The Geoscience Online Learning Initiative (GOLI) is an initiative by the American Geosciences Institute, started in cooperation with the American Institute of Professional Geologists, to provide a platform for asynchronous, life-long learning and continuing education opportunities in the geosciences. The long-term vision for GOLI is to provide a platform for geoscience societies to host asynchronous learning modules for use in both professional continuing education and to help students be better prepared for entering the geoscience workforce. AGI is interested in providing this platform with the hope that Member Societies will create a transparent marketplace for learning opportunities and CEUs/micro-credentials that are transferrable across the entire profession.
The GOLI platform offers the following types of courses:
GOLI live webinar courses provide up to date information on technical and applied geoscience topics and are taught by a range of experts from across the geosciences. Attendees earn Continuing Education Units (CEUs) upon the completion of the webinar course.
GOLI asynchronous online courses provide learners with the flexibility to actively self-pace their progress, since asynchronous courses do not have a set schedule like traditional academic semester-based courses. Brought to you via the Open edX Learning Management System (LMS), learners are able to browse course descriptions, enroll in specific courses, access content, and complete any course completely free of charge. All learners who complete online courses offered through the GOLI platform with a passing grade of 70% or higher are eligible to purchase Continuing Education Units (CEUs) for a nominal charge.
Search for GOLI CoursesDisplaying 1 - 20 of 30 courses
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. We will start with a basic review of soil mechanics and strength of materials, as a precursor to our coverage of the topic of landslides.
Conflicts of interest are the most commonly encountered professional ethics issues. Dealing with them can be relatively easy or potentially very difficult depending on the facts of the particular case. But first the conflict of interest must be recognized. This webinar will help you recognize conflicts of interest and will provide discussion of the issues involved with particular cases.
As outdoor field professionals we have a responsibility to not only use appropriate scientific methodology, but also to behave as good stewards of the land upon which we work. As educators we also have a responsibility to teach others how to conduct themselves professionally. Ethical field study concerns all of the uses and values of the lands, not only their value as a geoscience field laboratory. As a society, these land use values shift over time and so our perceptions and expectations of what is acceptable practice in the field must also shift. We must continually challenge our thinking and our behavior both as individuals and as a profession in order to maintain the highest standards of integrity possible. In short, every geoscientist in the field needs to continually evaluate how they are representing themselves and their work. People are watching, so we need to lead by example.
The two most basic tools used in petroleum exploration and production are well logs and seismic data. Their integration is essential to enhance the probability of success of exploratory and development ventures. In this module we concentrate on the subject of well logs. Although we always hope for success when we drill wells, we can learn valuable information from dry holes also. So, let’s see what we can ascertain from well logs.
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. It is also our aim to provide you with additional historical and geographical data that will make this virtual field tour interesting and informative.
Depending upon how you have maintained your well, the costs for re-development will vary. For example, for a well that has not been maintained, the costs and methods for re-development can be very high. For well-maintained wells, re-development costs should be less. Remember that part of the re-development is to examine the well pump and motor and column pipe. State and local regulations must be followed as part of the re-development process.
There is no magic method to clean a well. There are many techniques, some that have been used for decades, others are fairly recent. The objective of the re-development is to return the well to its condition when it was installed. We introduced the term Specific Capacity in an earlier session. We will demonstrate why measuring the Specific Capacity of your well is so important.
A groundwater well is a lifeline for many people and communities. It will provide drinking water for decades, if it is properly maintained. Just like your teeth need to be cleaned by the dentist and the oil in your car’s engine needs to be changed to maintain a long and healthy life, so does your well. We will explore what causes a well to decline in performance and why.
The glacial and bedrock geology of New England is varied and complex. We will take you on a journey through the formation of these geological features and then provide information on why a groundwater well in this geological terrane needs to be re-developed and how we know when a well needs to be re-developed. We will introduce and explain the term Specific Capacity and why it is so important to monitor during the life cycle of a well.
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. Codes have changed over the years for a variety of reasons as has their organization. There are common principles in the codes like honesty, integrity, transparency, etc.
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. As a result, information on the global flow of raw materials plays a fundamental role in improving national and international resilience to potential supply disruptions and market changes.
This course will be available as an online GOLI course soon.
Professionalism refers to the attitudes and behaviors that impact interpersonal relations in the workplace, the foundations of which are based on the concepts of power, trust, respect, responsibility, justice, and fairness. The nature of the Geosciences (e.g., working with an incomplete record, temporal and spatial scales beyond human perception, uncertainty in natural systems), and the geoscience work environment (e.g., in the field, laboratory, with extensive travel) presents many situations where ethical dilemmas may arise. Recent high-visibility transgressions have brought special attention to sexual harassment and bullying in the workplace. Everyone has a right to a safe, inclusive, supportive, and productive work environment and a high bar must be set for both students and faculty to ascribe to the highest professional standards of the discipline. This webinar will introduce topics that contribute to workplace "climate" (e.g., microaggressions, implicit bias, empowering bystanders), and will provide suggestions for personal and institutional actions that can be taken to ensure that everyone can succeed in your workplace environment.
This webinar course has been converted into a GOLI online course. View online course.
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. Codes have changed over the years for a variety of reasons as has their organization. There are common principles in the codes like honesty, integrity, transparency, etc. Most codes also explicitly state that protection of the public’s health, safety, and welfare supersedes employer/client confidentiality. Emerging additions to ethics codes include statements about harassment and discrimination, sustainable development, and global human welfare. Whether an ethics code requires enforcement procedures, the implications of enforcing an ethics code, and the characteristics of effective disciplinary procedures are reviewed.
This course provides an overview of how groundwater and surface water interact, what the implications of these interactions on water resources are, and how water can be more effectively managed if an understanding of these interactions is incorporated.
The course presenters are Ken Bradbury from the Wisconsin Geological and Natural History Survey, William A. Alley from the National Groundwater Association, and Thomas Harter from the University of California, Davis.
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. The class will cover advantages of a high resolution LNAPL Conceptual Site Model (LCSM); design and implementation of a high resolution investigation field program; case studies and end uses of a high resolution LCSM.
The course presenter is Roger Lamb.
The surge in recent years of earthquake activity associated with some oil and gas operations, most notably in Oklahoma, has spurred a range of actions and responses from state geoscientists and regulators. States have taken measures to monitor these earthquakes and moderate the activities that may be causing them, particularly the deep underground injection of large volumes of wastewater. Many states with extensive oil and gas operations but little or no increased earthquake activity have also adopted practices to prevent and prepare for potential induced earthquakes in their area.
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. Additionally, six of the ten most expensive weather-related disasters in U.S. history have been caused by coastal storms.
As the amount of atmospheric carbon dioxide has increased over recent history, so has the acidity of oceans worldwide. The changing acidity of the ocean has many ecological and economic impacts, one of the most serious being its effects on marine life and fisheries. The impact of ocean acidification is intensified in colder bodies of water such as those off the coast of New England, a region with a large fisheries sector.
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.
The course presenters are Kyle Murray from the Oklahoma Geological Survey, Jeri Sullivan Graham from the Los Alamos National Laboratory, and Holly Pearen from the Environmental Defense Fund.
This course provides information about induced seismic activity in the United States, specifically in the mid-continent. It includes information on mitigation planning, the state of seismic monitoring at the state level, and the challenges in communicating the science of the issue to the public and decision-makers.
The course presenters are Bill Ellsworth from the U.S. Geological Survey, Austin Holland from the Oklahoma Geological Survey, and Rex Buchanan from the Kansas Geological Survey.