
Optics
Lab
ISTB 4
I otal
tl'
10,457 Auditorium Service
3,138 Conference Room
1,366 Exhibition
209 Lecture Hall
|,120 Mail Room
! 5l
O{fice
7'l Office Service
698 Reseaxcl/Nonclass Lab Svc
914 Research,/Nonclass Lab
201 Storage
2,27
Room
Svc
Lab
Research/Nonclass Lab
Research,t{onclass
Storage
Unit Storage
Total
I urctton
1,585 Auditorium
5
Total
Tonl
fl
3,553
372
315
1,342
1,380
221
30,294
440
6,290
41,665
1,790
87,6s2
4,320
20,324
|,692
416
9,087
50-328
74
76
108,502
7.3 Computing nesources and support
The SESE Technical Support Office (TSO) assists or in some cases manages the computing resources in
vadous research labs, including those of at least 18 faculty. Support includes desktop and server
administration, network systems, peripherals specification, recommendations for procurement, web
design and development, database design and developmenq systems and network security, data
management, end user training, and some programming. TSO also supports classroom computer facilities,
including - 35 Dell Optiplex PCs and associated networked printers and projectors in three computer
classrooms (Table 24).
Table 24. Instructional and student computing fscilities
Room PSH456
9 PC (8 for students, I for ins[uctor) desktops of model Dell Optiplex 780 4cB/l60GB with 22" wide screen
display purchased August of 2010; CAT3 (10Mbp) network; BAI networked laser printer; Epson projector
(permanent mount).
Room PSH457
I for instructor) desktops of model Dell Optiplex 780 4cB/l60GB with 22" wide screen
display purchased August of 2010; CAT5 (capable of gigabit, but cunently tops at l0/l00Mbp) nerwork; B/W
9 PC (8 for students,
networked laser printer; Epson projector (permanent mount).
Room PSH46l
t7 PCs, (16 for students,
I for instructor) desktops of various vintages, all Dell Optiplex line, 8 are new July of
2010, Dell Optiplex GX380 2GB/320G8 with 22 wid€ screen displays; CAT5 (gigabit) network; BAV networted
laser printer; Color networked laser printer; Epson projector (permanent mount).
SESE is also a partner in ASU's Saguaro High Performance Computing Grid. We are guaranteed an
allocation of -9 M cpu-hours/yr on this recently upgraded cluster to support intensive computational
research, particularly in astrophysics and geophysics. Saguaro is the centerpiece of ASU's High
Performance Computing Grid consisting of a 4,680 processor system comprised of Intel 64-bit Xeon
EM64T CPUs manufactured by Intel coupled with Infiniband high speed interconnects.
7.4 Multi-user laboratories and other research facilities
SESE houses leading-edge research facilities to support research. education and outreach activities.
ASU Marc Space Flight Facilily. Housed in the Moeur Building on the main campus, this facility
supports the operations of the Mars Observer Thermal Emission Spectrometer (TES), Mars 2001 Odyssey
Thermal Emission Imaging System (THEMIS), 2003 (2004) Mars Exploration Rovers Mini-Thermal
Emission Spectrometer (Mini-TES), and the ASU Mars K-12 Education Progam. ln addition to office,
computing and meeting space, and prominent displays for outreach, the facility contains a Nicolet Nexus
670 thermal emission spectrometer used for developing a spectral library for rocks, minerals, and
meteorites. Contact Philip Christensen for more information.
Lunar Reconnaissance Orbiter Canpra Science Opemtions Center (SOC) Housed
in
the
Interdisciplinary A Building on the main campus, this facility supports the day{o-day operations ofthe
Lunar Reconnaissance Orbiter Camera and receives over 400 GBits ofscience data from lunar orbit each
day. Additionally, the SOC hosts the Lunar History Walk and the LROC Visitors Gallery, which play an
integral role in SESE's education and outreach program. Contact Mark Robinson for more information.
for Meteorlte Studies (CMS), The CMS is a research, education, and curation activity associated
with studies of solar system materials. The CMS houses the largest student-accessible meteorite
Center
collection in the world, with over 1600 different meteorites. Because most meteorites come from asteroids
and are "left over" pieces of the early solar system that formed even before the planets, they are unique
witnesses
to the "birth" of our solar system. CMS
focuses
on all areas of meteorite studies and
cosmochemistry, especially encouraging the development of interdisciplinary collaborations among
planetary scientists, geologists, astrobiologists, and astronomers. Contact Mini Wadhwa, or Laurence
Garvie for more information.
Secondary
Ion
Mass Spectrornetry (,SIMS). The ASU SIMS labs have been funded as a National Facility
by NSF Earth Sciences (Instrumentation & Facilities) since January,2007. SlMS-associated instruments
include a Cameca IMS 6f, a Cameca IMS 3t a SEM (with BSE, SEI, and EDX), and a time-of-flight
SIMS. The lab combines the development ofnovel analytical techniques with routine analyses, conducts
student workshops, and is known for the analysis of light element concentrations and their isotopes and
for pushing the SIMS technique to its limits. Microanalyses of Earth and extraterrestrial materials are
interspersed with study of experiment samples fiom petrologists and materials scientists. A new
NanoSIMS instrument will be installed in the coming months to allow chemical and isotopic
characterization of organic and inorganic materials at the submicron scale. The combination ofthe SIMS
instruments makes ASU one of the more SlMS-intensive universities in the world. Contact Richard
Hervig, Peter Williams or Lynda Williams for more information.
38
-
The ll'. M. Keck Founddion Laboratory
diverse researchers
to
for Envlrunmental
Biogeochemistry. This laboratory allows
analyze elemental and isotopic compositions
of
geologic, planetary and
environmental materials. The aim is to catalyze research into how habitable environments and ecosystems
originate, evolve, and are affected by human activities, Completed in 2005, the laboratory is home to two
Thermo Neptune multiple-collector inductively-coupled plasma mass spectrometers (MC-|CP-MS) for
measuring stable and radiogenic isotopic variations of metallic elements, two Thermo X-Series
quadrupole ICP-MS instruments for element concentration analyses, and two Thermo gas-source isotope
ratio mass spectrometers (Delta and MAT 252) and associated peripherals for measuring stable isotopic
ratios of carbon, hydrogen, oxygen, and nitrogen. One of the Neptune instruments is dedicated to research
of the CMS and one of the X-Series ICP-MS
instruments
is
dedicated
to
research
in
chemical
engineering. These instruments are complemented by two trace metal cleanlabs, optimized for
environmental and cosmochemical research respectively. Contact Everett Shock, Ariel Anbar, or
Meenakshi Wadhwa for additional information.
(NG3L). These facilities support a wide
range of geochronologic and isotopic tracer research by scientists from ASU and national and
intemational collaborators. Nearing completion this year, NG3L house two aoAr/3eAr analytical systems
built around Nu Instruments Noblesse magnetic sector, multicollector mass spectrometers. One features a
Photon Machines ArF excimer laser subsystem and is built to be used exclusively for sAleAr laser
microprobe dating of terrestrial and extraterrestrial materials. The other features both infrared laser and
resistance fumace extraction subsystems and is used for more conventional Ar geochronolog;r. A third
magnetic sector system (featuring a Thermo Electron Helix split flight tube instrument) is dedicated to
noble gas isotope geochemistry in solids and fluids. With a New Wave Research ArF excimer laser
subsystem, this system also is used extensively for (U-Th/He laser microprobe dating. A fourth system
(ASI Alphachron) features a quadrupole mass spectrometer and is used exclusively for conventional (UTh/He dating. Contact Kip Hodges for additional information.
The Noble Gas Geochronologt and Geochemistry Laboratories
The Space Photography Laboraory
gPL).
One in a network of 17 Regional Planetary Image Facility
(RPIF) data centers, SPL was established by NASA to archive planetary images for use by the scientific
and educational communities. The facility supports the research of the ASU planetary science faculty,
students, and staff, as well as the local and statewide education communities and the general public. SPL
houses two million products within its collection. lmages and maps from all U.S. missions are in the
collection, along with an extensive library of mission documents, scientific joumals, and Earth and
planetary publications. A large set of aerial photographs of the Earth, including map indices and
topogaphic maps, arc also part of the collection. Users of SPL have access to digital data stored on the
ever-growing collection of Earth and planetary CD-ROMs, and to online catalogs for searching and
retrieving image information. The facility also supports the user with work space, computer workstations,
light tables, drafting tables, and Earth and planetary globes. Facility personnel are available to assist in the
use ofthe collection and equipment. Contact Ronald Greeley for additional information.
Asu Planetary Aeolian Laboratory (PAL). PAL
at NASA-Ames Research center operated by ASU as a
national facility. It is a unique laboratory used for conducting experiments and simulations of aeolian
(windblown) processes under different planetary atmospheric environments, including Earth, Mars, and
Titan. Research is canied out through a consortium ofNASA and University investigators and associated
students. Current research includes martian aeolian processes, boundary layer flow, analyses ofthe Mars
Exploration Rovers, and experimental investigation of martian dust devils. The facility consists of the
4000 m3 test-chamber and the control room-/office. Contained within the chamber are the Mars Surface
Wind Tunnel, an open-circuit 1.3 m by 1.3 m by 13 m long atmospheric boundaryJayer wind tunnel
capable of simulating aeolian processes under both martian and terrestrial conditions and the Titan Wind
Tunnel: a closed-circuit, 6m by 3m atmospheric boundary-layer wind tunnel capable of simulating
particle movement under Titan surface conditions. Contact Ronald Greeley for additional information.
ASU OmniPresswe Laborutory (OPL), This facility houses equipment and provides assistance
and
temperatures. -
training to perform earth, planetary and materials science research at elevated pressures aJrd
It contains one-atmosphere gas-mixing fumaces, intemally-heated gas pressure vessels, piston-cylinder
devices (all in the Depths of the Earth part of the facility), three multiple-anvil presses (in the Multiple
Anvil Laboratory part), and diamond anvil cells. Associated sample preparation and analysis facilities are
also available. Students, faculty, and researchers from SESE, Chemistry & Biochemistry, Materials
Science, Physics, and other departments and from around the world come to the ASU OPL to perform
experiments to determine the nature and physical properties of earth and planetary materials under
conditions of the deep interior, to undentand the properties of all types of materials under extreme
conditions, and to create new materials of potential societal benefit. Contacts: Gordon Moore (Lab
Supervisor), Kurt Leinenweber (co-Lab Supervisor), James Tyburczy, or Thomas Sharp, for more
information.
John M. Cowley Center
for High Resolution Electron
Microscopy. High-resolution transmission
electron microscopy (HRTEM) is at the forefront of cunent mineralological research, and ASU is a world
leader in HRTEM. ASU has numerous electron microscopes capable of imaging crystals at the atomic
scale and performing chemical analysis at nanometer scales. Mineralological research has applications in
areas such as environmental geologr, mineral physics, geochemistry, economic geology, astrobiology,
meteorites, and planetary science. Contact Peter Buseck or Thomas Sharp for more information.
ASIILaborutory for Astonomical Space Instrumentation (LASI).LASI is equipped to conduct accurate
measurements of reflectivity and throughput for a variety of surfaces and filters, as well as to test
detectors. The optical bench is equipped with a monochromator that can selectively illuminate fiorn
250nm up through 4 microns in 0.Inm steps to illuminate both a NlST-calibrated Hamamatsu Si
photodiode that covers the full Sisensitive passband and a similarly calibrated NIR photodiode that
covers from 800nm up to 4 microns. The bench includes a 5" dewar with full temp€rature control and a
Leach controller for mounting and testing of CCD or CMOS detectors, as appropriate. The lab is
equipped for post fabrication chemical treatment and etching of detectors, as well as the development of
custom readout and control electronics in direct support of detector evaluation and production for the
field.
7.5
Library resounces
The ASU library supports research and education across campus. SESE-specific support includes access
to the GeoRef and GeoScienceWorld databases, the "Web of Science," Applied Science and Technology
and Envilonmental Policy indices. The library stores 10,000 geologic maps and thousands of books and
on-site journals, allows use of the "Library One Search," which provides access
relevant to geology and astronomy.
to
1.7 million items
The ASU Libraries are ranked 43rd by the Association of Research Libraries, an index that combines
number of volumes with other factors such as number of volumes added in the previous fiscal year, total
operating budget, and number of permanent staff members. This compares with ASU being one of the
largest US universities. ASU ranked
18- for cunent serials purchased in 2008. Recently, the ASU
Libraries shifted the focus of their collections in sciences to the acquisition of rnore electronic content.
There has recently been an explosion of electronic materials available, and ASU has taken advantage of
this fact. ASU ranked 43rd among ARL (Association for Research Libraries) universities, for
exoenditures on electronic materials.
Some major databas€s
.
.
.
Examples of elecbonic full tsxtjournal collections
American Chemical Society
Geobase
Georef
Astrophysics Data System Abstract Service (NASA)
lsl Web of Science (SCl Expanded)
.
. SciFinder Scholar (Chemical Abstracts)
. Knovel (Scientific and Engineering Databases)
. Earthquake Engineering Abshacts
. INSPEC (Physics, Electronics, Astrobiology, etc.)
. Ei Compendex Web (Engineering, Geotechnicat,
Environmental, etc.)
. IEEE Xplore (lEL)
. netLibrary
. Applied Science and Engineering
Abstracfs, General
Science Abstracls
Other electronic databas* of intet€st to geological
scientists
. Dissertation Abstrads Intemational
. Monthly Catalog of US Govemment Pubtications
. Environmental Policy Index
. Earth Science Information
. Geographical Resources
. NTIS
.
. American Geophysical Union
. American Institute of Physics
. American Society of Civil Engineers
. Annual Reviews
. Bioone
. Cambridge Online Journals
. Eleclronic Joumal of Geotechnical Engineering
. Elsevier Science Direcl
. Institute of Physics
. Kluwer Online
. Nature
. Royal Society of Chemislry Joumals
. Science Online
. Springer Link
. Synergy
. Wley Interscience
Despite these electronic efforts, by most library measures ASU ranks well below where
it should be
in terms of size. For example, in terms of title counts, it ranks near the boftom, with only 51% of the
holdings average of "Group A" universities. Compared to "aspirational institutions" (i.e., other targe srare
universities), its holdings are only 480lo of the average. These statistics are in part caused by ASU's
relatively recent rise as a university, and in part by continued low state funding.
Federal (US Geological Survey, etc.) documents and maps related to geological sciences are in much
better shape, inasmuch as they are available without cost through the Federal Depository Library
Program.
41
8.0 SESE K-12 EDUCATIoN aND P{JBLIC OUTREACE
8.1 Goals and objectives
The American work force urgently requires more of its members to be technically and scientifically
proficient as well as socially aware, in order to sustain our national excellence in a future increasingly
based on complex systems. SESE is driving the change to address this need by training the next
generation of explorers as hybrid scientist-engineers, capable of asking the fundamental questions that
lead to great discoveries and of designing the technologies to answer those questions. But it is not only
the minds of our students that we seek to engage. A scientifically savly citizenry is required to endorse
and support future exploration. This is accomplished through a variety of science education and outreach
activities for the general public, educators and K-12 students, kno\rn collectively as Education and Public
Outreach (EPO). SESE specifically seeks to:
.
