COOPERATION BETWEEN ACADEMIA AND A STATE SURVEY: A CASE STUDY IN GEOPHYSICAL LOGGING IN VERMONT

Since 2012, geologists from the State University of New York at Plattsburgh (SUNY) and the Vermont Geological Survey (VGS) have collaborated on borehole-geophysical-logging projects. These projects have addressed geothermal gradients in deep wells, structural geologic mapping, municipal water supplies, and PFAS contamination of groundwater. Geophysical logs from these projects are posted online in an easily accessible VGS database.

This collaboration advantaged both SUNY and the VGS and complemented our respective missions. At SUNY our mission is to provide opportunities for our students that further their understanding of geology and apply this understanding to real-world problems in preparation for their careers. Faculty are expected to engage in research to further our understanding of the natural environment. The VGS has the mission to evaluate geologic hazards, protect natural resources, and provide aid and advice to the citizens of Vermont.

SUNY owns a suite of borehole geophysical instruments (caliper, gamma, fluid temperature/resistivity, heat-pulse flow meter and acoustical borehole imager). Geophysical logs (54) have been completed throughout Vermont. While many of these wells were logged for specific purposes, the geophysical logs collected from these wells have furthered our understanding of the geologic controls on groundwater flow in Vermont’s fractured bedrock aquifers. We have documented structural controls on both groundwater quality (PFAS, nitrates, arsenic, radionuclides) and quantity.

Students from SUNY and several colleges in Vermont have benefited from this collaboration, leading to senior theses. Geophysical well logs are unique teaching tools that motivate students to integrate their understanding of structural geology, stratigraphy, sedimentology, hydrogeology, and mineralogy. The field work, data interpretation and participation at conferences provide valuable experiential learning opportunities.

Our projects demonstrate that collaboration between the survey and colleges is mutually beneficial for geological surveys that are not embedded in public colleges. The survey gets the benefit of leveraging valuable human and physical resources and colleges benefit from applied experiential learning opportunities their students would not otherwise receive.