Tag Archives: Stephanie Widzowski

Underground Philadelphia

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Students unlock the secrets of the region’s geology

By Stephanie Widzowski

Mineralogy, one of the four 200-level major requirements for geology students, has been taught in a myriad of ways – some more successful than others. Professor Selby Cull-Hearth has tried everything from lectures to a life-like research experience. She works hard to create the best environment for students every year.

She refuses to assign a textbook because none of them explain mineralogy well enough. So she writes her own chapters on Microsoft Word, draws her own figures, and uploads them all to Moodle.

This year class time is entirely for the students. Need to study for the next exam? Pore over the readings or work with someone else to quiz the concepts. Test your memory with optional Moodle quizzes or get familiar with a tray of minerals in the back of the classroom.

All the deadlines are listed on Google Sheets files  Cull-Hearth made, and all students have to do is fill their box in green after finishing something. It’s collaborative, so people can see where others are stuck and offer a hand.Cull-Hearth is there to help too, but students often depend on each other more.

Final exams and papers are standard, but this final is neither.

The class is putting together something the whole Bi-Co can enjoy: an exhibit to go in the long-empty display cases in Park Science Building. It will tell the geologic story of Philadelphia and the evidence behind it.

“The best way to know what you know is by explaining things to others,” said Cull-Hearth.

But telling the entire geologic story of the region, a history over a billion years old? Where should a handful of undergraduate students start? And what does mineralogy have to do with it?

Scholars like Howard Bosbyshell have spent decades studying the region and published papers on their work. To start, each person in the class picked a local rock unit and scanned the articles for any mention of it, trying to figure out the age of the rock and how the experts think it formed.

The major rock units being studied and where they meet the Earth’s surface. Cull-Hearth.

 

There’s still a lot of uncertainty about the rocks in this region. For one, there are hardly any exposures that aren’t covered in plants or weathered by rain, and getting funding to excavate rock is near impossible. Continue reading →

In the Lab as an Undergrad

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Students aren’t waiting for grad school to do hands-on research

By Stephanie Widzowski

Emma Bullock, a Haverford senior, has a full plate. She takes physics, advanced German, and multiple high-level chemistry courses at a time. She gets up early to run and sings in an a cappella group of which she’s been a member since freshman year. She spends long evenings in the lab, but it’s not for classes. Bullock does research, a chance many undergraduates get to solve intriguing questions or help them get into graduate school.

Emma Bullock does research on bees

The number of Americans going to college, including grad school, has increased steadily over the past few decades, according to the National Center for Education Statistics.

With higher enrollment comes opportunities for STEM undergrads at four-year schools to do research. Often all it takes to get involved is asking a professor if they need help with a project.

Bullock studies the health of honeybees and whether chemicals in their bodies can show disease. She hopes to find a cheap, easy way for beekeepers to check on their hives. She started as a sophomore on a senior’s project and has made it her own.

“So, what I did was I took the methods that I worked with her to develop, and just worked individually my junior year to do them,” said Bullock. Her adviser Helen White steps in if something is confusing, but otherwise, Bullock adds, “You’re on your own.”

This might sound scary, but it seems to foster independence.
Junior Lily Bennett studies conifers with biology professor Jon Wilson, and senior Divesh Otwani develops new ways to write computer programs with a professor at Bryn Mawr. Both attest to the freedom and confidence their work gives them.

Research is also a chance to get to know a professor on a deep level. Mentors can also help students get more out of the learning process.

“[Jon] helps me analyze my data and suggests readings for me,” Bennett wrote. “I honestly can’t speak highly enough of Jon, though. He’s really the best.”

Haverford Student Lily Bennett

These three students do research on top of their coursework. How do they balance it all?

“So it can be tough, but Jon is flexible with when I get things done, so long as I get the work done,” Bennett wrote.

Bullock just laughed. “I had no choice,” she said. Continue reading →