Strengthen science, technologt, engineering, and mathematics (STEM) concepts and skills in
K-
12 education (targeting high-need schools)
.
Lead broad-scale informal education programs aimed at the public
Approach. SESE faculty and staff are committed to formal, informal, and pre-collegiate science
education. Many are involved with developing outreach programs geared toward ensuring that future
generations will possess the skills necessary to be successful in a technologically sophisticated world.
Their efforts include numerous outreach activities, such as offering facility tours to school groups,
running interactive student programs, speaking to groups, and leading field trips and workshops for K-12
teachers. Appendix VIII gives a full listing and description of SESE EPO activities and resources.
8.2 K-12 STEM education
To strengthen STEM concepts and skills in K-12 education, SESE provides a suite of activities and
programs that centers on advancing the spirit and understanding ofall types ofexploration - Earth, Space,
and beyond. For K-12 students, we aim to translate tle excitement of scientific discovery into the
classroom via integated, exploration-based activities. Some of these activities take place on site (i.e.,
Mars Student Imaging Project), while others are provided in local classrooms. Our Mars Education
program is an intemationally recognized vehicle for engaging middle school to high school shrdents in
the excitement of space exploration. Dr. Whipple, partnering with a local middle school teacher,
developed a one-week, Gls-based geology exercise on the tectonics, topography, rock types, and climate
for Sierra San Pedro M6rtir, Baja Califomia, MX. Although our focus is largely local and national, we
also provide intemational opportunities. SESE was instrumental in orchestrating the China Youth Space
Academy (CYSA), which was created to excite high school students from the U.S. and China about
careers in space science and engineering and offered a cross-cultural component by partnering the visiting
students with Arizona students on a Mars imaging project.
8.3 Reaching out to the public
Engagement and immersion in the process of discovery is a key component to exciting explorers of any
age. SESE engages the public in novel leaming environments with innovative tools, and offers unique
opporhrnities
for direct involvement in scientific discovery. Our efforts blur the boundaries
"scientisf' and "citizen" to produce informed "citizen scientists'"
between
Aiming for a broad-scale educational impact, we give lectures th,roughout the world in addition to
hosting local events. The annual Earth and Space Exploration Day each fall welcomes community
members to partake of numerous, engaging interactive activities and exhibits from SESE research groups.
Each year since 2002, the event has seen an average of about 1,000 young people and their families, and
local citizens. A monthly astronomy open house, conducted by SESE gaduate students, aftracts 100-150
members of the public. Activities include telescope viewing, Planetarium shows, and public talks.
Community outreach and education in the form of guest speaking and presenting at public lectures is
another important vehicle for the school. SESE members speak at local schools and clubs (astronomy
clubs and societies); help Boy Scouts eam badges in geology; and present at events such as Sally Ride,
ASU Homecoming, school science nights, and lectures series at the Arizona Science Center and
Challenge Space Center. Some faculty also led geologr hikes for the public. About five times per year
Dr. Semken leads trips at Boyce Thompson Arboretum State Park near Superior, AZ. The audience,
typically 10-25 people per hike, is diverse in all demographics. Similarly, Dr. Whipple holds public
workshops integrating geology and biologr for an informal education center in Honduras. Dr. Knauth
also usually offers a yearly rafting trip through Grand Canyon.
Our professors and researchers also participate in national science programming for channels such as
Discovery, National Geographic, etc. Several SESE professors devote many hours each semester to
educating and informing the public, including talks at the Smithsonian Air and Space Museum. For
example, Lawrence Krauss gives upward of 30 public lectures per year to diverse audiences, appea$
regularly on radio and television, writes for Scientifc American utd New Scientist, and contributes
opinion pieces to newspapers including the ,lr'ew York Times, llall Street Journal, and Los Angeles Times.
8.4 Outlook and future plans
Strengthening the EPO bonds between SESE and other organizations with similar EPO goals is a priority.
We also will strengthen existing relationships with local schools and youth-oriented groups such as
Boy/Girl Scouts, Boys and Girls Club of Americ4 4-H, and the yMCA.
SESE EPO activities will be enhanced significantly by the space that will be provided in the new
building, Interdisciplinary Science and Technologt Building IV, the largest research facility in the history
of Arizona State University. As the new home ofSESE, ISTB-IV is designed in a novel way that reflects
SESE's dedication to K-12 education and public outreach, The first and second floors of this 290,000-sq.ft. building are largely devoted to the integation of cutting-edge research in Earth and space sciences
with integrated EPO. The first floor invites visitors to explore earth and space sciences thrcugh digital
media" public lectures, 'Aisible laboratories", and interactive displays. A focal point ofthe building is the
250-seat theater for high-definition movies with earth and space science themes. The 4,300 sq. ft. Earth
and Space Gallery boasts kiosk-style interactive exhibits and large-format, high-definition monitors
displaying streaming video from earth-observing satellites and robotic probes of other worlds. The second
floor hosts a variety of learning centers for K-12 students and educators. The Leaming Laboratory, a
tecbnology-mediated classroom focuses on active learning, stimulates discovery and exploration of earth
and space science concepts through hands-on experiments, and problem-solving exercises. The
Educator's workshop, a 75-seat auditorium, facilitates the creation, prototyping, and propagation ofnew
pedagogies to enhance K-12 science leaming.
43
44
APPENDIX
I. SESE ORGANIZATION CHART
School of Earth and Space Exploration
Reporting Line Structure
45
46
APPENDIX
II:
UNDERGRADUATE EDUCATION REQUIREMENTS
University core requirem€nts
.
.
.
Literacy and Critical Inquiry
o
o
o
o
Literacy - competence in written and oral discourse
Critical inquiry - gatlering, interpretation, and evaluation ofevidence
6 hours total; at least 3 upper division
GLG45l and GLG452 satisb' the L requirement
MA and CS: Mathematical Studies (6 credits total)
o
o
o
Computer Statistics Applies math to use of statistics/quantitative aralysis
o
in ESE), all concentrations, will take this course).
Students in the BS in ESE and in the BA in Earth & Environmental Sciences (BA in EES) will
me€t the MA requirement by taking math required for major
Math
competence in basic math above college algebra level
SESl00 satisfies the CS requtemenu most students in the BS in Earth
&
Space Exploration (BS
HU and SB: Humanities, Fine Arts & Design and Social & Behavioral Sciences
o Hu-productions ofhuman thought and imagination; study ofaesthetic experiences and the
processes of artistic creation
o SB-scientific methods of inquiry and empirical knowledge about human behavior, within society
and individually
.
o
6 credits in one area, 9 in the other; at least 3 must be upper division
SQ and SG: Natural Sciences
o
The natural sciences help students appreciate the scope and limitations ofscience and its
contributions to society by quantitative (SQ) and qualitative methods (SG)
o
o
hous total; at least one course must be SQ
BS in ESE and BA in EES majors will meet both natural science requirements by taking required
8
courses for major
.
Awareness Areas
Cultual Diversity (C), Global (G) and Historical (H) Awareness Areas
o
The three Awareness Areas promote appreciation ofcultural diversity within the contemporary
United States, the development ofan intemational perspective, and an understanding of current
human events through study ofthe past
o
Students must complete courses that satisry the thee Awareness Areas. Courses can
fulfill
one
Core and up to two Awarenesq Afga! a! on99
Colleg€ requirements
.
Science and Society
o
All BS degree students must take at least 6 credit hours of'Science & Society' cours€s and at least
3 credits must be upper division (300 or 400Jevel)
o
Only
Q\!
course may be used to meet the major requirements, major related fields, or minor
fulfill this requirement cannot be used to fulfill other
requirements in the major, related fields in the major, minor or the University General Studies
except the literacy and critical inquiry (L) and the awareness areas (C, G, H).
requirements; otherwise, courses taken to
-
o
o
o
Students must receive a grade
of"C"
or above in both courses.
See CLAS website for more details/guidelines on choosing your classes and to find the list of
eligible classes for science and society: httD://clas.asu.edu,/scienceandsociew
Note: SESE cunently offers one Science and Society course: SES294: Exploration the Human
47
Imperative. However, this course does not satisry the Science & Society requirement for the BS in
ESE major b€caus€ the only area it could
fulfill is the major elective, but by defmition the major
elective must be upper division and SES294 is not upper division.
.
Foreign Language for the BA degree: Students pursuing bachelor ofart degrees in the College of Libeml
Arts and Sciences must demonstrate intermediate proficiency in a second language by completing the
courses specified below with a grade of"C" (2.00) or higher in each course. Second language course
requirements consist of:
o
Completion of second language course work at the intermediate level (202 or equivalent those
students completing this requirement in Ancient Greek must take both GRK 301 and 302; students
completing the requirement in Portuguese or Romanian must complete POR 314 or ROM
3
14)
OR
o
o
A foreign language coune at the 300Jevel or higher taught in the forefun language and having 202
or its equivalent as a prerequisite OR
Completion of secondary education at a school in which the language of instruction is not English
OR
o
Completion ofSHS 202 American Sign Language IV or its equivalent.
Additionrl Requirements
.
General Electives
o
Any college level course can count
as a general
elective. Therefore, any class offered at ASU can
count as a general elective,
.
ESE Electives
o
ESE electives must be upper division couses in SESE (AST, GLG, or SES) or approved courses
in other departments.
.
.
.
.
.
First-year Composition: ENG10l/102, ENG105 or ENCI07/ENGl08
At least 120 credits total
o At least 45 credits ofupper division
Mininum of 2.0 to graduate (some programs require higher)
At least 30 credits eamed
at ASU
Required courses for majot
EXAMPLE PROGRAMS OF STUDY
Example: Bachelor of Arts in Earth and Enviornmental Studios and cumulative aemsster
hou|8
or GLG 110/1'l'l: Dangerous World (choose one) (4)
MAT 170 Precalculus (3) or MAT 210 Brief Calculus (3)
or MAT 251 Calc for Life Sciences (3) (all MA)
ENG 101 0|102: First-Year composition or ENG 105:
Advanced First-Year Composition or ENG 107 or 108:
English for Foreign Students (3)
Second language (4)
Term one: O-15 crcdit
GLG 101: Introduction to Physical Geotogy
GLG 103: Introduction io Physical Geology Lab
&G)
(1)
(3)
(SQ
4)
105:
108:
MAT 1 17, if necessary, or Second Language (3 or
ENG 1O'l or 102: First Year Composition or ENG
Advanced First-Year Composition or ENG 107 or
English for Foreign Students (3)
Socialand Behavioral Scienc€
Academic Success Class or First Year Seminar
(3)
hourlg
hou|l
(1)
Term two: 16-30 crudit
CHM/BIO/ or PHY from list of approved courses
GLG 106: Habitable World: GLG 108: Water Planet
(4)
108
48
Tetm thrus: 31'{5 crcdit houB
CHM/BlO/or PHY ftom list of approved courses (4)
GLG 106: Habitable World OR GLG 108: Water Planet
108 OR GLG 110 and 11'l: Geologic Disasters and the
Environment (4)
Second language if proficiency not complete, else
elective (4)
Earth/Environmental Studies Upper Division Elective
(see SES advisor for list) (3)
Earth/Environmental Studies Upper Division Elec{ive
(see SES advisor for list) (3)
Upper Division General Elective (3)
Upper Division Literacy and Critical Inquiry (3)
General Elec{ive (3)
Social and Behavioral Science and Cultural Diversity
Awareness or Hislorical Awareness (3)
Humanities (3)
Term four: 46-60 cFdit houF
GLG 305: The Dynamic Earth (3)
GLG 327: The Critical Zone (3)
Second language if proficiency not complete, else
elective (4)
Humanities and Cultural Diversity Awareness or
Historical Awareness (3)
Term aeven: 91-105 cr€dit houE
Earth/Environmental Studies Upper Division Eleclive
(see SES advisor for list) (3)
Earth/Environmental Studies 400level Elective (see
SES advisor for list) (3)
Upper Division General Elective (3)
Upper Division Humanities, Fine Arts & Design or Social
& Behavioral Science (3)
General Elective (3)
Term five: 6t-75 credit hourg
GLG 325: Oceanography (3)
Computer/StatisticVQuantitative Applications (3)
Literacy and Critical Inquiry (3)
General Eleciive (3)
Upper Division General Eleclive (3)
Term
six
Tem eight: 106-120 cr€dit hou13
EartMEnvironmental Studies 4oGlevel Eleclive (see
SES advisor for list) (3)
GLG 4Af: Solving Environmenlal Problems (3)
Upper Division General Elective (3)
General Elective (3)
76-90 credit hours
Students who complete this degree program may pursue the following careers. Advanced degrees or certifications may
be required for academic or clinical positions. Career examples include but are not limited to the following:
+growth
Example Career
Biofuels/Biodiesel Technology and Product Green Bright Outlook
Biofuels/Biodiesel Technolory and Product Development Managers
Brownfi eld Redevelopment Sp€cialists
6.160/o
Brownfield Redevelopment Specialists and Site Managers
7 .320/o
6.160/o
7.32o/o
*median salary
$l t 7,000
$l l7,000
s92,600
s92,600
Climate Change Analysts
Engineering Managers
Environmental Engineers
27.860/o
$61,010
6.160/o
$l 17,000
30.620/o
$77,040
Envlonmental Science and hotection Technicians, Including Health
28.91o/o
27.860/o
M0,790
10.29o/o
10.29o/o
s74,080
s74,080
12.98o/o
sl13240
7 .32o/o
s92,600
s74,080
s42,940
s56,600
Environmental Scientists and Specialists, Including Health
Fire-Prevention and Protection Engineers
Industrial Safety and Health Engineers
Lawyers
Managers, All Other
Product Safety Engineers
Recycling Coordinators
Social and Community Service Managers
10.29%
3.64%
13.78%
s6l,0l0
*Data obtainedfrom the Occupational Information Network (O*NET) under sponsorship of the U.S.
Department of Labor/Employment and Training Administration (USDOL/ETA).
