INNOVATIVE FUNDING OF EDUCATIONAL OUTREACH BY A STATE
AGENCY
David C. Kopaska-Merkel
Geological Survey of Alabama, PO Box 869999, Tuscaloosa, AL 35486-6999,
davidkm@gsa.state.al.us
ABSTRACT
The educational role of state geological surveys is increasing, yet state funding for this role is commonly lacking.
Staff members of the Geological Survey of Alabama/State
Oil and Gas Board of Alabama have developed and implemented a successful Outside Funding Model to support
educational outreach programs. Staff members created an
informal organization within the agency and raised
money specifically for educational outreach. The primary
vehicles for fund raising are an annual charity golf tournament, sales of t-shirts and field-trip guidebooks, and small
grants awarded by a variety of organizations. The money
raised is used to fund a wide variety of educational activities that would not be possible otherwise. The Alabama
Outside Funding Model could be duplicated by surveys
or similar agencies in other states.
Keywords: education, education - geoscience, education science.
INTRODUCTION
The implementation of state (Teague, 1995) and national
science education standards and the on-going growth in
population, land development, and environmental concerns has increased the demand for educational outreach
by state geological surveys. State geological surveys and
related state agencies are increasingly being called upon to
engage in diverse kinds of educational outreach to young
people, teachers, and the general public. The need for educational outreach by geological surveys has been compounded by the spread of electronic communication,
which has made it easier for the public to contact geological surveys and expect quick results. The popularity of
Earth Science Week also has increased the demand for educational outreach. The proliferation of educational arms
of professional scientific societies in recent years (e.g.,
Geological Society of America, Society for Sedimentary
Geology [SEPM]) and their increased visibility at technical
meetings (e.g., GSA national meetings) attest to a growing
recognition among geoscientists that they can and should
work to further science education. Unfortunately, several
factors can inhibit successful knowledge transfer from scientist to teacher or to the general public. Potential problems include: inability to communicate effectively to
nonscientists; ignorance of the needs of teachers and others; lack of time or funds for educational outreach; and absence of an institutional mechanism for outreach.
Unfortunately, where the need is greatest (i.e., states
whose funding for science education is severely limited),
146
the resources of scientific organizations that could assist
educators are also in short supply.
This report describes the efforts of staff members of
the Geological Survey of Alabama to improve science-education outreach despite a virtual absence of official time and funds and no formal institutional mechanism. The Outside Funding Model presented here could
be applied by other surveys and related organizations in
other states that wish to support science education.
Throughout this report, reference is made to the Geological Survey of Alabama. However, in a situation
unique to Alabama, the Survey’s sister agency, the State
Oil and Gas Board of Alabama, shares a building and director with the Survey, and staff members of both agencies
work together on educational projects.
THE PROBLEM IN ALABAMA
The Geological Survey of Alabama is the state’s oldest scientific agency (founded in 1848), and for most of its history the agency has supported science education chiefly
by producing informative publications for the general
public. These range from popular accounts of the petroleum (Smith, 1917) and gold resources in the state (Adams, 1930; Simpson and Neathery, 1980; Lesher et al.,
1989) to guides designed for use by fossil and mineral collectors (Copeland, 1963; Daniel et al., 1966) to state geologic maps (Osborne et al., 1989). This activity is
supported by the agency’s General Fund budget, because
publishing reports of activities is a significant part of the
Survey’s charter. However, the demand for educational
publications is increasing and becoming more sophisticated.
Many science teachers present their needs and requests to agency staff. These include requests for information or classroom visits; requests for field trips; requests
for participation in water festivals, science fairs, Earth Day
activities, and Earth Science Week activities; inquiries
about the availability of publications written at a nontechnical level or on subjects of general interest; requests for
rock, mineral, fossil, or biological specimens; and inquiries
about the availability of workshops or seminars for science teachers. Unfortunately, state funding is not adequate to address these educational needs in addition to
tasks required by the Survey’s mandate.
