A GLOWING EXAMPLE OF GEOLOGY EDUCATION
A rainbow of fluorescent mineral colors from various world-wide locacalities. Specimens include fluorite, hackmanite, willemite, calcite, natrolite, barite, hydroz- incite and other specimens.
view it too, which was fine with us. When we picked up the collection the following Friday, the teacher told us that all of the science classes in the school (4th through 6th grade, over 200 students) had the chance to see the display and were very impressed. As we discussed what the children had learned and what they had to say about the display, I told her why we assembled it. She indicated that several other school districts could also benefit from using the collection. At that time, we decided this would be the mission….education of grades 4 through 12 by providing the collection and other materials to classes in the area.
The intent of the collection is to get students inspired about the sciences. While dissecting a frog may be interesting to some students, there are many that are repulsed by the idea of touching a slimy, dead creature. The mineral collection is certainly not the same experience as dissection of a frog. The vivid colors of the various minerals certainly add a “WOW” factor to the process. Today, there are fewer and fewer kids getting interested in the sciences in general and earth science in particular. If we can inspire just one kid, then it has all been worth it.
When we got home from picking up the collection, we made a post on the fluorescent mineral group’s Facebook page of our experience. We were contacted almost immediately by the founder of the group and he asked about the specimen variet- ies that were in the collection. He volunteered to send several specimens that we didn’t have to improve the collection. When the samples arrived, there were many bright colored specimens that were not represented and added a lot of variety to the display. Others offered package deals at significant discounts to help build the collection. From there, things took off.
Over the last 3 years, we have increased the quality and size of the collection by investing our own money and time and securing donations of specimens and teaching materials. Today, the collection has well over 100 museum quality speci-
mens for the students to enjoy. A power point presentation is now available to augment teacher’s lessons. A “dark-room” shroud is also available to enhance the viewing in bright class rooms. To date, the display has been viewed by nearly 2,500 students in over 45 classrooms and special education facilities.
Through the experience, we have seen first-hand the ben- efits of getting involved in community outreach programs. We have witnessed student’s excitement using hands-on experi- mental methods and seeing the minerals react to UV light or blue lasers in their hands. We were successful because we were willing to reach out to like-minded folks using social media for assistance. People were much more willing to provide aid for a cause they already were interested in. It is important to get involved in K-12 programs to excite students about science. We need to educate a new generation of scientists. Current data shows a decline in people entering the profession.
There are opportunities everywhere, if you are willing to invest your time and talents to assist a student, class, school, etc. If readers are interested in getting involved in similar outreach programs or assisting us in ours, we can be contacted through the AIPG Member Directory.
Douglas E. Liniger has been a member of AIPG since 1994. He is employed as the Senior Specialist overseeing geologic and waste assessment investigations on behalf of IDOT. Mr. Liniger has worked in the environmental industry as a soil scientist, wetlands specialist, remediation expert, and envi- ronmental consultant for nearly 30 years prior to accepting his position at IDOT in 2016.
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