Energy Resources

Studies of use and availability of energy resources, ranging from geosciences to political economy, and from traditional to renewable resources. Faculty are actively involved in research on basin analysis, geophysical exploration, tectonic frameworks, as well as wind energy, CO2 sequestration, and the political and social economics of developing energy grids.

Energy Resources Faculty

Gwendelyn Geidel

Prediction, prevention and remediation of ground and surface water contamination caused by mining and other anthropogenic disturbances of the earth’s surface. Examples include investigations of rock-water interactions from mining activities (including both coal and metal mining in the US and Canada), the degradation of water quality from the oxidation of sulfide minerals, laboratory evaluation of acid and alkaline potentials from rock strata, field investigations of the long term effects of mining, and the implementation at field sites of constructed wetlands, anoxic limestone drains, alkaline trenches and other remediation and reclamation technologies.

Conor M. Harrison

Dr. Harrison’s research examines the relationship between energy and society, with a particular focus on political economy and power relations. Portions of his work have been published in the Annals of the Association of American Geographers, Geoforum, and Local Environment. His research has been supported by the National Science Foundation, Center for Study of the American South, and the University of North Carolina.

Andrew Leier

Clastic sedimentology, stratigraphy, sediment provenance, basin analysis, tectonics and sedimentation, stable isotopes, paleoelevation, paleoclimate, petroleum geology, reservoir architecture and characterization.

Katherine Ryker

 Dr. Ryker explores connections between reformed classroom practices, student learning, teaching beliefs and the implementation of inquiry-based labs in introductory geoscience lectures and labs. Her research interests also include online educational resources, professional development, and student learning strategies and engagement in large introductory courses. She is part of a team looking at the connection between teaching beliefs and practices for geoscience faculty members at a variety of institutions across the country.