This course provides an overview of earthquake risk in the U.S. and explores the importance of coordinated post-earthquake response and the effectiveness of post-earthquake technical clearinghouses in improving earthquake resiliency.

This course is intended for geologists involved in Light Non-Aqueous Phase Liquid (LNAPL) assessment and remediation. This course provides information on the development of high resolution conceptual site models that can be used to guarantee the project goals are met.

This course is intended as a basic review of seismic prospecting methods for locating and extracting oil and gas global resources. It begins with a review of world hydrocarbon reserves, production and consumption, as well as overall goals and methods which apply to petroleum exploratory efforts.

Communities that rely on surface water resources via sand and gravel wells are vulnerable to the impacts of drought on water supplies.

This course is designed to be an introduction to the subject of landslides or mass wasting. Landslides or mass wasting occur in both solid bedrock and in poorly-consolidated sediments. Concerning the latter, loose sands, clays and soft shales can prove to be quite problematic. These type of strata are highlighted in our discussions.

This course provides insight into the technical writing skills that are needed by geoscience students pursuing careers in the environmental consulting industry.

This course introduces topics that contribute to workplace "climate" (e.g., microaggressions, implicit bias, empowering bystanders) and provides suggestions for personal and institutional actions that can be taken to ensure that everyone can succeed in the workplace environment. The course presenter is David W. Mogk, Professor of Geology at Montana State University.

This course delves into the key factors involved in ethical fieldwork: values, integrity, and perception, and how these affect not only fieldwork research, but also the geoscience community as a whole.

We will go on a tour of some selected outcrops of the Cretaceous System of central Texas. This general area constitutes one of the best exposures of Cretaceous strata anywhere around the globe. In the course, we will emphasize various aspects of the development, stratigraphy, sedimentology, structure, and paleontology of these Cretaceous units.

No country in the world produces all of the mineral resources necessary for modern society. International trade plays a critical role in providing these raw materials, forming a global network of production, export, import, and use. This network must continuously adapt to national and international developments in science, technology, politics, and economics.

Geoscience is essential to our understanding and management of produced water, an inevitable byproduct of oil and gas development. This course provides a scientific and regulatory background of produced water, how it is commonly disposed, what opportunities exist for the re-use of produced water, and what the environmental and regulatory challenges for re-using produced waters are.

Coastal hazards are a widespread challenge that cost millions (and sometimes billions) of dollars in the U.S. every year due to property loss and spending on mitigation measures. Based on the most recent U.S. Census, over 39% of the U.S. population lives in areas that may undergo significant coastal flooding during a 100-year flood event.

Construction of a computerized model to estimate mineral resources is a common practice in mineral exploration projects and mining operations. Many times a technical report is done as per international reporting standards such as NI-43-101 or JORC to meet the requirement of certain stock exchanges in the world.

Flooding is a perennial hazard for rivers and coasts alike. Every year, flooding results in billions of dollars of damage and the loss of dozens to hundreds of lives across the United States.

This course focuses on the adoption of and changes in geoscience-related ethics codes over the years. Many geological and related engineering professional associations were founded in the 19th and early 20th centuries but ethics codes were generally not adopted until after WWII. The AAPG Code of Ethics was the first code and was adopted in 1924.

This course is designed to help faculty and non-academic professionals host career discussions with students. The course provides learners with specific career-related content, materials, and well-tested tools that will help in facilitating geoscience career discussions and presentations. The course will cover three main sections:

This course will provide an overview of the writing skills that geoscience students develop during their undergraduate and graduate academic training, the skills and tools that are needed for non-academic careers, and advice for students on how to acquire the needed writing skills as they prepare for and pursue their career path.