Example: Bech€lor of Science in Ea h and Space Exploration and cumulatiye semester houF
Term one: 0-15 credlt hours
SES 100: Introduction to Exploration (3)
SES 101: Earth, Solar System, and Universe | (3)
SES 103: Earth, Solar System, and Universe Laboratory
ENG 101 or '102: First-Year Comoosition or ENG '105:
Advanced Firsl-Year ComDosition or ENG 107 or 108:
English for Foreign Students (3)
MAT 170 if needed or elective (3)
General Elective (3)
| (1)
49
(l)
Upper Division CLAS Science and Society (3)
Academic Success Class or First Year Seminar
Term two: 16-30 crcdit
CHM 1'14: General Chemistry for Engineers
MAT 265: Calculus for Engineers | (MA) (3)
SES 102: Earth, Solar System, and Universe ll (3)
SES 'l 04: Earth, Solar System, and Universe
ll
ENG 101 0|102: First-Year Composition or ENG
Advanced First-Year Composition or ENG 107 or
English for Foreign Students
Term thr€e: 3145 cr€dit
PHY 121t'l.22: University Physics land Laboralory (3,1)
MAT 266: Calculus for Engineers ll
SES 210: Engineering Systems and
houF
Social& Behavioral Science and Cultural Diversity,
(4)
(1)
(3)
houl1E
Global Awareness, or Historical Awareness (3)
Laboratory
'105:
108:
(3)
Experimental
(3)
SES 410: Senior Exploration Project | (3)
Computer/Statistics,/Quantitative applications (3)
Upper Division General Elective (3)
GLG 400: Geology Colloquium (1)
SES Branch Course
in
(3)
houF
(3)
Tarm eight: 106-120 credit hours
SES 411: Senior Exploration Poecl ll (3)
Upper division Humanities, Fine tuts & Design or Social
Behavioral Science (3)
Upper division General Elective (3)
Upper division General Eleciive (3)
Upper division General Eleclive (2)
Term four: 46-60 cledit
Humanities, Fine Arts & Design and Cultural Diversity
the US, Global Awareness, or Historical Awareness
PHY l3l: University Physics l: Mechanics
PHY 123: University Physics Laboratory I
MAT 267: Calculus for Engineers lll
CLAS Science and Society
Literacy and Critical Inquiry (3)
(3)
Term five:61-75 cr€dit
(3)
(3)
(1)
(3)
SES/GLG/AST Upper Division Elective
SES Branch course (3)
Social and Behavioral Science (3)
Upper division Literacy and Critical Inguiry (3)
in
(3)
hou€
SES/GLG/AST Upper Division Elective (3)
SES Branch Course (3)
SES 310: ConceDts of Eleclrical & Mechanical
Engineering Design (3)
Students who complete this degree prognm are prepared for the following careen. Advanced degrees or certifications
might be requircd for academic or clinical positions. Careers include but are not limited to the following:
rgro*th
Example Career
+median salary
1039%
.03o/o
6.160/o
Geoscientists, Except Hydrologists and Geographers 17.52o/o
18.25o/o
Hydrologists
15.45o/o
Natural Sciences Managers
Green
Astronomers
Engineering Managers
Aerospace Engineers
16
$94,780
Sl04 ,'120
S117,000
S81220
9'13,6'10
S114,560
*Data obtainedfrom the Ocaearional Infornation Network (O*NET) under sponsorship
of the U.S- Depqrtment of Labor/Employment and Training Administrdion
ruSDOUET
-
Tom seven: 9l-'105 crcdit houB
Design
Humanities, Fine Arts & Design and Cultural Diversity
the US, Global Awareness, or Historical Awareness
General Elective
(3)
Term six: 76-90 cr€dit hou1B
MAT 275: Modem Differential Equations (3)
.
50
-
III.
APPENDIX
DETAILED GRADUATE PROGRAM DESCRIPTIONS
MS
,
ASTROPHYSICS
Core/breadth
Given the broad range ofexpertise necessary for the diverse research topics in SESE, no single program can be defined.
Thus, the advisor, thesis committee, and student, must ensure that the knowledge and skills necessary for the degree are
met and that the educational and experiential breadth in the longer term interest ofthe student is considered.
The student must complete at least 30 semester hours ofgraduate coursework credit. Graduate courses are numbered
500 or greater, but up to 6 credit hours of400 level classes may be included. Twenty hours or more consist
of
coursework other than Research and Thesis. Coursework is designed to serve the individual needs ofthe student, with
due aftention to breadth and depth ofdevelopment. A cumulative average GPA of 3.0 or better must be maintained in
coursework. The following courses are required for Astrophysics MS students:
l.
Faculw Research Seminar (AST/GLG 591) Dudng the first fall semester in residence, all entering graduate
students take this weekly one-hour seminar by ASU faculty on their current research.
2.
Thesis (ASf/GL,G 599) Students must complete 6 hours ofThesis, which involves the preparation ofa written
thesis on an original research topic, which is defended in a final oral examination.
3.
Colloquium (GLG 500)
All
graduate students take the SESE colloquium for at least one semester. A research
paper may be required as pan ofthis course.
4.
Astrophysics Series: AST
521-522:521-q!daSTl3L532 A student
involved in interdisciplinary research
may petition the Graduate Committee to be excused fiom some ofthese courses.
Concer|trations
'
Astrophysics ard
Cosmology
- Computational Astrophysics
- Cosmology, Dark Matter, and Dark Energy
- Star Formation and Evolution
- Galaxy Formation and Evolution
- Formation and Evolution ofPlanets and
Other Solid
Bodies
.
.
Science Education
- University-Level Formal Science Education
- K-12 Formal Science Education
- Informal Science Education
Systems Engineering
- Engineering for Scientific Exploration
- Astronomical Instrumentation
Culminating experience
-
Technical review
When t}le student and the faculty advisor decide that the major results are near completion, the student will convene their
Thesis Committee for a technical review ofthe research results. The technical review must be held at least 3 months in
advance ofthe fnal defense date. A majority ofthe Thesis Committee must be present in person for the technical review.
tfa majority is not available, the technical review must be rescheduled. The purpose ofthis review is for the Thesis
Committee to establish whether an appropriate research project has been carried out and that the results are sufficiently
sound to warrant preparation ofa thesis.
The technical review consists of an oral presentation ofthe results and interpretations. It typically lasts 2 to 3 hours
and includes a 30-minute seminar-type presentation by the student. The student and research advisor will work closely to
help the student understand the purpose and flow ofthe technical review. Outside members ofthe Thesis Committee,
SESE Graduate Committee representatives, and other faculty may attend. The student will provide the Thesis Committee
an extended abstract and outlin€ ofthe thesis research at least on€ week before the oral presentation. At the conclusion of
will indicate any concems regarding the research. Committee members may identi$,
specific areas that need further investigation. The manner in which these are subsequently treated by the student is
subject to evaluation at the defense. Comments are transmitted to the student using the Technical Review Report from
the Committee.
the technical review, the committee
Dqense
A final oral defense ofthe thesis is conducted by the thesis committee, all ofwhom must be present for the defense
5l
unless there are €xtenuating circunstances. The defense typically is 2 to 3 hours and includes a 3o-minute presentation
by the student. The completed thesis must be submitted to the thesis committee at least 2 we€ks prior to the exarnination.
Failure to provide the comrnittee with sufficient review time may result in cancellation of the defense.
MS. GEOLOGICAL SCIENCES
Core/breadth
Given the broad range of expertise necessary for the divene SESE research topics no single program can be defined.
Thus, the advisor, the thesis committee, and the student must ensure that the knowledg€ and skills necessary for the
degree are met and that the value of educational and experiential breadth in the longer term inter€st of the student is
considered.
The student must complete at least 30 semester hours of graduate coursework credit. Craduate courses are numbered
will consist of
the individual needs ofthe student,
500 or greater, but up to 6 credit hows of400 level classes may be included. Twenty hours or more
coursework other than Research and Thesis. Coursework should be designed to serve
with due attention to breadth and depth ofdevelopment. A cumulative average GPA of 3.0 or better must be maintained
in coursework. The following courses are required ofGeological Sciences MS students:
l. Faculw Reseaxch Seminar (AST/GLG 591) During the fiISt fall semester in residence, all entering graduate
2.
students are required to take this weekly one-hour seminar by ASU faculty on their current research.
Thesis {AST/GLG 599) Study, students must complete 6 hours ofThesis, which involves the preparation
3.
written thesis on an original research topic, which is defended in a final oral examination.
Colloquju$]cl,G :500) All graduate students are required to take the SESE colloquium for at least one
ofa
semester. A research paper may be required as part of this course.
Concentrations
.
Earth Systems
Sciences
'
- Bioscience
- Continental Tectonics and Structural
Geology
Processes
Geochemistry and Environmental
Geochemistry
- Geophysics: Geodynamics and Seismolory
- Hydrology, echohdrology and
hydrometeorology
- Petrologl, Mineralogy, Mineral Physics and
-
-
Earth Surface
.
.
Planetary Sciences
-
-
Astrobiology
Cosmochemistry, Planetary Geochemistry,
and Planetary Mineralogy
Planetary Geoscience
Science Education
- University-Level Formal Science Education
- K-12 Formal Science Education
- Informal Science Education
Systems Engineering
-
Engineering for Scientific Exploration
Mineral Resources
Volcanologr and Volcanic Hazards
Culminsting experience
Technlcd review
When the student and the faculty advisor decide that the major results are near completion, the student will convene their
Thesis Committee for a technical review ofthe research results- The technical review must be held at least 3 months in
advance ofthe final defense date. A majority ofthe Thesis Committee must be present in p€rson for the technical review.
Ifa majority is not available, the technical review must be rescheduled. The purpose ofthis review is for the Thesis
Committee to establish whether an appropriate research project has been carried out and that the results are sufficiently
sound to warrant preparation of a thesis.
The technical review consists of an oral presentation ofthe results and interpretations. It typically lasts 2 to 3 hours
and includes a 30-minute seminar-type presentation by the student. The student and research advisor will work closely to
help the student understand the purpose and flow ofthe technical review. Outside members ofthe Thesis Committee,
SESE Graduate Committee representatives, and other faculty may att€nd. The student will provide the Thesis Committee
an extended abstract and outline oJthe thesis research at least one week before the oral presentation. At the conclusion of
52
the tecbnical review, the committee
will indicaie
any concems regarding the research. Committee members may
identi!
specific areas that need further investigation. The manner in which these are subsequently teated by the student is
subject to evaluation at the defense. Comments are transmitted to the student using the Technical Review Report from
the Committee.
Defense
A final oral defense ofthe thesis is conducted by the thesis committee, all ofwhom must be present for the defense
unless there are extenuating circumstances. The defense typically is 2 to 3 hours and includes a 30-minute presentation
by the student. The completed thesis must be submitted to the thesis committee at least 2 weeks prior to the examination.
Failure to provide the committee
witl
sufficient review time may result in cancellation of the defense.
PhD
-
ASTROPHYSICS
Core/bresdth
Given the broad range of expertise necessary for the diverse SESE research topics no single program can be defmed.
Thus, the advisor, the thesis committee, and the student must ensue that the knowledge and skills necessary for the
degree are met and that the value ofeducational and experiential breadth in the longer term interest
ofthe student is
considered.
The student
will complete at least 84 hous ofgraduate credit. A maximum of30 credits from
a
previously awarded
MS degree can be applied toward this requirement. Graduate courses are numbered 500 or greater, but up to 6 credit
hours of400 level classes may be included. At least 25 hours ofthis total
work from
needs
a
will consist of formal course work. Course
previously awarded MS degree can count towards these 25 credits. Courses should serve the individual
ofthe student, with due attention to breadth and depth of development. A cumulative average GPA of3.33 or
better must be maintained in graduate courseworlg excluding Research and Dissertation credits. The following courses
are required ofAstrophysics PhD students:
l.
Faculw Research Seminar (AST/GLG59l): All graduate students are required to attend this weekly one-hour
seminar by ASU faculty on their curent research. This seminar should be taken during the first fall semester in
residence.
2.
Dissertation (AST/GLG 799) and Research (AST/GLG 792): 12 hours of Dissertation, which includes the
preparation ofa written dissertation, must be taken in the s€mesters following the student's admission to
candidacy (i.e., the semesters following the oral comprehensive examination). Additional coursework and
research
will
be taken to complete 84 hours.
3.
Colloquium (GLG 500): All graduate students to take the SESE colloquium for at least one semester. A
4.
Astrophysics series: AST 521-522-523 and AST 531-532-533 A student involved in interdisciplinary research
may petition the Graduate Committee to be excused from some oftlese courses.
research paper may be required as part ofthis course.
Concentrations
.
.
Astophysics and Cosmology
-
Computational Astrophysics
Cosmology, Dark Matter, and Dark Energy
Star Formation and Evolution
Galaxy Fomation and Evolution
Formation and Evolution ofPlanets and
Other Solid Bodies
.
Science Education
-
Univenity-Level Formal Science Education
K-12 Formal Science Education
Informal Science Education
Systems Engineering
- Engineering for Scientific Exploration
- Ashonomical Instrumentation
Culminating experietrce
Technical revietg
when the student and the faculty advisor decide that the major results are near compl€tion and that it is time to begin
writing the results and interpretation sections ofthe dissertation, the student will conven€ theb Dissertation Committee
for a technical review ofthe research results. The purpose ofthis review is for the Dissertation Committee to establish
whether an appropriate research project has been carried out and that the results are sufficiently sound to warrant
preparation of the dissertation.
The technical review consists of a thorough oral presentation of results and interpretations (typically a 3O-minute
seminar-type presentation). The student and research advisor
will work closely to help the student understand the
purpose and flow ofthe tecbnical review.
A majority ofthe Dissertation Committee must b€ present in person for the technical review. Ifa majority is not
present, the technical review must be rescheduled. The extemal mernber ofthe Committee must participate either in
penon or through teleconferencing or videoconferencing. Other faculty, members ofthe Dissertation Committee,
Graduate Committee and representatives may attend. The student must provide the Dissertation Committee an extended
abstsact and an outline ofthe research results at least one week before the review.
At the conclusion ofthe technical review, the Disseftation Comnittee
research. Committee members may
identif specific
will indicate any concems
regarding the
areas that need furtller investigation. The manner in which these
areas are subsequently treated by the student is subject to evaluation at the dissertation defense. These comments
will be
transmitted to the student using the Technical Review Report from the Dissertation Committee.
Students are to be advised that recommendations ofthe committee may require additional research activities.
Consequ€ntly, the review must be held at least 6 months in advance ofthe final defense date to accommodate committee
recommendations. The Craduate Committee must approve shorter tim€ intervals between the technical review and
final
defense. The student is urged to schedule the technical review as soon as possible after the major research results are
available to ensure that advisor, student, and Dissertation Committee are in agreement that an appropriate research effort
will be completed. Ifthe topic of a student's dissertation changes after the completion ofa technical review, a new
technical review on the new topic must be conducted. Ifthe dissertation is not defended within one year ofthe tecbnical
review, an additional review meeting with the Dissertation Committee is required.
Defense
A final oral defense ofthe dissertation is required. All faculty members ofthe Dissertation Committee must be present in
penon for the examination, unless there are extenuating clcumstances. The extemal member ofthe Committee is
encouraged to participate in person, but teleconferencing or videoconferencing is p€rmitted. Ifall memben are not
present, the defense must be rescheduled. The cornpleted dissertation must be submitted to the Dissertation Committee at
least two weeks prior to the defense. It is the student's responsibility to consult the Graduate College calendar for when
the defens€s must be held relative to the sraduation date.
PhD - GEOLOGICAL SCIENCES
Core/breadth
Given the broad range of expertise necessary for the diverse SESE research topics no single program can be defired.
Thus, the advisor, the thesis committee, and the student must ensu€ that the knowledge and skills necessary for the
degree are met and that the value ofeducational and experiential breadtl in the longer term interest
ofthe student
is
considered.
The student
will complete at least 84 credit hours ofgraduate credit. A maximum of30 credits from
a
previously
awarded MS degree can be applied towaxd this requirement. Graduate courses are numbered 500 or greater, but up to 6
credit hous of400 level classes may be included. At least 25 hours ofthis total will consist of formal course work.