Geological Survey of Alabama funding comes chiefly
from two sources, neither of which includes a significant
amount of money earmarked for educational outreach.
About 2/3 of the Survey’s budget is provided by the
State’s General (non-education) Fund, with the remainder
coming from research cooperative agreements. The cur-
Journal of Geoscience Education, v.49, n.2, March, 2001, p. 146-149
rent level of funding does not permit the agency to complete all of the scientific research activities deemed to be of
high priority, and therefore General Fund dollars for educational outreach (or other activities on the agency’s “wish
list”) would require a budget increase. To date, the State
Legislature has not supported Survey requests for additional funding for educational outreach. Although the
Survey has been highly successful in obtaining research
funds, most have been for technical research or for the solution of particular technical problems. Many of the federal funding agencies that provide funding for education
are reluctant to fund proposals submitted by noneducational entities, nor do Survey staff have much experience in applying for grant money for educational projects.
In sum, both of the Survey’s major sources of funding potentially could support educational outreach, but neither
has provided much money for this purpose. In addition,
gradual staff reduction during the late 1990’s has created a
situation in which most employees’ time is fully committed to existing research activities. The result of the dearth
of uncommitted time and money is that Survey staff members have filled most requests for educational-outreach assistance on their own time, if at all. Until recently, there
has been no mechanism for performing educational outreach that would cost money or take more than a few minutes to complete.
A SOLUTION IN ALABAMA
Shortly after appointment as agency head in August 1996
the current state geologist set up a system of informal Discussion Groups. The groups consisted of staff members
who were interested in particular problems facing the
agency. The purpose of these groups was to formulate
suggested solutions that could be presented to the State
Geologist. The Educational Discussion Group was one of
the first formed, and continues to function several years
later simply as the Education Group.
The original charge of the Educational Discussion
Group was to advise the state geologist about ways to improve the agency’s educational outreach, especially to science teachers because this assistance is multiplied when
teachers pass knowledge on to their students. Many staff
members were frustrated by their inability to reach out to
teachers, students, and others in substantive ways. One
obvious suggestion was to seek official funding for education, but this effort has not yet borne fruit. The Discussion
Group also suggested that agency staff members raise outside money for education. This approach was submitted
to the State Attorney General’s office and found to be legal
(with some restrictions; the Survey cannot accept donations from companies regulated by, or doing business
with, its sister agency, the State Oil and Gas Board). The
Educational Discussion Group became the Education
Group, composed of 20 people (about 25 percent of the
staff of the Survey and of its sister agency, the State Oil and
Gas Board).
One member of the group, avid golfer Frank Hinkle,
suggested an annual charity golf tournament, and this has
been the chief fund-raising mechanism for 4 years. The
tournament has produced as much as $3,600 (net) per
year. Expenses are dominated by the fee charged by the
golf course, and also include the cost of door prizes (all
participants receive door prizes, some of which are donated), the cost of providing food and drink for participants, and a modest amount of time. Income derives from
hole sponsorships, registration fees, mulligan sales, and
some donations. All money raised by the Education
Group is kept in a business account, which is handled by a
staff member who volunteers to be treasurer. Major expenditures are voted on via e-mail, and usually decided
by consensus. Financially, the group functions like a small
social club.
Other income for the Educational Fund comes from
sales of t-shirts and field-trip guidebooks, but these account for less than 5 percent of the annual income. This
money has been supplemented by small grants or in-kind
donations from various organizations including the Geological Society of America and its Southeastern Section,
the Society for Sedimentary Geology, Legacy Inc. (an Alabama environmental organization), and several Alabama
universities. By coauthoring grants with geoscientists
from local universities, the Education Group has been able
to compete successfully for small grants, which account
for 10 to 15 percent of annual income.
The Education Group has raised more than $11,000
for educational outreach over the past 4 years with a minimum investment. These funds have been used for a wide
variety of activities, some of which are listed below. It
should be noted that the Survey and Board have contributed directly to many of these activities by permitting
some expenditure of staff time (as available).
