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The Geological Society of America Special Paper 461 2009

Field glaciology and earth systems science: The Juneau Icefi eld Research Program (JIRP), 1946–2008

Cathy Connor Department of Natural Sciences, University Alaska Southeast, Juneau, Alaska 99801, USA

ABSTRACT

For over 50 yr, the Juneau Icefi eld Research Program (JIRP) has provided under- graduate students with an 8 wk summer earth systems and glaciology fi eld camp. This fi eld experience engages students in the geosciences by placing them directly into the physically challenging glacierized alpine landscape of southeastern Alaska. Mountain- top camps across the Juneau Icefi eld provide essential shelter and facilitate the pro- gram’s instructional aim to enable direct observations by students of active glacier sur- face processes, glaciogenic landscapes, and the region’s tectonically deformed bedrock. Disciplinary knowledge is transferred by teams of JIRP faculty in the style of a scientifi c institute. JIRP staffers provide glacier safety training, facilitate essential camp logistics, and develop JIRP student fi eld skills through daily chores, remote camp management, and glacier travel in small fi eld parties. These practical elements are important com- ponents of the program’s instructional philosophy. Students receive on-glacier train- ing in mass-balance data collection and ice-velocity measurements as they ski ~320 km across the icefi eld glaciers between Juneau, Alaska, and Atlin, British Columbia. They use their glacier skills and disciplinary interests to develop research experiments, collect fi eld data, and produce reports. Students present their research at a public forum at the end of the summer. This experience develops its participants for successful careers as researchers in extreme and remote environments. The long-term value of the JIRP program is examined here through the professional evolution of six of its recent alumni. Since its inception, ~1300 students, faculty, and staff have participated in the Juneau Icefi eld Research Program. Most of these faculty and staff have participated for mul- tiple summers and many JIRP students have returned to work as program staff and sometimes later as faculty. The number of JIRP participants (1946–2008) can also be measured by adding up each summer’s participants, raising the total to ~2500.

INTRODUCTION Program (JIRP) has created a singular summer fi eld experience founded on Emerson’s educational doctrine (Fig. 1). Southeast Ralph Waldo Emerson believed in “the education of the Alaska’s maritime rain forest and Coast Range Mountains pro- scholar by nature, by books, and by action” (Emerson, 1837). He vide the extraordinary glacier laboratory that has guided the was probably the fi rst North American philosopher to advocate program’s founder and director, Maynard M. Miller, with his for the education of students using a pedagogy with emphasis application of Emerson’s philosophy by “bringing the students on direct student involvement and experience relative to biblio- into nature” (Miller, 1994, personal commun.). Each summer, mania. Over the last half century, the Juneau Icefi eld Research JIRP students travel to Juneau, Alaska, and receive an extensive,

Connor, C., 2009, Field glaciology and earth systems science: The Juneau Icefi eld Research Program (JIRP), 1946–2008, in Whitmeyer, S.J., Mogk, D.W., and Pyle, E.J., eds., Field Geology Education: Historical Perspectives and Modern Approaches: Geological Society of America Special Paper 461, p. 173–184, doi: 10.1130/2009.2461(15). For permission to copy, contact [email protected]. ©2009 The Geological Society of America. All rights reserved.

173 174 Connor

Figure 1. The Juneau Icefi eld Research Program’s pedagogy is based on Ralph Waldo Emerson’s (1837) Philosophy.