Cogrse work from a previously awarded MS degree can count towards these 25 credits. Courses should serve the
individual needs ofthe student, with due attention to breadth and depth ofdevelopment. A cumulative average GPA
of
3.33 or better must be maintained in graduate coursework, excluding Research and Dissertation credits. The following
courses are required ofAstrophysics PhD students:
l.
Faculty Research Seminar (ASTiGLG5gl): All graduate students are required to attend this weekly one-hour
seminu by ASU faculty on their current research. This seminar should be taken dudng the first fall semester in
54
-
residence.
2.
Dissertation (AST/GLG 799) and Research (AST/GLG 792): Exactly l2 hours ofDissertation, which includes
the preparation ofa written dissertation, must be taken in the semesters following the student's admission to
candidacy (i.e., tle semesters following the oral comprehensive examination). Additional coursework and
research
3.
will
be taken to complete 84 hours.
Colloquium (GLG 500): All graduate students take the SESE colloquium for at least one semester. A research
paper may be required as part ofthis course.
Concentrations
.
.
Earth Systems Sciences
- Bioscience
- Continental Tectonics and Structural
-
Planetary Sciences
-
Geolory
Earth Surface Processes
Geochemistry ard Environmental
Geochemistry
Ceophysics: Geodynamics and Seismolory
.
Hydrolory, echohdrolory and
hydrometeorolory
Petrolory, Mineralogy, Mineral Physics and
Mineral Resources
Volcanolory and Volcanic Hazards
.
Astrobiology
Cosmochemistry, Planetary Geochemistry,
and Planetary Mineralory
Planetary Geoscience
Science Education
- University-Level Formal Science Education
K-12 Formal Science Education
Idormal Science Education
Systems Engineering
-
-
-
Engineering for Scientific Exploration
Culminating experience
Technlcol review
When the student and the faculty advisor decide that the major results are near completion and that it is time to begin
writing the results and interpretation sections ofthe dissertation, the student will convene their Dissertation Committee
for a technical review ofthe research results. The purpose ofthis review is for the Dissertation Comnittee to establish
whether an appropriate research project has been carried out and that the results are sufficiently sound to warrant
preparation of the dissertation.
The tecbnical review consists ofa thorough oral presentation ofresults and interpretations (typically a 30-minute
seminar'q?e presentation). The student and research advisor will work closely to help the student understand the
purpose and flow ofthe technical review.
A majority ofthe Dissertation Committee must be present in Frerson for the technical review. Ifa majority is not
present, the technical review must be rescheduled. The extemal member ofthe Committee must participate either in
person or through teleconferencing or videoconferencing. Other faculty, members ofthe Dissertation Committee,
Graduat€ Committee and represontatives may attend. The student must provide the Dissertation Committee an extended
abshact and an outline ofthe research results at least one week betbre the review.
At the conclusion ofthe technical review, the Dissertation Committee will indicate any concerns regarding the
research. Committee memben may
identi! specific
areas that need
lilther investigation.
The manner in which these
areas are subsequently treated by the student is subject to evaluation at the dissertation defense. These comments
will be
transmitted to the student using the Technical Review Report from the Dissertation Committee.
Students are to be advised that recommendations ofthe committee may require additional research activities.
Consequently, the review must be held at least 6 months in advance ofthe final defens€ date to accommodate committee
recommendations. The Gmduate Committee must approve shorter time intervals between the technical review and final
defense The student is urged to schedule the technical review as soon as possible after the major research results are
available to ensure that advisor, student, and Dissertation Committee are in agreement that an appropriate research effort
will be completed. Ifthe topic ofa student's dissertation changes after the completion ofa technical review, a new
technical review on the new topic must be conducted. If the dissertation is not defended within one year ofthe technical
review, an additional review meeting with the Dissertation Committee is required.
))
Defense
A final oral defense ofthe dissertation is required. All faculty members ofthe Dissertation Committee must be present in
penon for the examination, unless there are extenuating circumstances. The extemal member ofthe Committee is
encouraged to participate in person, but teleconferencing or videoconferencing is permitted. Ifall members are not
present, th€ defense must be rescheduled. The completed dissertation must be submitted to the Dissertation Committee at
least two weeks prior to the defense.
lt is the student's responsibility to consult the Graduate College calendar for when
the defenses must be held relative to the sraduation date.
56
APPENDD(
IV. EXAMPLE
PROGRAMS OF STUDY FOR SESE GRADUATE DEGREES
Example: Geological Sciences (MS) -Masters in Passing (MIP)
Minimum llours Required 30.00
Term
Fall
Fall
Fall
Fall
2008 Spring
2008 Spring
2008 Spring
Course
GLG 500
GLG 598
GLG 598
GLG 598
GLG 598
GLG 598
200E
2008
2008
2008
2008
CLG
GLC
GLC
GLG
GLG
2007
2007
2007
2007
Summer
Summer
Fall
Fall
Fall
cLG 592
592
592
Title
Credit Hours
Research Methods: Geology Colloquium
ST: Fundamentals of Planetary Geol
ST: Meteorites and Cosmochemistr,
1.00
3.00
3.00
3.00
ST: Geofluids
Special Topics
ST: Advanced Field Ceolory
3.00
3.00
3.00
1.00
Research
Research
Research
1.00
598
Seminar: Faculty Research Seminar
Special Topics: Analytical Instruments
3.00
592
Research
5.00
591
1.00
Total Credit Hours 30.00
Example: Geological Sciences (MS)
Minimum Hours Required 30.00
Term
2008
2008
2008
2009
2009
2009
2009
Fall
Fall
Fall
Spring
Spring
Spring
Spring
2009 Fall
2009 Fall
2009 Fall
2010 Spring
Course
GLG 5OO
GLG 591
GLG 598
GLG 590
GLG 592
GLG 598
GLG 598
Bro 598
CLG 598
GLG 598
GLG 599
Title
Credit Hours
Research Methods: Geolory Colloquium
Seminar: Faculty Research Seminar
Special Topics: Analltical Instruments
Reading and Conference
Research
Special Topics: Geochemistry
Special Topics: Advanced Field Geolory
1.00
1.00
3.00
3.00
1.00
3.00
3.00
3.00
3.00
3.00
6.00
Geomicrobiolory
Astrobiology
Special Topics: Geologr of Mars
Thesis
Total Credit Hours 30.00
Example: Geological Sciences (PhD)
Minimum Hours Required 84.00
Term
Course
2004 Fall
cLG 598
2004 Fall
cl-c 598
2004 Fall
cLG 598
2004 Fall
GLG 598
2005 Spring cLG 500
2005 Spring cLG 598
2005 Spring cLG 792
2005
2005
Summer GLG792
Summer GLc792
2005
2005
cLG 510
cLG 192
cLG 598
Fall
Fall
2006 Spring
Title
Special
Special
Special
Special
Credit Hours
Topics:
Topics:
Topics:
Topics:
ST:Anlytcl Instnnnts
ST:Geodynamics
ST:Remote Sensing
ST:Mthds in Geosci Tchng
3.00
3.00
3.00
1.00
Geolory Colloquium: Geology Colloquium
Special Topics: ST:Adv Remote Sensing
1.00
3.00
Research
Research
Research
4.00
Advanced Structural Geology
Research
Special Topics: ST:Cordilleran Regional Geolory
57
1.00
1.00
3.00
5.00
3.00
2006
2006
2006
2006
2006
2007
2007
2007
2007
2008
2009
Spring
Spring
Summer
Summer
Fall
Spring
Summer
Summer
Fall
Spring
Fall
GLG 792
MAE 404
GLG 792
GLG 792
GLG 792
Research
6.00
3.00
Finite Elements in Engineering
1.00
1.00
Research
Research
Research
cLG 598
Special Topics
8.00
3.00
GLG
GLG
GLG
GLG
Research
Research
Research
Research
1.00
8.00
9.00
792
792
792
792
GLG 799
1.00
Dissertation
12.00
Total Credit Hours 84.00
Example: Astropbysics (PHD)
Minimum Hours Required 84.00
Tifle
Course
Term
2006
2006
2006
2006
2007
2007
2007
2007
2007
2007
2007
2007
2008
2008
2008
2008
Fall
Fall
Fall
Fall
Spring
Spring
Spring
Spring
Fall
Fall
AST 522
AST 53I
GLG 59I
Fall
Fall
Spring
Spring
Spring
Spring
2008 Summer
2008 Summer
2008 Fall
2008
2009
2009
2010
2010
201
Fall
Spring
FaU
Spring
Fall
I Spring
GLG 598
AST 532
AST 59I
PHY 54I
PHY 57I
AST 523
AST 59I
Stars
Cr€dit Hours
& Inte$tellar Medium II
3.00
3.00
Galaxies and Cosmolory I
Seminar: Faculty Research Seminar
Special Topics
Galaxies and Cosmolory ll
Seminar: Astronomy/Astro- Physics
Statistical Physics
Quantum Physics
1.00
3.00
3.00
1.00
3.00
3.00
Stars/Interstellar Medium IU
3.00
Seminar
1.00
AST 792
Research
2.00
PHY 53I
AST 52I
AST 533
AST 59I
AST 792
AST 792
AST 792
AST 59I
AST 792
AST 792
AST 792
AST 792
AST 799
AST 799
Advanced Elecfi icity/Magnetism
Stars and lnterstellar Medium
3.00
3.00
3.00
Galaxies and Cosmolory
Seminar
III
1.00
4.00
Research
Research
Research
2.00
1.00
1.00
Seminar: Astrophysics
7.00
Research
Research
Research
Research
7.00
7.00
7.00
6.00
6.00
Dissertation
Dissertation
Tot l Credit Hours
58
84.00
APPENDIX V. I'HD COMPREHENSIVE EXAMINATION PROCEDURES
The following information is fiom the SESE Graduate Student Handbook. Success on this exam enables passage into
PhD candidacy. The comprehensive exam is typically administered in the fourth semester. Its purpose is to assess the
suitability ofa student to continue working toward a PhD, broaden students' scientific vision before they focus on the
details oftheir dissertation research, and better prepare students for scientific reseaxch.
PhD candidacy is eamed on the basis ofa written and an oral component. The written portion ofthe comprehensive
exam is in the form of two written research reports, The oral portion ofthe comprehensive exam consists ofan oral
defense ofthe two projects.
1.
Proiect Selection:
a.
The two projects must be carded out with fwo different faculty advisors who are members ofthe SESE graduate
faculty authorized to chair or co-chair disseiation committees. Primary and secondary advisors must be
b.
identified for each project.
Students admitted with an MS degree may, upon successful petition to the Graduate Committee, base one of
their projects on work related to their MS thesis.
c.
d.
ofthe two projects is to lead to dissertation research.
Presentation ofboth projects must include some preliminary research results (e.g., new data, results ofmodel
At
least one
runs, or new analysis of data, etc.). Significant progress on both projects is expected.
e.
f.
g.
h.
The projects must use substantially different methodologies and involve work in substantially different fields.
Al least one project should be experimental or observational (i.e., "hands on") in nature.
Project titles and a I paragraph abstract ofthe project will be submifted to the Graduate Committee for approval
by March I ofthe 2nd semester in residence for Fall admissions or the 3'd semester in residence for Snrinp
Admissions. Each title/abstract must carry the signature ofthe primary, project advisor.
Project reports will be submitted to the Craduate Committee for approval by March I ofthe 4rh semester in
residence for Fall admissions or the 5- semester in residence for Spring Admissions. Each report must be
approved by the primary advisor. Failure to submit signed r€ports for the projects
will result in the student
discussing the issue with the Graduate Committee.
i.
j.
At the time ofproject report submission, each student must confirm that they have an approved Plogam of
Study (POS) hled with the Graduate College, which is required for the Comprehensive Exam.
Each project report should be the final version intended for the Comprehensive Exam. The report should be
detailed and concise. It should be a minimum
of4
pages, single spaced, 12 pt font, include an abstract,
sufficient background material that demonstrates familiarity with the subject, relevant equations and figures, a
discussion ofthe work completed to date, a description ofthe work necessary to complete the project, and
references. Manuscripts submitted to or published in joumals may be used as long as appropriate background
material is included.
k.
Once the project reports are approved by the Graduate Committ€e, the student should expect to take their
Comprehensive Examination between
April I'r
and the end of Spring semester. ln extenuating circumstances
(e.9., reports not approved by Graduate Committee), th€ Comprehensive Exam may be taken in the following
Fall semester
15'h
semester in residence for Fall Admissions or the 6'h Semester in residence for Spring
Admissions). However, the student should plan to take their exam as soon as possible after the project reports
are approved by the Graduate Committee.
2. Project Format and Scooq
a.
At
least one project report
will
be written and formatted following the style
ofa manuscript being submitted to a
professional joumal in the field relevant to the research.
b.
The second project report may be written in the style ofa manuscript as above or as a research proposal
following the style ofa funding program (e.g., NSF, NASA, DOE, etc.) that includes the results ofthe project to
seed the motivation for proposed future work. Note that details such as a budget, CV, funding history, etc.,
so
which are necessary for a proposal to a fimding program, are not necessary for the project report.
c.
The two written reports must be submitted to thc student's Comprehensive Exam Committee at least two weeks
in advance ofthe oral Examination.
d.
Work on both ofthe projects should consume
a substantial
portion ofthe student's effort during the 2 years
prior to the oral examination. Students will normally register for 3 hours ofresearch in addition to courses
(maximum of 12 hours total) in their 2"d and 3d semesters to allow them to focus on their projects.
e.
It is expected that one ofthe projects will lead to dissertation research. The second project should be ofthe
student's design ard carri€d out independently.
3. Comprehensive Exam Comm
a.
In addition to the project faculty mentor, students will be expected to discuss each project with a second faculty
member or academic professional working in a related field, who should be a member ofthe SESE Graduate
Faculty. This secondary mentor will provide an independent check on the suitability ofthe work for a student
project, and agree to be available to discuss the project with the student during the course ofthe research.
b.
The members ofthe Committee consist ofthe primary faculty menton for each ofthe 2 projects, the secondary
advisors for both project reports, and a frfth member appointed by the Graduate Committee. An Exam
Committee member who is not one ofthe student's two primary advisors on the two projects chairs the
Examination Committee.
4. Tirneline:
a.
b.
By the end oftheir first sem€ster, students should talk with faculty memben about possible projects, and begin
work on one ofthe projects eaxly in thefu second semester.
project titles and a paragraph-absfact will be submitted to the Craduate Committee for approval by March I of
the 2nd semester in residence for Fall admissions or the 3'd semester in residence for Spring Admissions. Each
title/abstract must carry the signatue ofthe primary advisor for that project.
c.
d.
Work on the projecs should be carried out during the student's second and third semester, and the sumrner
between their first and second years. Students should discuss summer support with faculty mentors.
project reports will be submitted to the Graduate Committee for approval by March I ofthe 4' semester in
-
residence for Fall admissions or the 56 semester in residence for Spring Admissions. Each report must carry the
e.
signatue ofthe primary advisor for that project.
The Graduate Committee will review the project reports and possibly iterate with the student to finalize the
two
project repors by March 15.
f.