• Development of fossil and biodiversity kits that are
lent to schools and others
• Collection of fossil specimens and their donation to
schools, science centers, and teachers
• Purchase of educational publications and their dona-
tion to schools, science centers, and teachers
• Rapid distribution of agency educational publica•
•
•
•
•
•
•
•
tions at no charge to schools, science centers, and
teachers
Purchase of educational materials for the agency library
Development of a small display of fossils
Shadowing of staff members by middle-school students
Participation in science fairs and similar events
Exhibition and distribution of materials at conferences of science teachers
One-day geological field workshops for teachers
(Figure 1)
Development and printing of field-trip guidebooks
for teachers and lay people (Kopaska-Merkel et al.,
1998a, b)
Participation in an annual city festival via a “fossil
dig,” in which children dig for fossils in a large sand
pile
Kopaska-Merkel - Innovative Funding of Educational Outreach by a State Agency
147
Figure 1. K-12 science teachers examine Cretaceous
marine fossils at an outcrop in west-central Alabama.
Field trip co-sponsored by Geological Survey of Alabama and University of West Alabama.
• Participation in Earth Science Week and Earth Day
events and Water Festivals in partnership with
schools and other organizations
• Serving as a distribution agent for individuals and
organizations desiring to provide publications, rock
and mineral specimens, and fossil specimens at no
charge to large numbers of science teachers and the
general public
Perhaps of equal importance, the Education Group has
created within the Survey a sense that educational outreach is an active and vital component of agency activities.
A cadre of nearly two dozen staff members has gained experience with educational outreach, fund-raising, and interacting with science teachers and with educational
organizations. As a result, educational materials are published by the Survey more frequently, and these publications are more useful to science teachers than many older
educational publications. Recent educational publications
include classroom activities (Kopaska-Merkel, 1996),
pamphlets and fact sheets (table 1), and posters (DeJarnette, 1999). A complete list of Survey publications (excluding pamphlets and fact sheets) and news about education programs can be found on the agency web site.
Moreover, by proving its abilities, the agency has improved its chances of leveraging funding for educational
activities from the State Legislature and other sources.
TRANSFERABLE OUTSIDE FUNDING MODEL
A transferable Outside Funding Model has been developed based on the success of the Alabama example. This
model could be applied in other states by any state agencies, and has six basic components.
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Pamphlets
Earthquakes
Educational outreach of the Geological Survey of Alabama
Ground water, the underlying issue
Landslides, hidden danger
Radon, silent invader
The sand dunes of coastal Alabama
Speaker’s Bureau of the Geological Survey of Alabama
Surface water, resource for today and tomorrow
The white beaches of coastal Alabama
Fact Sheets
Paddlefish Polyodon spathula
State fossil of Alabama, Basilosaurus cetoides
Alabama’s state rock and mineral, hematite
and marble
Other
State geologic map (postcard)
Mosasaur and sea turtle (postcard)
Alabama’s water (page size)
Annual wall calendar (various)
Table 1. Educational publications available in limited
quantities at no charge from the Geological Survey of
Alabama
Form an Educational-Outreach Action Group and Set
Goals - The group should be comprised of persons (government staff and/or volunteers) who are aware of the
needs related to education and want to assist in meeting
those needs. This group should meet with the approval of,
and preferably include, the State Geologist or other appropriate agency chief officer.
Goals should be modest at first, and target the broadest audience for the least money. For example, set a simple
goal of taking part in Earth Science Week, or developing
and posting the most-requested educational items on the
agency web site.
Consult the State Attorney General’s Office for legal
guidelines on raising outside funds for educational activities.
Develop strategies for outside funding. These can include charity golf tournaments, sales of t-shirts and guidebooks, raffles, and seeking small grants or in-kind
donations from professional societies, local businesses,
rock and mineral clubs, and educational institutions.
