UNDERGRADUATE ESSAYS
on a decadal scale. I never missed a day of class. Soon I declared myself a double major.
During my sophomore year, I applied for an internship at the
Georgia Museum of Natural History. Through an odd fluke, my application was forwarded to the Director of the UGA Laboratory of Archaeology, simply because I expressed an interest in geo- archaeology. During this internship, I learned the theoretical aspects and analytical techniques of stable oxygen isotope mollusk sclerochronology, and its applications in understand- ing human-environment interactions on the Georgia coast. Admittedly, when I began the internship, milling tiny pathways through shells and scooping up the resultant powder on an Exacto knife didn’t thrill me, but I soon learned to appreciate how each growth line contained a snapshot of the environment the mol- lusk grew in—brackish or fresh, warm or cold—and, when the natural world intersects with the human world, the stories it began to reveal about ceremonial calendars, shifting subsistence patterns, and societal changes. Geology illuminated an entirely new pathway of research into the human past for me to explore.
Soon the internship morphed into my own undergraduate
research project. For two years, I have collected hundreds of sam- ples from oyster shells to create a 2,000-year timeline of subsis- tence change on Ossabaw Island, encompassing Indigenous and Euro-American oyster harvesting practices up to the Plantation Period. I am also beginning a project using X-ray diffraction to characterize changes in the clay fabric of pottery to see if societal transformations on the island are reflected in ceramic technol- ogy, inspired by my clay mineralogy class. These inquiries will be the basis of my Master’s thesis, which I will begin working on next year. Every step of the way, my training in geology has enhanced my research and opened new doors of investigation.
Applying geochemistry to the study of humanity is my forte.
With my background in geology, I am able to find so many more clues about the human past in places as innocuous as a discarded shell or a small sherd of pottery. I am extremely excited to move forward and continue applying geologic techniques to elucidate human-environment interactions, especially understanding sus- tainable responses to environmental perturbations in the past, so that lessons can be applied to our future in the era of climate change.
Why do I want to be a geologist? Because of the greater explo-
ration and deeper understanding it gives me about humanity’s past. Also, because it rocks!
Earth? The more I learned in that introductory course, the more my thirst for knowledge grew. Just a few weeks into my freshman year, I was ready to declare my major- geology!
My passion and eagerness to learn led me to conduct research
over the summer of my freshman year on uranium contamina- tion in groundwater. Working under Dr. Brady Ziegler at Trinity University, I helped identify the mechanisms responsible for ura- nium mobilization and contamination in the Central Valley (CV) and High Plains (HP) aquifer systems. Our research project was complex–it involved chemistry, physics, biology, and computer coding. I was invited to continue working on this project during the fall semester of my sophomore year, and in so doing, real- ized my passion for the sub-category of hydrogeology. I applied for and was chosen as a groundwater conservation intern for the Edwards Aquifer Authority (EAA) during this Spring. With the EAA, I actively contribute to efforts aimed at preserving and managing our precious groundwater resources. In my posi- tion, I gather and organize well water data while contributing to projects aimed at evaluating potential risks to water quality, offering me valuable hands-on experience. Working alongside professional geologists, I am gaining insights into the practical applications of my academic knowledge.
After I graduate from Trinity University, my goal is to become
a professional geologist specializing in water quality. I am deeply committed to ensuring that communities have access to safe, clean drinking water. I have come to understand that the quality of our water directly impacts the health and well-being of indi- viduals and ecosystems. I envision a future where little children can, like me, play in streams and rivers across our state. I want my work to safeguard the natural beauty and resources we have for the joy and appreciation of future generations.
Even more, I hope to inspire those generations to care for
our natural resources. I’m a natural recruiter. I love geology and because of me, my university had the largest number of students declare for geology this year. I’ve been talking it up! I hope to take these skills into my career and build appreciation and understanding for the intricate ways hydrogeological systems and humans interact. I will work to bridge the gap between scientific knowledge and public awareness. I hope to do more than educate. I want to recruit them to the cause of geology, and inspire a collective commitment to environmental stewardship.
Anna Heikes, SA-12114 Trinity University Texas Section
True to my last name, “Heikes”—I
am a hiker. I grew up in the Texas Hill Country. As a child, I would spend hours running around outdoors. I was fascinated by the trees, the water, and the landscape. But I never knew my passion could be a career until my freshman year of college, when I took an introductory volcanology class. It was as if something clicked in my brain. How had the rivers I loved to play in as a child formed? How did the landscape form as a result of geologic factors? And most importantly, what do rocks tell us about the
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My journey from a curious hiker to an aspiring hydrogeologist has been marked by a relentless pursuit of knowledge and a com- mitment to making a positive impact on the world. Through my academic pursuits, research experiences, and current internship, I am laying the foundation for a future where my passion for geology converges with my dedication to ensuring sustainable water resources for generations to come.
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