The two project reports
will be submitted to the student's Comprehensive Examination Committee at least two
weeks in advance ofthe oral examination.
g.
lt
is the student's responsibility to schedule the oral examination with their Comprehensive Examination
Committee. The student has until the end ofthe 5s semester in residence for Fall admissions, or the 6d semester
in residence for Spring admissions, to take the Comprehensive Exam. However, the student should plan to take
their exam as soon as possible after the Graduate committee has approved the project reports.
h.
Following successful defense ofthe projects, the Exam Cornmittee may elect to approve the student's
Dissertation Work Plan by signing the Report ofDoctoral Comprehensive Examinations form and tlle Results
of the Doctoral Dissertation Proposayhospectus form. The Dissertation Work Plan summarizes the student
project for their dissertation research. This plan is not a formal contract, but is an indication that the student has
worked with their advisor to develop a general plan for efficient and effective progress toward their degree. In
some cases one or both ofthe project reports, supported by the candidate's oral presentation, may satisry the
Exam Committee that a clear work plan has been established. However, if &e Exam Committee elects not to
approve a Dissertation Work Plan, then it is the student's responsibility to submit a plan to their SuPervisory
Committee wiftin I month after the successful defense oftheir projects. The work plan should have a statement
of initial research projects to be performed and an estimated timeline that culminates in the dissertation defense.
i.
Upon successful compl€tion ofth€ Comprehensive Examination and approval ofthe dissertation work plan, it is
60
-
the student's responsibility to file the appropriate paperwork with the Graduate College to obtain official status
as a
PhD Candidate. This step makes the student eligible for pay at the PhD Candidate rate.
5. Comprehensive Examinaiion:
a.
Following review ofthe project reports by tlle Graduate Committee, the reports are submitted to the
b.
In the exam, the student will present a lo-minute overview of each project. A typical exam consists ofi
Comprehensive Exam Committee at least two weeks before the oral examination.
presentation by the student
ofthe
l)
lst report; 2) questions fiom the Exam Comrnittee regarding the lst report and
related topics; 3) presentation by the student ofthe 2nd report; 4) questions fiom the Exam Committee regarding
the 2ld report and related topicsj and 5) a final round ofquestions fiom the Exam Comrnittee.
c.
The Comprehensive Exam Committee reviews the projects in a manner similar to a review of a paper or
research proposal, and the student is expected to defend the projects at that level. This includes an ability by the
student to discuss the scientific underpinnings ofthe work presented.
d.
Topics discussed during the exam should not be limited to formal coursework taken by the student. In its
assessment, however, the Comprehensive Exam Committee should be cognizant
ofthe formal training ofthe
student.
e.
Within I month of passing their Comprehensive Examination, the student must submit their written research
projects to th€ir Dissertation Committe€. The student's Dissertation Committee Chat must sign the dissertation
work plan. The Dissertation Committee might not approve the dissertation topic until this work plan has been
approved.
6. Evaluation of Comprehensive Examination:
A Comprehensive Exarnination Committee member who is not one ofthe student's advisors on the projects chairs the
Comprehensive Exarnination Committee. Immediately following the Examination, the Committee discusses the student's
performance and completes an Exam Evaluation. The committee chair tallys numerical scores (0 to 5 scale) assigned by
each committee member to detemrine an average score. Based on the value ofthe average score, one ofthe following
recommendations are made:
a.
b.
Pass (score
of5.0
3.5): The student is recommended for admission to candidacy for the PhD degree.
(score
Deferred Decision
of3.4 -2.5): The Examination Comrnittee may find that tle examination is not
-
satisfactory because ofdeficiencies in project reports, exarn preparation, or background knowledge. In the case
ofa deferred decision, the Commitiee will discuss the deficiencies with the student and specify conditions for
continuation in the PhD program. This discussion will be reflected in the Exam Evaluation documentation. The
Committee will require one of the following:
i. Continuation of exam The examination may be continued foltowing additional preparation by the student.
ln most cases, the student should complete the exam within 6 months ofthe initial exam date, but
additional time may be specified by the Examination Committee. Only one defened decision is allowed.
ii. Other Conditions The Examination Committee may require coursework, completion or presentation ofa
project or projects, or otler actions to rectiry the student's deficiencies. The conditions will be specified on
the Comprehensive Exam Report along with a date by which the specified actions must be completed.
iii. Transfer to the MS
degree proqram For students who do not already hold an MS degree, the
Examination Committee may require that the student complete an MS degree before attempting to advance
to candidacy in the PhD program. After completion ofthe MS degree, the student must apply for admission
to the PhD program. If re-admitted to the PhD program, the student b€gins with a "clean slate" with respect
to the comprehensive exam.
c.
Fail: Ootion to Retake (score of2.4
-
1.5): The Examination Committee may find that the examination is not
satisfactory because ofdeficiencies in project reports, exam preparation, or background knowledge. In the case
ofa conditional fail, the Committee will discuss the deficiencies with the student and speciff conditions for
continuation in the PhD program. This discussion will be reflected in the Exam Evaluation documentation. The
Committee will require one of the following:
6l
i. Re-examination The examination may be retaken after close consultation with the mernbers ofthe
Examination Committee, and witl approval ofthe SESE Associate Director for Graduate Education and the
Dean ofthe Graduate College. The ASU Graduate College requires that the re-exarnination take place no
sooner than 3 months and no later than I year from the date ofthe original examination. Only one re
examination is permitted. The Examination Committee will inform the student ofthe requirements ofthe
second examination, but in general the student should follow the same procedure as for the first
examination.
ii. Transfer to the MS
deeree program For students who do not already hold an MS degree, the
Examination Committee may require that the student complete an MS degree before attempting to advance
to candidacy in the PhD program. After completion ofthe MS degree, the student must apply for admission
to the PhD program. If re-admitted to the PhD progmm, the student begins with
tie comprehensive exam.
(score
of less than I .5 on the first examination or less than
Fail
a
"clean slate" with respect
to
d.
3
.5 on the second examination): Students may
be failed without opportunity for re-examination. For students who do not already hold a MS degree, a terminal
MS may be recommended pending successful completion ofthe MS degree requirements. Funding supPorting
the student may b€ withdrawn at the end ofthe semester.
62
APPENDD(
\'I.
Ariel Anbar, Professor
Fall'09: CHM 302 (Env. Chemistry) Spring'10:
Ariel Anbar is
a
FACULTY AREAS OF EXPERTISE
worlds (GLG 106)
and fuhlre evolution ofthe Earth as a habitable planet and how
Release to develop Habitable
biogeochemist interested in the past
this knowledge informs the search for inhabited worlds beyond Earth. His current r€search focuses on the chemical
evolution ofthe environment, especially changes in ocean oxygenation though time, and its consequences for life.
Between 8i2008 to 8/20 I 0, his research was supported by I 9 grants totaling $3 .6 million, predominantly from NASA
and the NSF but also including grants from the University ofCincinnati, University ofArizona, the Agouron Institute,
and
tle Canille
and Henry Dreyfus Foundation.
J. Ramon Arrowsmith, Professor
Sabbatical Fall 2009-Spring 2010; GLGI
l0 Geologic disasters and the environment Fall20l0
J. Ram6n Arrowsmith conducts research in active tectonics, quantitative structural geology and geomorphology.
These include paleoseismology, earthquake geology, theoretical studies of faulting and hillslope development, and
Quatemary Geology and desert surface processes. Active areas ofgeographic concentration include the San Andreas
Fault system, Arizona, central Asi4 Xinjiang Chin4 Baja Califomia, and the Afar region of Ethiopia (for the geologic
context ofpaleoanthropologic studies). He also develops geoinformatics tools for cyberinfrastructure in the geosciences
emphasizing high resolution topography derived from LiDAR technology. Between 8/2008 to 8/20 I 0, his research was
supported by 18 grants totaling S2.3 million, from sources including the NSF, the US Civilian Research and
Development Foundation, the Southem California Earthquake Center, USC, UCSD, Unavco, and the Arizona Geological
Survey.
Alberto Behar, Associate Professor
New arrival surnrner 2010; no teaching 2009-2010
Before coming to SESE, Alb€rto spent 18 years at NASA/JPL operating, designing, building, testing and deploying
scientific instruments and robotics in extreme environments (e.g. Antarctica, Greenland, Alaska, Deep Se4 Inter and
Sub-Glacial, Reduced Gravity, Hi-Altitude, Mojave Desert, Volcano, Space/Planetary/Asteroid, Space Station). His
primary interests are developing, testing and deploying architectures for future planetary surface spacecraft in remote
extreme envhonments on Earth.
Judd Bowman, Assistant Professor
New arrival summer 2010; no teaching 2009-2010
Judd Bowman is an expert on radio astronomy, and in particular on using radio experiments to study the epoch
of
reionization through the redshifted 2l cm line ofneutral hydrogen. Bowman's research is supported by grants from the
NSF, totaling at least $500 thousand.
Donald Burt. Professor
GLG 102 Historical Geology (Fa11,2009); GLG 102 Historical Geolory (Spring,2010); cLG 441/598 Ore Deposits
(Spring,20l0); GLG
l0l
Physical Geology (Summer,2010).
Don Burt explores multicomponent phase equilibria and crystal chemistry in natual rocks. This approach involves
fieldwork in a variety ofpetrologic settings in order to determine mineral compatibilities and element partitioning under
wide range ofphysical and chemical conditions. Other interests involve oxidation-reduction, acid-base, ion exchange
processes, ore deposits, and the Moon and Mars. In addition to his academic research activity, Bun conducts external
a
consulting related to mining.
63
Pet€r R Buseck Regents' Professor
cl-c
400/500 SESE Colloquium
(l)
crystal structues and defecs in minerals at the atomic level using high(2)
the geochemistry and mineralogy ofvarious qpes ofmeteorites
resolution transmission electron microscopy;
(carbonaceous chondrites, enstatite chondrites, pallasites, etc.); and (3) the nature ofaerosol particles such as airbome
Peter R. Buseck conducts research on:
minerals, soot, and other small grains, their chemical and physical reactions (e.g., deliquescence, e{florescence) in the
atmosphere, and their effects on air quality ard climate change. Between 8/2008 to 8/2010, his research was supported
by l3 grants totaling over $4 million, mostly from the NSF and NASA.
Philip Christens€n, Regents' Professor, Ed and Helen Korrick Professor
GLG 406/598: Geolory of Man; (Spring 2010 off?)
Philip Christensen focuses on the composition, physical properties and processes, and morphology ofplanetary
surfaces, with an emphasis on Mars and the Earth. A major element ofhis research has been the design and development
of spacecraft infrared remote sensing instruments. His research uses infrared spectroscopy, radiometry, laboratory
spectroscopic measurements, field observations, and numerical modeling, in a wide range offield sites and these tools
are used to study environmental and
uban development problems on Earth. Between 8/2008 to 8/2010, his research was
supported by 20 grants, totding S46 million, predominantly from NASA but also the U.S. Geological Survey, and the
Barringer Crater Company.
Amanda B. Clsrke, Associate Professor
Amanda Clarke studies the nature and causes ofexplosive volcanic eruptions, with special interest in understanding
the behavior ofmulti-phase fluids. She gathers data about complex natural syst€ms by observing and monitoring
eruptions, and performing strati$aphic and sarnple analysis. She uses laboratory experiments and numerical models to
gain a general physical undersanding ofreal volcanoes, which ultimately aids volcano hazard assessment. Between
8/2008 and 8/20 I 0, her research was supported by five g?nts, totaling over $900 thousand, from the NSF and NASA.
Steven Desch, Associate Professor
Steve Desch is a theoretical astrophysicist who models the formation ofsolar systems and planetary processes. His
modeling draws on his expertise in magnetohydrodynamics, radiative transfer, dust microphysics, meteoritics, and other
astrophysics, as well as numerical computing. His research interests include: chondrule formation; origin ofthe Solar
system's short-lived radionuclides; star formation and protoplanetary disk evolution; astromineralogy; Martian dust
devils; and cryovolcanism on Kuiper Belt Objects. Steve Desch is the 2003 recipient ofthe Meteoritical Society's Alfied
O. Nier Prize. Between 8/2008 and 8/2010, his research was supported by six grants fiom NASA and the NSF, totaling
over $600 thousand.
Jack D. Farmer, Professor
GLG 430: Principles ofPaleontology; SES 3l l: Essentials of Astrobiolory; GLG 494: Advanced Paleontology
Research in geobiolory and astrobiolory with a focus on evolution of Earth's biosphere, based on the fossil record,
the microbial mediation ofsedimentary processes in hydrothentral, evaporitic and other exteme environments,
development of strategies and instrumentation for exploring Mars and other bodies in the Solar systern for evidence ofa
past or present biosphere. Between 8/2008 and 8/2010, his reseaxch was supported by nine grants from NASA, totaling
$1.6 million.
Mrtthew Fouch, Associate Professor
cLc494/591 EarthScope Seminar; GLG4I0: Computers in Earth and Space Exploration; GLG101: lntroduction to
Physical Geology
o+
Matt Fouch is
a
geophysicist whose primary resefich interests are seismic imaging of crust and mantle structure and
dynamics over a broad range of spatial scales. He also collaborates with engin€ers on the development of innovative
seismic sensors and data collection methods for Earth and other terrestrial planets. He is particularly interested in
multidisciplinary approaches to constrain these images by providing context to complementary disciplines, including
geology, geodynamics, mineral physics, and geochemistry. He has been heavily involved in the deploym€nt ofa number
ofbroadband seismic arrays targeting regions of specific geologic interest, and in the past decade has led or significantly
participated in 2 ofthe largest broadband seismic installations in the world. He brings expertise in seismic array
deployments, a host of seismic imaging techniques, and s€ismic instrumentation. He is also deeply involved with the
NsF-fl.nded Earthscope program, the Eaxth Sciences €quivalent to the Hubble Space Telescope. Between 8/2008 and
8/2010, his research was supported by seven grants totaling about $1.35 million, from the NSF, NASA, the Arizona
Geological Survey, and the University ofArizona.
Edward Garnero, Professor
GLG494l59l: Earthscope Seminar; GLG4I0: Computers in Earth and Space Exploration; GLG4|8: Geophysics
Edward Garnero is a geophysicist using seismology to study inaccessible regions of Earth's interior - fiom the
uppermost mantle to the innermost core. His tools include seismic wave travel time and waveform modeling, and seismic
array methods. The boundary between silicate mantle rock and the liquid outer core shows a region as fascinating in its
structural and dynamic diversity as Earth's surface, and has been a focus area for the Gamero research team. This region
may play a crucial role in the birth of mantle plumes that give rise to hot-spot volcanism, as well as the resting place for
ancient oceanic crust and lithosphere material, as it falls into the interior. Between 8/2008 and 8/2010, his research was
supported by eight grants, totaling about $900 thousan4 from the NSF, NASA, and the University ofArizona.