Manage the funds using a business account at a local
bank. Expenditures can be made by a vote of the Action
Group or their designees.
Collaborate with local universities, schools, and other
state and federal agencies to accomplish specific project
goals, co-author education-related grant proposals, and
seek volunteers for group assistance and membership.
Keep the State Geologist informed about group activities and needs. Encourage clients to inform their state legislators of same.
Journal of Geoscience Education, v.49, n.2, March, 2001, p. 146-149
ACKNOWLEDGMENTS
The author thanks Donald F. Oltz, State Geologist of Alabama and Oil and Gas Board Supervisor, for permission to
publish this account. There would have been nothing to
say were it not for the enthusiastic efforts of all present
and former staff members of the Geological Survey of Alabama who have contributed their time to geoscience education. Staff members Barbara Ball, Robert M. Mink, James
D. Moore, Andrew K. Rindsberg, and Irene Thompson reviewed the manuscript. Journal reviews by Steven Good
and Richard M. Busch were extremely helpful.
REFERENCES
Adams, G. I., 1930, Gold deposits of Alabama, and
occurrences of copper, pyrite, arsenic and tin:
Alabama Geological Survey Bulletin 40, 91 p.
Copeland, C. W., Jr., 1963, Curious creatures in Alabama
rocks, a guidebook for amateur fossil collectors:
Alabama Geological Survey Circular 19, 45 p.
Daniel, T. W., Jr., Neathery, T. L., and Simpson, T. A.,
1966, Rocks and minerals of Alabama, a guidebook
for Alabama rockhounds: Alabama Geological
Survey Circular 38, 106 p.
DeJarnette, S. S., 1999, Alabama’s water: Alabama
Geological Survey Educational Series 11, 1 plate.
Kopaska-Merkel, D. C., 1996, Three for the classroom:
Alabama Geological Survey Educational Series 8, 8
p.
Kopaska-Merkel, D. C., Rindsberg, A. K., Logue, T.,
Puckett, T. M., and Vick, C., 1998, Mississippian
of north Alabama: A hands-on fossil workshop for
teachers: Alabama Geological Survey Education
Group Field Trip Guidebook 2, 96 p.
Kopaska-Merkel, D. C., Rindsberg, A. K., and Thurn, R.
L., 1998, Cretaceous of west-central Alabama: A
hands-on fossil workshop for teachers: Alabama
Geological Survey Education Group Field Trip
Guidebook 3, 58 p.
Lesher, C. M., Cook, R. B., and Dean, L. S., 1989, Gold
deposits of Alabama: Alabama Geological Survey
Bulletin 136, 229 p.
Osborne, W. E., Szabo, M. W., Copeland, C. W., Jr., and
Neathery, T. W., 1989, Geologic Map of Alabama,
scale 1:500,000: Alabama Geological Survey Special
Map 220, 1 plate.
Simpson, T. A., and Neathery, T. L., 1980, Alabama Gold:
Alabama Geological Survey Circular 104, 169 p.
Smith, E. A., 1917, Oil prospecting in Mobile County
(April 2, 1917): Alabama Geological Survey Leaflet 1,
3 p.
Teague, Wayne, 1995, Alabama Course of Study: Science:
Alabama State Department of Education Bulletin 4G,
150 p.
About the Author
David C. Kopaska-Merkel was educated at the College of
William and Mary and at the University of Kansas. He has
worked for Shell Exploration and Production Co., the University of Toronto, the Northeastern Science Foundation,
and the Geological Survey of Alabama. Current research
interests include carbonate geology in general and microbial bioherms in particular. Dr. Kopaska-Merkel is chair of
the Geological Survey of Alabama’s Educational Group,
Head of the Ground Water Section of the Geological Survey of Alabama, and an adjunct faculty member of the
University of Alabama.
Civilization and natural resources – the former would not have been possible
without the latter.
Brian Skinner, Stephen Porter, and Daniel Botkin “The Blue Planet”
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