on-site synthesis of Alaska’s coastal geology, glaciology, clima- panhandle, was identifi ed as a more accessible and economical tology, geomorphology, ecology, meteorology, hydrology, geo- outdoor laboratory for cold regions research. Beginning in 1946, physics, and other landscape information. They are trained in the reconnaissance of the Juneau Icefi eld enabled planning for stud- acquisition of discipline-specifi c data from nunatak base camps ies of Taku Glacier’s mass balance (Heusser, 2007). The “Proj- located on bedrock ridge tops across the 3176 km2 glacierized ect on the Taku Glacier” (The Project), a 10 yr contract with the U.S.-Canada border region in the Coast Mountains of southeast- Offi ce of Naval Research to the American Geographical Society ern Alaska and northwestern British Columbia (Fig. 2). Students of New York, led to eight fi eld seasons beginning in 1948 through are required to develop a research experiment and the data collec- the International Geophysical Year (IGY, 1957–1958). During the tion methodology and analysis to address it. Since initial research IGY, researchers also measured and monitored Juneau Icefi eld’s on this glacier system beginning in 1946, Miller and his JIRP Lemon Creek Glacier, one of nine glaciers selected for its global faculty colleagues have incorporated geoscience education and climatic signifi cance (Marcus et al., 1995) and the location of student training into their own Juneau Icefi eld summer research JIRP Camp 17 (Fig. 2). Members of the Project on the Taku Gla- program, inspiring generations of earth system science students. cier also investigated icefi eld-wide glacier processes, the relation- At the 2002 meeting of the International Glaciological Society ships between hydrology and ice-terminus positions, their links held in Yakutat, Alaska, a straw poll of the audience revealed that to climate, and the paleoclimate records in adjacent landscapes over 50% of the attendees, a broad spectrum of the world’s work- through their glacier and bog sediments (Miller, 1947, 1950, ing and highly respected research climate scientists and their 1954, 1956–1957, 1957, 1961, 1963; Field and Miller, 1950; graduate students were JIRP alumni. Miller and Field, 1951; R.D. Miller, 1973, 1975; Heusser, 2007). Glacier studies in the Juneau region were built upon the work of Evolution of a Glacier Science Education Program: Cooper (1937), Field (1947), and others referenced in Connor et A Brief JIRP History al. (2009), who worked extensively on the post–Little Ice Age recessional glacier terminus positions in nearby Glacier Bay. Since its inception, research on the Juneau Icefi eld has been The nonprofi t Foundation for Glacier and Environmental directed toward the understanding of temperate coastal glacier Research (FGER) was established in 1955 to support the Juneau change under the infl uence of climate. Following World War Icefi eld Research Program, which followed the termination of the II and into the Cold War, U.S. strategic interests included Arc- Project on the Taku Glacier, and which has continued for the last tic sea-ice research and measurements of ice thickness to assess half century with student training in mountaineering techniques, effects on missile trajectories beneath the ice. The Taku Glacier glaciology, and extensive fi eld studies of the Taku Glacier region in the Juneau Icefi eld system, located in the southeastern Alaska (Miller, 1976, 1977, 1985; Pelto and Miller, 1990; Marcus et al., Field glaciology and earth systems science: The Juneau Icefi eld Research Program 175

Figure 2. Location map of the Juneau Icefi eld with selected research camps referenced in text. Basemap is by Bowen (2005).

1995; McGee et al., 1996–2007; Adema et al., 1997; Sprenke et Sir Edmund Hillary’s achievement in 1953, and included Miller’s al., 1999; Miller and Molnia, 2006; Pelto et al., 2008). A semi- analysis of tritium isotopes in fi rn pack stratigraphy collected at nal date for support of the early JIRP program was 3 November 7470 m (Miller et al., 1965). His annual Camp 10 (Fig. 3) sum- 1957, the launch by the Union of Soviet Socialist Republics of mer evening recount of this expedition has inspired generations of the fi rst satellite, Sputnik. This event intensifi ed the space race JIRP participants to combine their mountaineering and scientifi c (1957–1975) between the United States and Russia and resulted interests. In 1979, eight undergraduates were included in the JIRP in massive infusions of U.S. federal funding for science education. program for the fi rst time. With support from the NSF Research From 1960 through 1975, as selected U.S. elementary students for Undergraduates (REU) program (1987–1995), 98 undergrad- were abruptly switched into learning the “new math,” to fi nd the uates hailing from 74 different universities were JIRP alumni by next generation of engineering students, the JIRP program’s basic 1997. High school students joined JIRP program through the NSF research mission included the education of graduate students. Young Scholars Program (YSP). Beginning in 1996, the Univer- Support came in part from National Science Foundation (NSF) sity Alaska Southeast (UAS) began offering National Aeronautics awards to the Institute of Glaciological and Arctic Environmental and Space Administration (NASA)–Alaska Space Grant Scholar- Sciences, which transferred from Michigan State University to ships to JIRP students annually (Table 1), and by 1998, the UAS the University of Idaho in 1975. Miller’s wide ranging interests in Environmental Science Program offered university credits to glacier processes and mountaineering led to his participation in the JIRP students. Since the beginning of the JIRP program, ~1300 fi rst American ascent team of Mount Everest in 1963, following students, faculty, and staff have participated in a Taku Glacier 176 Connor