Ronald Greeley, Regents' Professor
GLG 4941598: Fundamentals of Planetary Geology (Fall 2009); GLG 404/59E: Geology ofOuter Planet Moons (Spring
20r 0)
Ronald Greeley has been involved in lunax and planetary studies since 1967. Current research is on Mars through the
Maxs Exploration Rovers and as a Co-I on Mars Express his focus is on understanding planetary surface processes and
geologic histories, through a combination of spacecraft data analysis, laboratory experiments, and geologic field studies
on Earth offeatures analogous to those observed on the planets. He is the founder and PI ofthe Planetary Aeolian
Laboratory, a national facility at NASA-Ames Research Center used to simulate geological processes. A similar facility
at ASU compl€ments the Ames lab by running experim€nts for
Eartl conditions. Between 8/2008 and 8/2010, his
research was supported by 14 grants totaling $3.7 million from NASA.
Christopher Groppi, Assistant Professor
GLG59l, ASTI I I
Cbristopher Groppi is an experimental astrophysicist interested in the process ofstar and planet formation and the
evolution and structure ofthe interstellar medium. His current research focuses on the design and construction ofstate of
the art terahertz receiver systems optimized to detect the light emitted by molecules and atoms in molecular clouds, the
birthplace of stars. Development of multi-pixel imaging arrays of terahertz spectrometers is a key technology for the
advancement of astrophysics in this wavelength regime. Dr. Groppi is participating in several research efforts to develop
advanced terahertz imaging arrays for ground based and suborbital telescopes. He also applies terahertz technology
developed for astrophysics to a wide range ofother applications including Earth and planetary science remote sensing,
hazardous materials detection and applied physics. Since his recent arrival at ASU, he has been supported by two gmnts
totaling S225 thousand" from the NSF and from Caltech.
65
Hihiry Hartnett,
Associate Professor
Fall 2009 - Oceanography (GLG/CHM/BIO 325); Spr 2010 - Geochemistry (GLG/CHM 481, GLC/CHM 598)
Hilairy Hartnett conducts research in biogeochemistry, focusing on how geochernical, microbial, and anthropogenic
processes affect elemental cycles in environments that range from arid terrestrial systems, to rivers and lakes, to marine
s€diments. She uses both experimental fieldwork and cutting-edge analytical techniques to investigate the transfer
of
elements (particularly carbon, nitrogen, and phosphorous) and energy between different geological pools. Her research
between 8/2008 and 8/2010 has been supported by five grants, totaling $565 thousand, Aom the NSF and from
tle
Camille and Henry Dreyfus Foundation.
Arjun Heimsath, Associate Professor
Fall 2009 - cl-c l0l : lntro to Geolory, GLG 591: Seminar (with Kelin Whipple) Spring 2010 - GLG 591:
Geomorphology Seminar (with Kelin Whipple) Summer 2010: NONE
Arjun Heimsath's research projects and interests build upon tle fundamental need for a field-based mechanistic, and
quantitative understanding of landscap€ processes and evolution. This understanding builds primarily on determining
erosion rates and processes from a wide-variety oflandscapes under different tectonic, climatic, and lithologic
conditions. His research aims to answer important scientific questions in a way that will also help solve important and
related environmental, social, and resource management related problems. His research between 8/2008 and 8/2010 has
been supported by two grants ffom the NSF, toraling about 5250 thousand.
Richrrd Hervig, Professor
Fall 2009: GLG 424l5g8Petrology Spring 2009: Sabbatical
Richard Hervig uses the chemistry of Earth and extraterrestrial materials to determine their origin and evolution.
These materials include samples from volcanic eruptions, igneous intrusions, low to medium temperature
metarnorphi"
rocks, sediments, and the solid run products from experiments. The primary tool used to explore these samples is the
secondary ion mass spectrometer (SIMS, or ion microprobe). SIMS is a microanalgical technique with applications to
geochemistry, cosmochemistry, and materials science. His research between 8/2008 and 8/2010 has been supported by
l
l
grants totaling about $2.1 million, mostly from the NSF but also including funding from DoE, NASA, and the US-
Israel Binational Science Foundation.
Kip Hodges, Professor
SES2l0: Engineering Systems and Experimental Design; GLG494/598: Thermal Processes in the Evolution of Orogenic
Systems; GLG598: Tectonic Evolution ofthe Himalayan-Tibetan Orogenic System
Kip Hodges'research follows four themes: l) exploring the interactions among deformational, climatic, and surface
processes in the evolution of orogenic systems; 2) elucidating the kinetics ofnoble gasses in geologic materials, with a
special emphasis on the use ofradiogenic and cosmogenic noble gas isotopes for geochronolory; 3) the geochronologl
ofmeteorite impact processes in the inner Solar system; and 4) the development of advanced protocols for planetary field
geology. Between 8/2008 and 8/2010, his research has been supported by a total of I I grants, totaling over $l million,
mostly from NASA and the NSF but also including firnding from the Arizona Board of Regents and the Florida Institut€
for Humar and Machine Cognition.
Julia Johnson, Lecturer
Intro to Geolory, GLG 103: Intro to Geolory - Lab Spring 2010 - GLG l0l: Into to Geolory GLG
103 Intro to ceology Lab GLG 455/598: Advanced Field Geology (with Stephen Reynolds) Summer2010: NONE
Julia Johnson is interested in geoscience-education, focusing on using student- and instructor-generated sketches for
leaming, teaching, and assessment in college geolory classes. Julia teaches lntroduction to Geology (physical geolory)
Fall 2009: GLG
l0l:
to 450 students per semester and supervises the associated introductory geolory labs. She also coordinates the
introductory geology teaching efforts ofthe departrnent, helping other instructors incorporate active leaming into large
66
_
lecture classes. Julia is recognized as one ofthe best teachers in the School
ofEarft and Space Exploration, receiving
student-nominated teaching honors and very high teaching evaluations. She coauthored Exploring Geology, an
innovative college geology textbook based on cognitive and education research, and Observing and Interpreting
Geolory,
a
Laboratory Manual for Introduction to Geolory, which is used at ASU and Northem Arizona University. She
has also authored and coauthored several publications on geology and science-education research. She develops websites
used by geology students around the world, such as the Visualizing Topography and Biosphere 3D websites. Her
research between 8/2008 and 8/2010 has been supported by a $6 thousand grant from the
Arimna Board of Regents.
Psul Knauth, Professor
Fall 2009: GLG 460: Astrobiolory Spring 20t0: GLG 435: Sedimentology Summer 2010: NONE
ofthe
gnns
from NASA and
supported by three
Knauth's research deals with sedimentary processes and materials and consideration of similar aspects
geological history ofthe martian surface. During 8/2008
-
8/2010 has been
the NSF, totaling over M00 thousand.
Lawrence Krauss, Formdation Professor
Fall 2009: NONE Spring 2010: SES 394: Topic - Scientific Frontier Summer 2010: NONE
The Scientific Frontier: Origins, from the Big Bang to Life on Earth and Beyond. Research interests include the
interface between elementary particle physics and cosmology, including the early universe, the nature of dark matter,
g€neral relativity and neutrino astrophysics. He is also interested in eschatology and he investigates questions ranging
from the nature of exploding stars to issues ofthe origin ofall mass in the universe. Between 8/2008 and 8/2010, his
research has been supported by a $200 thousard gant fiom the DoE.
Ssngeeta
l{alhotra, Associate Professor
Fall 2009 - AST 523: Stars and Interstellar medium Spring 2010 - AST 1 12 Intro course on stars, Galaxies and
Cosmolog5r for non-sp€cialists Summer 2010: NONE
Sangeeta Malhotra's research ranges from properties ofdust and gas in the (relatively nearty) interstellar medium to
some
ofthe farthest known galaxies. During the
past few y€ars she has been working on furding and characterizing
galaxies when the universe was very young (less than 10% of its present age). Her research between 8/2008 and 8/2010
has been supported by 12 grants totaling $680 thousand, from NASA, the NSF, and the National Optical Ashonomy
Observatory.
Allen McNamara, Associate Professor
Fall2009 - GLG
l0l:
Intro to Geolory, Spring 2010 - GLG 480/598: Topic: Numerical Methods, GLG 591: Topic:
Introduction to Scientific Programming Summer 2010: NONE
Allen McNamara is
geodynamicist with research interests in 3-dimensional modeling of mantle convection,
seismic anisotropy in the lower mantle, the structue ofthe mantle and stability of lower mantle rnodels, paleogeography,
a
paleomagnetism, and rheologic control on mantle plumes. McNamara's research between 8/2008 and 8/2010 has been
supported by four research grants from the NSF, totaling near $420 thousand.
Stephen Reynolds, Professor
l0l: Intro to Geology, cLG 310: Structural ceolory Spring 2010: GLG 455/598: Topic: Advanced
Field Geolog (with Julia Johnson) Summer 2010: NONE
Fall 2009: GLG
Stephen Reynolds focuses most ofhis geologic research on the structure, tectonics, and regional geolory
ofthe
Southwest, working mostly in Arizon4 Californi4 and Mexico. Much ofhis research has been directed toward
understanding how structural geometries and processes of the crust vary as a function of depth. His research currently
focuses on the evolution ofthe Maria fold and thrust belt, metamorphic core complexes, and structural control ofgold
mineralization in Mexico. He has authored or edited nearly 200 geologic maps, articles, ard reports, including the 866-
67
page "Geologic Evolution ofArizona" and the "Geologic Map ofArizona". He also coauthored "Structural Geolory
of
Rocks and Regions", one ofthe most widely used Structural Geology textbook. Steve also does science-education
research on student leaming in college geology courses, especially the role ofvisualization. As part ofhis scienceeducation prograrn, Steve recently published "Exploring Geology", an innovalive college textbook designed from
cognitive and educational research. Steve is known for his enthusiasm for teaching and his innovative teaching metlods,
has received numerous teaching awards, and has an award-winning website. As a National Association ofGeoscience
Teachen (NAGT) distinguished speaker, he traveled across the country presenting talks and workshops on how to infuse
active leaming and inquiry into large inhoductory geology classes. Rel.nolds' research between 8/2008 and 8/2010 has
been supported by two grants, from the NSF and from the Arizona Board of Regents, totaling over $150 thousand.
James Rhosds, Associate Professor
AST 533: Galaxies and Cosmolory III; AST 322: lntroduction to Galactic and Extragalactic Astrophysics
James Rhoads studies galaxy formation, galaxy evolution, the reionization of intergalactic hydrogen by early
galaxies. He also studies the nature of gamma-ray bunters through the physics and phenomenologr oftheir long
wavelength afterglow emission. His studies of distant galaxies include surveys to identiry Lyman-alpha emitting galaxies
tbrough narrowband imaging, and to study their physical nature, using ground-based telescopes in Arizona and Chile,
along with the Hubble Space Telescope and Chandra X-ray Observatory. Rhoads's research between 8/2008 and 8/2010
has been supported by I
I research grants, totaling over $660 thousand, from NASA, the NSF, and the National
Optical
Astronomy Observatory.
Mark Robinson, Professor
Fall 2009 - Spring 2010 - SES 100: Intro to Exploration
Mark Robinson's research interests are currently focused on the origin and evolution ofplanetary crusts, including
volcanism, tectonism, and regolith development. Investigations are approached using a variety of remote sensing
techniques: multispectral imaging, spectroscopy, stereo analysis, photoclinometry, and geomorpholory utilizing datasets
from Apollo, Lunar Orbiter, Clementine, Lunar Reconnaissance Orbiter, NEA& Lunar hospector, Mariner 10, and
MESSENGER. His research between 812007 and 8D010 was supported by a total of I 5 research grants, totaling $ I 5
million, mostly directly from NASA but also including NASA fimding fiom the Johns Hopkins University, and Carnegie
lnstitution of Washington.
Srikanth Sariptlli, Assistant hofessor
4l l; Senior ExPloration Project II
with
research
interests in unmanned systems in general and aerial vehicles in
is
a
Roboticist
Saripalli
Srikanth
particulax. His reseaxch focuses on robotic exploration: particularly in air and space and necessary foundations in
SES 410: Senior Exploration Project I; SES
perception, plaruring and control for this domain. His work spans algorithmic design and implementation to field
exp€rimentation of aerial robots that explore difficult, dang€rous and usually inaccessible places on earth and other
planetary bodies to fi[ther scientific knowledge.
Evan Scannapieco, Assistant Professor
Fall 2009 - AST I I
l:
Intro to Solar Systems and Astronomy, Spring 2010 - AST 521: Stars and lnterstellar Medium,
Summer 2010 - NONE
theoretical astrophysicist who studies galaxy and structure fomation and the cosmological
evolution of the elements. His group uses techniques ranging from paper and pencil to massively parallel computations,
closely tying their work with observations by collaborating with observers at ASU, throughout the US, and abroad.
Evan Scannapieco is
a
Current focus areas include the impact ofblack holes on galaxy formation, R?e la supemovae and gzlmma ray bursts in a
cosmological context, high-redshift galaxy formation and the search for primordial stars, and the numerical modeling of
turbulentmixingduringthecosmicriseoftheelements.Hisresearchhasbeensupportedbetween8/2008and8/20l0by
two reseaxch grants, totaling over $400 thousand, fiom the NSF and NASA.
68
-
Paul Scowen, Associaie Research Professor
Paul Scowen studies the interplay b€tween massive stars and star forrnation in the surrounding environment\ The
intent is to use the microphysics we have leamed about in nearby star formation regions to tell us more about how larger
systems propagate star formation and ultimately affect global modes. Scowen also works on Space Mission
Development with faculty at ASU and elsewhere, and in technological partnership with JPL. This development extends
to SFO/SFC, the Star Formation Observatory/Camer4 a NAsA-selected mission concept study, ofwhich he is PI; Orion,
a MIDEX-class opticayuv observatory proposal for which he is PI; and HORUS, an Origins Probe concept study
conducted in 2004-2005 and revised in 2009 at the request ofthe NRC ofthe NAS. Scowen is also involved in
Instrumentation Development for both ground-based and space-based applications. He provides managerial support for
the Laboratory for Astronomical Space Instrumentation (LASI) at ASU. The current project involves development of
detectors for orion and SFO/SFC, and most immediately for a suborbital flight in 201l. Scowen has also been involved
in the development of facilities and exercises at ASU for undergraduate education in astronomy, at both the non-science
major and science major levels. His work between 8/2008 and 8/2010 has been supported by three grants from NASA,
totaling near $200 thousand.
Steven Semken, Associate Professor
Fall 2009 - Sabbatical, Spring 2010 - GLG 451 Field Geolory I, Summer 2010 - cLG 452 Field Geology II (with
Thomas Sharp)
Steven Semken is an ethnogeologist and geoscience education researcher whose work focuses on ways that place,
cultue, and affect influence modes of scientific inquiry
and teaching and leaming in the Earth system sciences. He has
studied and worted extensively in Native American and Hispanic communities across the Southwest United States. His
current interests include place-based education and the function ofsense ofplace; Indigenous ethnogeolory and science
education; strategic K-12 STEM teacher recruiunent, education, and professional development; informal geoscience
education in National Parks; divenity in the geoscience cornmunity; and regional and environmental geology
ofthe
Southwest. He is also involved with the NSF-funded EarthScope Program. Semken is a regular advisor to Native
American schools, agencies, and programs across the USA and a Past-President ofthe National Association of
Geoscience Teachen. His research between 8/2008 and 8/2010 has b€en supported by seven resefich grants totaling over
$930 thousand, from the NSF, NASA, and the Arizona Board of Regents.
