Service Learning and Local Hydrogeology in the Classroom An example from Anchorage, Alaska LeeAnn Munk University of Alaska Anchorage

Goals of Service Learning Involve students with community –Agencies –Community councils, etc. Students utilize fundamental knowledge learned throughout course and apply it to their surrounding environment Students are exposed to “real world” problems and are required to interact with consultants, agencies, and the public

How to get started Make contacts with local consultants, municipality, and agencies (Alaska Department of Environmental Conservation) –Determine what local hydrogeologic problems or issues are of concern to the public

How to proceed Assign tasks to students in order to get them to develop their project –Examples: Introduction to well database (WELTS in Alaska) Gather existing documents –Municipal, consultant reports, agency information, other published materials

Case Study: Sand Lake Gravel Pits, Anchorage, Alaska Problem or Issue –A proposed 700 home subdivision in a previously mined gravel pit surrounded by communities on private wells and septic –Aquifer geology = glacial outwash –Community concerned about degradation of water quality due to new subdivision –Developer’s consultant puts forth the idea that the aquifer is completely confined and “cannot be contaminated”

Brief summary of sequence of events Local community counsel hired a consulting hydrogeologist to review groundwater studies Municipality reluctant to address concerns raised by citizens hydrogeologist Citizens continue to press the issue at platting board meetings and with the mayor The city and the mayor “ignore” concerns Legislature provides funding for independent review by university faculty and students

What we did Read all consultant reports Site visit Consultation with all involved parties Develop an understanding of hydrogeology and hydrostratigraphy based on existing well logs Assess potential contaminants to groundwater from subdivision (soil characteristics) Present results to community and provide suggestions to municipality Final product = 100 page report

sand silt gravel silt sand silt sand and gravel Site Visit

Cross Section A-A’ Sea level High and low permeability Water levels Sea level Topography Drillers’ logs Estimated BCF interval

Topsoil: A Groundwater-Protecting Sponge…

Summary of Conclusions Need aquifer test to investigate connectivity of upper and lower aquifer Properly designed topsoil will minimize contamination Developer should monitor groundwater quality before during and after development

Incorporation into the classroom Adapt project to be suitable for undergraduates and 15 week semester

Assignments for 15 week semester course Week 1 –Introduce the problem, have discussions, find out what the students already know about the issue –assign or form research teams of 3-4 students Week 2-4 –Students gather existing data, reports, well logs, etc. –Students turn in a summary of the problem and the existing information Week 5 –Students develop a proposal of how they will attempt to address the problem Including a time line for the rest of the semester with dates of when they will provide reports, cross sections, and assessments

Week 6-9 –Students work in groups to develop first assessment and report –Student groups meet with instructor to present their preliminary report Week –Students refine their report and investigate further based on consultation with instructor Week –Students prepare oral presentation and final written report –Students will present their findings to their peers and invite interested parties from the community

Grading Proposal 20% Preliminary Assessment 20% Final Written Report 25% Presentation 25% Peer evaluation 10%