mer semester JIRP credits toward their respective university fi eld camp requirements or for their degree program’s breadth course requirements. Students come from countries throughout the world to participate in the JIRP program. Summer JIRP student numbers have varied over the years, ranging from between 15 and 50, depending on funding resources and faculty and staff avail- ability. In-service K–12 science teachers have also participated in JIRP, deeply enhancing their climate science teaching. Teacher training methods developed by the JIRP program have provided a template for other glacier-based, science education efforts for Alaska’s K–12 teachers and students (Connor and Prakash, 2008).

Introduction of JIRP Students to Alaskan Glaciers in a Maritime Rain Forest

Students begin their fi rst week in Juneau receiving daily, Figure 3. Matt Beedle (JIRP [Juneau Icefi eld Research Program], discipline-specifi c lectures and engaging with the region through 1995) atop Taku B (1461 m) east of Taku Glacier Camp 10. View is westward showing Taku Towers in background. This peak is the focus introductory sea-level fi eld trips. They learn about the tectonic of an annual JIRP program hike to look at Neoglacial moraine loca- history of this contractional orogenic belt (Stowell and McClel- tions, Last Glacial Maximum striations, the Juneau Icefi eld Peaks, and land, 2000) and observe its record in local metamorphic and plu- for JIRP students to practice their “plunge step” descent back to camp tonic bedrock outcrops and in the area’s extensive gold miner- (photo by Alf Pinchak). alization. JIRP students hike through Tongass National Forest’s temperate rain forest ecosystem and learn how patterns of soils and vegetation have developed on this intensely glaciated land- summer fi eld experience. Program support has also come from scape. They observe the coastal geomorphic evidence for sea- thousands of hours donated by the Miller family, summer JIRP level dynamism and post–Little Ice Age crustal uplift (Arendt et faculty (university and agency researchers), and JIRP staffers. al., 2002; Larsen et al., 2005). Many JIRP alumni have also contributed fi nancially to FGER to Throughout this time, JIRP students test their glacier fi eld help sustain the program through time. gear and their own physical stamina. They also learn to make palatable and nutritious food in cooking groups, to share in camp DEVELOPING EARTH SCIENCE CONCEPTS maintenance chores, to develop wilderness fi rst-aid skills, and to THROUGH INQUIRY METHODS ON GLACIERS become adept at tying the essential knots that will be needed for glacier rope teams and successful crevasse investigations. For JIRP Students many years, JIRP students have marched in synchronized rope teams in the annual Juneau Fourth of July Parade, distributing To create a lasting understanding of the physical processes Mendenhall Glacier ice to the locals and forming one of the pro- that have shaped southern Alaska’s coastal alpine regions, JIRP gram’s important links with the Juneau community. This commu- students spend their 8 wk summer learning the questions to ask nity service activity also aids JIRP students in the development about the tectonic and climate history of the region (Huntoon et of the teamwork skills and logistical planning that will be needed al., 2001) while making quantitative and qualitative observations later in the summer as they travel across glaciers in small fi eld of glacier ice, mountaintop geomorphology, and the complex parties over crevassed terrain. bedrock spatial distribution as they travel across this landscape. They journey an average of 320 km on foot, skis, or crampons, Landscape Traverses and Spatial Thinking across the Lemon Creek, Taku, Llewellyn, and the smaller gla- ciers of the Juneau Icefi eld (Fig. 2). Safety is a primary program The fi rst week of the program provides JIRP faculty and concern for all JIRP participants, and much of the early part of staff with the opportunities to assess JIRP students’ physical the program is dedicated to safety training. JIRP students are and mental abilities. This facilitates the selections of viable typically undergraduates majoring in geology, environmental fi eld travel groups for overall team strength and skill set diver- geology, environmental science, physical geography, or allied sity. After this fi rst round of intensive and initial training, JIRP disciplines (Table 1). They come from urban and rural universi- students detach from Juneau’s hydropowered electrical system ties, range widely in their athletic abilities, and include ski rac- and ascend 1200 m from sea level to Camp 17, the nearest ers, rock climbers, studio dancers, hockey players, tractor drivers, icefi eld camp to Alaska’s capital city. To access the fi rst JIRP and kite fl iers (useful skills for deploying low-budget, remote- camp, students, guided by experienced JIRP staffers, climb sensing instruments on ice). Many students apply their 3–9 sum- steep slopes vegetated by devils club, spruce, and hemlock, Field glaciology and earth systems science: The Juneau Icefi eld Research Program 177