Tbomas Sharp, Professor
Fall 2009 - GLG 490: Topics in Geolory (with James Tyburc q) cLc 492: Hor,ors Directed Study, cLG 598: Topic:
Advanced Mineralory and Mineml Physics (with James Tyburcry), Spring 2010 - GLG 492: Honors Directed Study,
Summer 2010 - cLG 452: Field Geology II (with Stephen Semken)
Thomas Sharp is a mineralogist interested in mineral reactions, phase transitions and deformation and how these can
be used to understand processes that occur within and on the surface of Earth and other planetary bodies. This research
combines experimental mineraloey and petrology with detailed physical and chemical characterization ofrocks and
minerals with transmission and scanning electron microscopy, SIMS, thermal emission infrared spectroscopy and other
techniques. Applications include: Phase transitions in Earth's deep mantle; High-pressure minerals in meteorites as
indicators of impact history; and Chemical weathering ofbasalt and its implications for the remote sensing of Mars. In
addition to his researcb, Dr. Sharp is the ASU Associate Dircctor ofthe NASA Arizona Space Grant Consortium. This
program provides undergraduate intemships and graduate fellowships for ASU students to participate in NASA related
research and outreach. His research between 8/200E and 8/2010 has been supported by 12 research grants from NASA,
the NSF, SUNY Stony Brook, the University
ofArizon4 and the Arimna Board of Regents, with total fimding over $2.6
million.
69
Everett ShoclL Professor
Fall 2009 - GLG 490/598: Topic: Weathering, Diagenesis, & Al, GLG 400: Geology Colloquium' Spring 2010 - GLG
494: Topic: Thermodynamics ofNatural Systerns, GLG 591: Topic: Hydrothermal Ecosystems, Summer 2010 - NONE
Everett Shock and members ofhis research group divide their time between building algorithms to estimate
thermodynamic data; analyzing wat€r, sediment, rock and biological samples; integrating analytical and thermodynamic
data in models ofgeochemical and microbial processes; and testing ideas about the fansport ofwater and solutes
through the environrnent, the biogeochemical process of subsurface biosphere, and the potential for life on other planets
His research between 8/2008 and 8/2010 has been supported by 16 grants, from NASA, the NSF, and the Dreyfus
foundation, with total funding over
$ I
.3
million.
Sumner Starrlield, Regents' Professor
on sabbatical
S. Starrfield is a computational astrophysicist who has been doing studies of stellar explosions (Classical Novae,
Recurrent Novae, X-ray bursts, and Supernova Ia progenitors) for more than 40 years. His code, NOVA, is continuously
being updated and includes the latest physics. He is now doing calculations ofthe accretion ofmaterial at high rates onto
white dwarfs ofvarious masses and luminosities and exploring the effects of additional nuclear reaction rates (such as
the pep reaction which was not included in previous studies) on the resulting explosions. H is also studying helium
accretion on low luminosity white dwarfs in order to better understand the 2000 outburst of Vzl45 I\p. He uses ground
based optical and infiared telescop€s and space based telescopes at all available wavelength regimes (Compton, Integral'
Rosat, Swift, XMM-Newton, CHANDRA, HST, FUSE, IUE, Spitzer). He is currently a member of the Science team for
Publications Board
a new concept X-ray mission being led by Neil Gehrels at GSFC. He has served as Chair ofthe AAS
and as a member of the Users Committee for the IUE (Chair also), FUSE, and INTEGRAL satellites' He is currently
using the Hubble Space Telescope to obtain new images ofthe V838 Mon light echo in order to obtain a three
dimensional model of the circum stellar dust surrounding the central star. He is using SWIFT to obtain X-ray spectra of a
number ofnovae and am a member oftheir CV working group. Starrfield's research has been supported between 8/2008
and 8/20 I 0 by a toral of
2
I
grants totaling over $970 thousand, from NASA, the NSF, the Smithsonian Astrophysical
Observatory, and Los Alamos National Laboratory.
Edmund Stump, Professor
Fall 2009, SES l01i 103, Spring 2010, SES 102/104, SES 294, Summer, GLG 101/103
Edmund Stump is a geologist whose research focuses on the tectonics of mountain belts. His main field area has
been tle Transantarctic Mountains with emphasis on the late Precambrian-early Paleozoic'
Francis X. Timmes, Professor
Introduction to Solar Systems Astronomy, AST I I I lntroduction to Stars, Galaxies, and Cosmology, AST I 12
Numerical Techniques in Earth and Space Sciences, SES 592
in
Frank Timmes is an ashophysicist interested in the univers€'s evolving composition and its implications for life
Present
the universe. His current research focuses on nuclear asrophysics, especially slnthesis ofthe periodic table'
of all
efforts include the physics and modeling ofreactive fluid flows in stellar environments, supemovae and explosions
involves
analytical
research
sorts, cosmic chemical evolution, and gamma-ray emission from radioactive isotopes. This
or
models, desktop calculations, large-scale parallel computations, comparison with existing high{uality observations
B€tween
experiments, and creating testable predictions. He serves as a Scientific Editor for the Astrophysical JoumalNotre
8/2010, his research has been supported by eight grants from NASA, the NSF, DoE, and University of
3/2008 and
Dame, totaling over $1.24 million.
70
James Tyburczy, Professor
Fall2009: GLG 490/598 Advanced Mineralogy and Mineral Physics, LIA 194 Intro to Liberal Arts & Sciences. Spring
2010: GLG
l0l
Introduction to Geolory I (Physical)
James Tyburczy is a mineral physicist studying the physical and chemical properties ofminerals, melts, and rocks.
The results are applied to understanding the mechanisms ofmagma genemtion and ascent and
tle temperature,
mineralogy and physical state of matter at depth in the earth. This work involves high pressure experimental studies
of
geological materials. Laboratory investigations ofdifftrsivity and electrical conductivity ofrocks and minerals place
important constraints on temperatures and conditions such as volatile content ofthe upper mantle and on rates
processes occurring at dept}.
of
An interdisciplinary approach is applied to the interpretation ofgeophysical results. He also
studies the effects ofshock on volatile-containing materials and the implications for early planetary evolution and for the
stability of these materials at very high pressure. In addition, Tyburczy is involved in environmental geophysics, using
gravity and other methods to study groundwater and land subsidence. His work has been supported between 8/2008 and
8/2010 by five grants totaling over $650 thousand, from the NSF, the State University ofNew York at Stony Brook, and
the Arizona Board of Reeents.
Enrique Vivoni, Associate Professor
CEE 440: Hydrology; GLG 598 Ecohydrology of Semiaxid Landscap€s
Enrique Vivoni is a hydrologist who is interested in the interactions ofwater in the lithosphere, biosphere and
atmosphere. His current research focuses on land surface ecohydrological processes in the semiarid southwestem United
States and northwestem Mexico, in particular during the summer monsoon sq$on. In these studies, field observations
and remot€ sensing data are used in conjunction with a distributed model to explore the underlying hydrological
mechanisms and provide relevant predictions at the watershed scale. His work at ASU between 8/2008 and 8/20 I 0 has
been supported by at least 7 grants, totaling over $750 thousand, from the Army Research Office, NASA,
NOAA,
University of Arizon4 and University of lllinois.
Meenakshi Wadhwa, Professor
Fall 2009 - NONE, Spring 2010 - GLG 485/598: Meteorites and Cosmochemisfy, Summer 2010 - NONE
Meenakshi Wadhwa is a cosmochemist interested in deciphering the origin and evolution ofthe Solar system and
planetary bodies through geochemical and isotopic means. She uses high-precision mass specfometric techniques to
investigate a wide range of Solar system materials. These include meteorites ofasteroidal and martian origin, Moon
rocks (from the Apollo missions and lunar meteorites), and other samples retumed by spacecraft missions such as
Genesis and Stardust. Her research focuses on understanding their formation processes (using trace- and minor-element
distributions and stable-isotope systematics) and time scales (using various radiogenic isotope chronometers). As
Director ofthe Center for Meteorite Studies, she oversees the curation ofone ofthe largest university-based meteorite
collections, as well as a variety ofresearch and educational activities conducted in the Center. Her research fiom 8/2008
to 8/2010 has been supported by six grants from NASA, totaling over $940 thousand.
Kelin Whipple, Professor
Fall 2009 - GLG 3621598: ceomorpholory, cLG 591: Seminar, Spring 2010 - GLG
l0l:
Intro to Geolory, GLC 591:
Topic: Geomorphology Seminar, Summer 2010 - NONE
Kelin Whipple's research focuses on the interaction of climate, tectonics, and surface processes in the sculpting
the Earth's surface; mechanics ofriver
of
incision into bedrock; dynamics ofchannel and sedimentation processes on
alluvial fans; experinental and field study ofdebris-flow rheologies. His research from 8/2008 to 8/2010 has been
supported by seven gants totaling neaxly $900 thousand, primarily from the NSF but also including funding from the
Ar,izona Board of Reeents.
7l
Lynda Williams, Research hofessor
Lynda Williams' research focuses on
tie chemical composition
and structure of clay and related sedimentaxy
minerals in order to interpret the environmental conditions under which they formed and to use that information for
exploration ofgeologic processes in the Earth's crust. Understanding crystal growth mechanisms is at the heart
of
mineral chemistry and is critical to the interpretation of isotope exchange. fluid compositional changes, organic
adsorption and catalysis, and ultimately to understanding mineral effects on microbial sustainability. Williams' research
examines chemical d)mamics al the nanoscale in order to derive a fimdamental understanding ofmegascale processes.
Her research program includes experimental simulation ofclay mineral - organic interactions, with primary interest in
the areas ofbasin scale petoleum migration, hydrothermal origins ofbiomolecules in the evolution
oflife, and medicinal
applications of minerals. Her research between 8/2008 and 8/2010 has been supported by five research grants from the
DoE, NIH, NASA, and the NSF, totaling nearly $900 thousand.
Strnley Willirms, Professor
Fall 2009 - GLG I l0: Geological Disasters and the Environment, GLG I I
Volcanology, Spring 2010 - GLG
l0l:
l: Geological
Disasters Lab, GLG 490/598:
Intro to Geologl, Summer 2010 - NONE
Stanley Williams studies volcanoes in a wide range of environments. He has focused on determining changes in the
chemistry ofgases emitted from active volcanoes in an attempt to understand the timing and sfyle (intensity and hazard)
oferuptions.
Rogier Windhorst, Regents' and Foundation Professor
AST I l3 Ashonomy Lab, AST 494 Undergraduate Joumal Club, AST I 14 Astronomy Lab II, AST 591 Graduate
Joumal Club
Rogier Windhorst research focus is on the process ofgalaxy assembly and supermassive black-hole growth over
cosmic time. For this, he has used all instruments onboard the Hubble Space Telescope
h the last 20 years, and some
large ground-based telescopes. Since 1998, he has overseen NASA's design, fabrication and testing ofHubble's Wide
Field Camera 3, which was successfully launched by the Space Shuttle astronauts into Hubble in May 2009, and has
opened new frontier studies of the cosmic reionization epoch and the process of star-formation over cosmic time. Since
2002, he is Interdisciplinary Scientist for NASA's new Flagship mission, the James Webb Space Telescope, which is
planned for launch mid-decade and
will penetrate into the epoch of First Light and help revolutionize studies ofthe
earliest objects in the universe. Further details on research projects led by Dr. Windhorst at ASU are in his CV on:
www.asu.edu/clas/hsVCV. From 8/2008 to 8/2010, he has been supported by 13 reseaxch grants, totaling $1.15 million,
mostly fiom NASA, and also including funding from the National Optical Astronomy Observatory.
Patrick Young. Assistant Professor
AST 321 lntro to Stellar & Planetary Astrophysics, AST l 12 Stars, Galaxies, & Cosmology
Patrick Young is a theoretical astrophysicist interested in the evolution and dynamics ofstars, their interaction with
their environment, and their production ofthe chemical elements. His current research involves computational
hydrodynamics simulations ofstellar interiors, supemovae and gamma-ray bwsts (the most energetic explosive events in
the univene), and the synthesis and ejection ofelements by nuclear fusion in stars and stellar explosions. The impact
of
tle evolution ofgalaxies, to the interaction of stellar winds with local environments, to the
enrichment of forming solar systems witl the elements needed for life. His research between 8/2008 and 8/2010 has
these processes range from
included a $256 thousand grant finded by the NSF.
Honryu Yu, Assistant Professor
SES 394: Concepts of Electrical
& Mechanical Engr Design; EEE598: MEMS for Earth and
Space Exploration
Honryu Yu's research focus on development of miniaturized portable platforms and instruments for Eafih and Space
scientists to explore variety of missions and projects, such as seismology, biogeochemisfy, volcanology, astrobiology on
72
Earth and other planeta4/ systems. Current projects include: miniature seismometers for planetary exploration, flexible
and stretchable shear shess sensor for astrobiology and biomedical applications, wireless UV and IR sensing, 3D
MEMS,NEMS manufacturing and acoustic transducers for ultrasound imaging and gene therapy. His research between
8/2008 and 8/2010 has included three grants from the NSF, NASA, and the Univenity ofArizona, totaling over $150
thousand.
Mikhail Zolotov, Associate Research Professor
Misha Zolotov is
a
planetary g€ochemist. He uses theoretical physical-chemical methods to understand chemical
processes ard mineralogical transformations in past and present solar system environments. He investigates the behavior
ofvolatiles (O, H, C, N, S, Cl) and oxidation-reduction processes at surfaces of Mars and Venus, on satellites ofJupiter
and Satum, in planetary volcanic gases, and in aqueously processed asteroids. Between 8/2008 and 8/2010, his research
has been supported by seven grants from the NSF and NASA, totaling over $1.2
million.
74
APPENDTX
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MINI-TES SCIENCE
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cottaborativ€ Research: The cALrPSo Project-lmagino h€
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Sup3Fova njeclion inro Form ng Planetary
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CAREER: Integraling Multidisciplinary G6ophys 6lSlud €s NsF-Orectorale ior G€osde.r
Anzona G6olo9i@l Survey
S€ismic Hazard Updale for lhe Staie ot Anzona
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APPENDD(
VIII.
SESE K-12 EDUCATION AND PUBLIC OUTREACH
Astronomy Open llouse
Graduate students manag€ the monthly SESE Astronomy Open House, offering visitom the opportunity
astronomy
by
in
gazng through telescopes and participating
to explore
physics demonstrations. The school's planetarium
coordinator also offered Tempe Town Lake Telescope Sessions on nights/days
of astronomical interest to
encourage
visitors to peek through telescopes and ask the "experts" questions.
ASU Mars Educatiotr Program
Tlte Arizona Mars
K-|2 Education Program was founded in l99l
as an education and outreach
effort by Dr. Christensen
and graduate student Ken Edgett. The Fogr:rm grew in staff, projects and ftnding (-$700K/yr) and became the formal
education arm of the NASA Mars Prograrn for NASA'S Mars missions. The program name changed to ASU Mors
Edrcation Progrqm to reflect the national reach of the program, which continu€s to be a leader in E/PO in NASA's
Science Mission Directorate. Cunently, the ASU
Man Program has five FTEs (seven employees). The ASU Mars
Education Program primarily serves K-20 educators a.nd students. Secondary focus audiences are informal educaton and
the public.
The ASU Mars Education Program provides hands-on, immersive STEM activities using Mars exploration as the
engagement theme. The program also provides professional development and appropriate curicular materials for K-12
and college and university educators. Additionally, the program creates opportunities to engage schools, informal groups,
and the public in participatory exploration by providing Mars mission updates, providing instruction on how to use
scientific tools (e.9., JMARS), and providing access to Mars exploration data sets for personal exploration. The program
provides the following services:
'
K-20 Educator Professional Development - Hands-on educator tsaining in STEM content ranging from
I
day to
3
days in length, nationwide sites,
.
Mars Student knaging Program (MSIP): Immersive, 3 week to 6 month, inquiry-based student experience that
allows teams of students to formulate a question about Mars and target the THEMIS Mars camera to obtain an
image for their research (authentic research for grades 5- I 4);
.
.
Mars Exploration Student Data Teams (MESDT) - High school student t€arns work as a virtual distributed science
team for a year on projects with mission instument teams to provide added science retum;
Curicular Materials Developm€nl
-
Curricular materials are produced to help teachers and students who participate
in the ASU Mars Education projects;
'
Student/Public Tours at the ASU Mars Space Flight Facility for K-20 students and the public through a working
NASA-funded laboratory including highlights on Mars exploration;
'
Rock Around the world
-
Students and the public fiom around the world contribute to the ASU Mars Earth spectral
Library by sending rock samples. Each contributor receives a certificate and each specimen is run through the
Thermal Emission Spectrometer to "un-mix" the contents of the rock. The results are posted on-line and the rocks
are added to the ASU Mars Earth Spectral Library research collection;
'
ASU/School of Earth and Space Exploration Event Support
materials;
-
'
National and Intemational Education and Public Outreach
ASU Mars provides education and outreach support for
-
ASU Mars proyides gmphics, hands-on activities and
national and intemational venues.
Within this reporting period (2003-2010), ASU Mars Education Program accomplishments include:
.
.
.
K-20 Educator Professional Development
-
Mars Student Imaging Program (MSIP)
16,475 students
-
3475 educators trained
MaIs Exploration Student Data Teams (MESDT)
-
460 students
8l
.
.
.
Curricular modules lhat were developed, validated by NASA and published - MSIP, MESDT, Question Mars, Maxs
Uncovered, Marsbound, Mapping the Surface of a Planet, Finding Spirit
StudenvPublic Tours at the ASU Mars Space Flight Faciliry- 16,800 students
Rock Around the World
-
I1,578 rocks received from around the world, I 1,533 spectra taken, I 1,578 certificates
provided to participants
.
ASU Event Support - ASU Mars provided hands-on activity and graphic and logistic support for ASU Earth and
Space Day, ASU Homecoming event, ASU VIP Events (e.g., Mars Rover Landing event), special Mars-related
speaker events, NASA HQ events
.
National/lntemational Outreach - National presentations and support at the National Science Teachers Association
meetings, Geological Society of America conference, American Geophysical Union conference, National Space
Day, Smithsonian Air and Space Museum presentations and teacher workshops, Hispanic Science Engineering and
Technology (HESTEC) conference, NASA and the Navajo Nation community outreach events, and The Planetary
Society's Planetfest. ApFoximately 38,000 people attended the national events. Intemational presentations and/or
displays occurred at the Beijing Science and Technology Week, Beijing Planetarium
Agency, Moscow, Russia. Approximately 20,000 p€ople attended the international events.
in China; Russian
Space
Center for Meteorite Studies (CMS)
Home to the world's largest university-based meteorite collection, Ihe Center for Meteorite Studies (CMS) creates new
knowledge about the origin of our planetary system through the study of meteorites. CMS panicipates in a wide variety
of on- and off-campus EPO activities for students, educators and the public about meteorites and planetary science using
the largest university-based collection of meteorites in the world. CMS pe$onnel routinely visit schools, clubs and
community goups to present talks on meteorites and/or the science conducted in the CMS. More than 350 people have
attended such talks thus far in 2010.
CMS offers free tours of its museum and meteorite vault. The museum provides examples of each meteorite type,
explains the importance ofmeteorites to understanding the formation ofthe Solar system, and contains displays featuring
Arizona meteorites and meteorites with fascinating histories. Guided tours of the museum include a variety of touch
specimens for hands-on learning. Through the
first l0 months of 2010, CMS hosted tours for more than 700 people,
including multiple groups ofstudents underrepresented in the sciences.
CMS has a hands-on, traveling meteorite display containing examples
of all the major meteorite types and a
"meteorite dig" activity where visitors can collect fragments of the meteorite that formed Meteor Crater. The touchable
meteorite specimens and dig activity travel to outreach events such as the Sally Ride Science Festival, the Intemational
Year of Astronomy event at the Arizona Science Center, the ASU Homecoming Block Party, and Eaxth and Space
Exploration Day and Astronomy Open Houses. In 2010, CMS bas so far reached more than 2000 students, educators and
members ofthe public with these activities.
CMS offers a meteorite identification service for the public. Over the last several years, CMS has averaged 200
mailed in specimens per year, but ftequent appearances of CMS on television raised the 2010 numbers to 315 specimens.
CMS also fields hundreds of phone, email, and walk-in inquiries regarding possible meteorites each year. Due to the
growing number of such inquiries and the limitations of personnel time and resources, CMS plans to replace the public
meteorite identification service with a student-only program in 201l.
CMS maintains a strong multimedia presence in the public. Recently, CMS researchers and the collection have been
prominently featured in the Science Channel program "Meteodte Men", as well as in progra.ms on the History and
Discovery Channels and in PBS programs. CMS'S internet focal point is its website (b!@lhglgslilgsdsll9du), which
acts as a clearinghouse of meteodte and meteorite identification information, educational materials for teachers, and
announcements involving meteodte news and events. The website receives over 2500 unique visits per month CMS is
averages 100 visits per month. The CMS YouTube channel
listed
Google Places, where
on
it
(http://www.youtube.com-/user/ASUMeteoritestudies) highlights research and collections and has been viewed over
1000 times since its inception in March 2010. CMS also produces a biannual print newsletter sent to 300 readers.
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-
Parmership with the successful ASU Mars Education Program has placed CMS materials and activities within
teacher professional development workshops and rnany of the Mars Student Inaging Project (MSIP) programs.
A new,
important paxt of the CMS-Mars Education partnership is the development of loanable education modules, targeted at
students and educators in Grades 5-12, which use authentic data and specimens to inspire the next generation of
explorers and scientists. The modules, entitled "Mars-Earth Comparison" and "Rocks ffom Space: Origins of
Meteorites", include high-quality meteorite and terrestrial rock specimens, standards-aligned lesson plans developed by
cuniculum specialists at the CMS and the Mars Education Program, 3D models, and several other educational resources
(DVDs, posters, books). Educators request the modules on the CMS website. Borrowers complete a post-use survey to
help CMS improve the module content and implementation of the module loan program.
China Youth Space Academy (CYSA)
The Space Academy program was created to excite high school students from the U.S. and China about careers in space
science and engineering. The overarching goal ofthis event is to educate the next generation of space explorers while
simultaneously educating students, their parents and the public on the importance of scientific research and exploration.
This intemational collaboration in public service was designed also to promote inter-cultural communication between the
U.S. and China, especially involving younger generations. About
l8 Chinese students participated.
Earth and Space Exploration Day
Building on the ASU-NASA Space Photogaphy Laboratory Open Houses, which were initiated in 1982 for local K-12
students and teachers, Earth and Space Exploration Day is a flee arnual event hosted by SESE on campus. Orchesrated
by Dr. Sharp, the SESE community comes together to offer special science-related activities €xploring Earth and space
alongside SESE scientists. Visitors can explore Tempe Butte on a guided field trip, pan for gold or gemstones, dig for
meteorites, simulate earthquakes and volcanic eruptions, fly a balloon-mounted camera, leam to use maps, consfiucr
model spacecraft, walk a geologic timeline, hear informal lectures and watch videos on Earth and space science topics,
tour the Dietz Museum, and bring favorite rock specimens for "Dr. Rock" to identiry. We provide students with a
"passport" that is stamped upon completion of an activity. After the event, the "passports" are collected and awards
given to individuals based upon the number/types of passport stamps. Teachers are especially encouraged to attend and
receive educator packets, hand-outs, and posters, as well as contacts for outreach and other interactions with ASU
scientists and students. Each year attendance has grown, with 2009 seeing about I 100 attendees.
EarthScope Interpretive Workshops
Drs. Semken and Arrowsmith and their students are co-planners for the Earthscope Interpretive lltorkshop seies
(http://earthscope.org/eno/parks) envisioned and implemented by the Earthscope E&O program at Oregon
State
University. In this series of workshops, interpretive rangers and education specialists from the National park Sewice,
U.S For€st Service, Bureau of Land Management, state parks, museums, and other agencies work with prominent
research scientists to learn about lhe scientific discoveries and societal implications of the EarthScope program.
Participants leam how Earthscope seismic and GPS measurements monitor the ever-changing landscape of the United
States, and work with the scientists to design interpretive programs that educate the public about earthquakes, and
volcanic eruptions. As of fall 2010, there have been six workshops. Participant evaluation data provided to us by the
current ESNO E&O program for the first five workshops (post-workshop Likert-scale suweys; N = I 14 participants)
clearly showed that participants were uniformly satisfied with the content and organization of the workshops, the
expertise of the presenters, and the relevance of the workshops to their own activities in intemretation and informal
education.
Earth Science Outreach to Native American Communities
An Earthscope outreach project was led by Dr. Semken, Fouch, and Garnero in collaboration with peterson Zah. head of
American Indian Affairs at ASU. This NSF program initiated collaboration between EarthScope and Native American
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communities in Arizona and adjoining states in order to facilitate USArray instrument deployment with a workshop at
ASU in 2005 for decision-makers and experts in cultural resources and education fron these Native nations that would
be affected. EarthScope researchers and project staff provided tribal representatives with an introduction to the scientific
and educational components of the project, while the Native American participants shared critical information on
relevant cultural and jurisdictional issues. The project facilitated the creation of an EarthScope EPO network across
southwestem Indian country, which maintains communication between Tribal K-14 educators and EarthScope
reseaxchers at ASU and other institutions. This network convened in Flagtaff, Ariz., in 2009 for an Earth science
professional-development workshop for teachers, Explofing Smthwest Geolog) and Geophysics lhrough the Earthscope
Program. We maintain communication with this outreach network while investigating funding sources for future
workshops.
Earthwstch Student Cballenge Awrd Program
Under the guidance of Dr. Young and Timmes, SESE
has offered a sponsored Earthwatch program titted Southwestem
Earth and Skies Through Time (2009, 2010). High school students attended a two-week program at ASU and at various
locations around the state.
Geologr and Erploration Museum
The R.S. Dietz Museum of Geology houses minerals, gems, fossils from Arizona and around the world. It also has a six-
story Foucault pendulum, local fossils including real dinosaun, several large meteorites from the ASU Center for
Meteorite Studies, ore minerals and crystals from the many Arizona open-pit and underground mines, a gemstone exhibit
and a 6-foot tall amethyst geode at the museum entrance'
Other exhibits include: Volcanologr; Mineralogy, Geology of Arizona; Rocks ofthe Grand Canyon and Arizona s
qploration
State Fossil: Triassic fossil wood from PetriJied Forest. Neul interaclive exhibits on lunar and planetary
cyberlearning teclnologt are cutently under development, The Museum is a popular tow vemte for school groups
using
and also provides space
for othet
SESE outreach gatherings.
Lunar Reconnaissince Orbiter Camerr (LROC) Operations Center
the PI for the
SESE is playing a pivotal role in NASA's Lunar Reconnaissance Orbiter (LRO) mission. Dr. Robinson is
LROC Ounar Reconnaissance Orbiter Camera), which is controlled and managed from ASU. The Science Operations
behind
Center (SOC) handles the planning, targeting and data processing activities associated with the camera. Enclosed
Walk," a
glass walls, the SOC allows visitors to see scienc€ in action. Supplementing the SOC is "The Lunar History
Education
hallway exhibit popular with touring school groups and public visiton. Building on the successes ofthe MaIs
hogtam, the Lunar Sndenr Imaging Projecr (LSIP) provides students with the opportunity to conduct authentic research
of the Moon by utilizing the LRo camera.
Mars Space Flight Fscility
to the ASU Mars Education Program, are using
research by the
instruments on and around Mars to explore the Red Planet. The facility was designed to accommodate
for Kprofessional scientific community, education from tlle 5th grade to post-doc levels, and professional development
Scientists and researche$
at the Mars Space Flight Facility,
hor.ile
l2 teachers. Tours are popular and include the full-size Man rover model, which dominates
the building's lobby.
The Origins Proiect
public,
T\e Origins Project, overseen by Dr. Klauss, hosts a wide variety of events and lectuIes for students and the
public
including lie Great Debate at ASU Carnmage that brings together renowned scientists, philosophers, and
the interaction of
intellectuals to discuss provocative questions, and the Science and Culnre Festival tha;t explores
ofthe public in for 12 hours
science and cultwe, ln April 2009 Origins hosted a public event that brought 5000 members
are available to K-12
symposium
discussions by well-known scientists and intellectuals. DvDs of the
of lectures and
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teachers. The Origins hoject employs a full time Education and Outreach coordinator whose job is to increase in ASU
projects and research through workshops, lectures, and events.
Planetarium
The SESE Planetarium is a unique educational experience for the young and old alike. With seating for 50, the
planetarium offers shows for school groups and the public. lf the weather allows, viewing through ASU telescopes
follows each show for evening programs.
The Space Photography Laboratory (SPL)
SPL is one
of
NASA facilities for planetary image research and archiving. Holding more than 2 million
40 Earth and planetary missions, the laboratory is open to the public and news media as a resource for
17 world-wide
images from some
understanding and illustrating geologic surface features on the planets and satellites of the solar system. Pre-college
activities include hosting high-school science clubs for research projects, Earth watch activities, and the development of
on'line leaming programs for planetary exploration in cooperation with local community colleges. SPL hosts numerous
EPO visits throughout the year, including university "sneaker tours" for visiting dignitaries and visits by school groups of
all ages, averaging 1,250 participants per year.
Trail of Time
The Trail of Time Exhibition is an int€rpretive walking timeline tail at the Grand Canyon to guide visitors to ponder,
explore, and understand the magnitude ofgeologic time and the stories encoded by Grand Canyon rocks and landscapes.
Dr. Sernken is a co-PI on this NSF-funded Informal Science Education program in cooperation with the National park
Service. The 4.6 km trail is marked as a geologic time-line. Each meter on tlre trail signifies one million years of
geologic history with bronze maxkers at one meter intervals. Every tenth marker is labeled in millions ofyears. These are
contextualized by wayside interpretive signs and large, prominently displayed specimens
ofall rock units exposed in and
near Grand Canyon. The geoscience content was designed to be culturally responsive and broadly engaging.
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