TABLE 1. 1996–2008 JUNEAU ICEFIELD RECIPIENTS OF NATIONAL AERONAUTICS AND SPACE ADMINISTRATION (NASA) ALASKA SPACE GRANT SCHOLARSHIPS–UNIVERSITY ALASKA SOUTHEAST Year Student University Major 1 2008 Nicholas Chamberlin Appalachia State University Environmental Geology 2 2008 William Honsaker University of Cincinnati Geology 3 2008 Benjamin Kraemer Lawrence University Environmental Studies/Biochemistry 4 2008 James Menking Tulane University Geology/Spanish/Latin American Studies 5 2008 Wilson Salls Vassar College Earth Science 6 2007 Seth Campell University of Maine Earth Sciences 7 2007 Corinne Griffing University of Nevada Geoscience 8 2007 Ruth Heindel Brown University Geology-Biology 9 2007 Marie McLane Smith College Geology 10 2007 Megan O’Sadnick Wheaton College Physics/Minor Astronomy 11 2007 Brooks Prather Central Washington U.* Geology 12 2006 Peter Flynn U. of Alaska Southeast Environmental Science 13 2006 Lauren Adrian Whitman College Geology 14 2006 Alana Wilson University of North Carolina Environmental Science 15 2006 Xavier Bruehler Western Washington U. Environmental Geology 16 2006 Dan Sturgis University of Idaho Geology 17 2005 Linnea Koons Cornell University Science of Earth Systems 18 2005 Orion Lakota Stanford University Geology 19 2005 Janelle Mueller Portland State University Geology/Earth Science 20 2005 Mathew Nelson U. of Alaska Southeast Environmental Science 21 2005 Nathan Turpen University of Washington Earth and Space Science 22 2004 Evan Burgess University of Colorado Boulder Physical Geography/GIS† 23 2004 Keith Laslowski Brown University Geology/Geomorphology 24 2004 Erin Wharton University of Washington Earth/Space Sciences 25 2004 Kate Harris University of North Carolina Geology and Biology 26 2004 Aaron Mordecai University of Utah Glaciology 27 2003 Lisa Chaiet University of Idaho Geoscience/Environmental Science 28 2003 Emilie Chatelain University of San Diego Environmental Science/Physical Geology/Geography 29 2003 William Naisbitt University of Utah PhysGeog/Geomorph/Remote Sensing/GIS 30 2003 Andrew Thorpe Brown University Geology 31 2003 Heather Whitney Colorado State University Chemistry 32 2002 Ari Berland Pomona College, California Geology 33 2002 Liam Cover U. of Alaska Southeast Environmental Science 34 2002 Ryan Cross U. of Alaska Fairbanks Geology 35 2002 Anna Henderson Brown University Geology 36 2001 Eleanor Boyce Colby College, Maine Geology 37 2001 Chris Kratt Plymouth State College Physics and Geology 38 2001 Evan Mankoff SUNY§ Oneonta, New York Geology/Geomorphology 39 2001 Colby Smith University of Maine Geology/Geomorphology 40 2001 Haley Wright U. of California Santa Cruz Geology/Environmental Science 41 2000 Michael Bradway University of Idaho Geology 42 2000 Danielle Kitover Alaska Pacific University Environmental Science 43 2000 Brady Phillips Oregon State University Environmental Science 44 2000 Jeanna Probala Western Washington U. Geology 45 1999 Matthew Beedle Montana State University Physical Geography 46 1999 Julian Deiss U. of Alaska Southeast Environmental Science 47 1999 Hiram Henry Western Washington U. Geology 48 1999 Kevin Stitzinger U. of British Columbia Geography 49 1998 April Graves U. of Alaska Southeast Environmental Science 50 1998 Hiram Henry Western Washington U. Geology 51 1998 David Potere Harvard University Geology 52 1998 Joan Ramage Cornell University Geology 53 1997 Matthew Beedle Montana State University Earth Science 54 1997 Joan Ramage Cornell University Geology 55 1996 Adam Hopson Wesleyan College Environmental Science 56 1996 Johanna Nelson Stanford University Earth Systems Science 57 1996 Shad O’Neel University of Montana Geology 58 1996 Brett Vanden Heuval Hope College Geology 59 1996 Erin Whitney Williams College Chemistry/Geophysics Note: This table provides a snapshot of the diversity of U.S. institutions that have sent their students to the Juneau Icefield Research Program (JIRP). Participation by international JIRP students from Canada, the UK, Europe, the Middle East, Asia, and South America is not reflected in this table, since non-U.S. citizens do not qualify for NASA Space Grant scholarships. *U.—University †GIS—global information system §SUNY—State University of New York 178 Connor transitioning through tree line into alpine elevations covered by BEDROCK AND GLACIER ICE STRUCTURAL mosses and heath family shrubs. Students end this fi rst ascent DEFORMATION: CONNECTING TECTONICS AND with a fi nal climb up the Ptarmigan Glacier (Fig. 2), walking CLIMATE directly on the fi rnpack, which still covers the lower glacier ice in the early summer. This vertical traverse develops students’ The location of JIRP camps on emergent bedrock ridges pro- observational skills and begins to familiarize them with the vides students with the opportunities to also study the glacially effects of elevation on synoptic weather patterns and surface polished exposures of the Yukon-Tanana and Stikine terranes, hydrologic processes. Important weather and climate concepts the Sloko volcanics, and the plutonic rocks of the Coast Range such as insolation, albedo, sensible and latent heat transfer, and batholith. Many interesting geologic structures and petrologic land surface radiation in high mountain environments begin to and mineral assemblages can be easily observed on these Juneau make sense during this initial climb up onto the icefi eld. Icefi eld nunataks. JIRP students can compare their observations Adjacent to the northeastern Pacifi c, the Juneau area with other geologic regions they have familiarity with. These iso- receives frequent storms generated by the Aleutian Low. JIRP lated bedrock exposures surrounded by glacier ice, also provide students quickly make the connection between the high rates JIRP faculty with many outcrop-scale, fi eld mapping exercise of precipitation and the location of Alaska’s temperate glacier opportunities. Students evolve their spatial analysis and mapping systems along this southeastern mountainous coast. The JIRP skills as they interpret the forces that have formed and exposed camps provide crucial shelter for learning and working in this local geologic structures. This understanding links them with the wet glaciated environment and facilitate safe access to and from published tectonic interpretations for the region (Ernst, 2006). the glaciers’ surfaces. Climbing up and down the icefi eld nuna- As JIRP students create outcrop-scale geologic maps, they also taks, students begin to make the links between longer-term cli- develop insights into the linkages between orogenic continental mate and landscape development over geologic time scales that margin development as recorded in the bedrock and the forces are relatively recent (Herbert, 2006). This physically challeng- that have sculpted the landscape surfaces under the infl uence of ing introduction to the rain forest and alpine glacier systems changing climate (Anders et al., 2008). The uplift and intense lingers for a lifetime in JIRP student memories and provides deformation of the region is mirrored in the near real-time forma- them with important ground-truth experiences for the informa- tion of extensional and compressional crevasses in the glaciers. tion they have received earlier in discipline-specifi c lectures Fast-fl owing, warm glaciers are noisy as they actively deform (Huntoon et al., 2001). with ice fl ow. Their brittle upper surfaces contrast with their plas- Students move onto and off of the glacier surfaces from these tically deformed, sheared, and folded basal ice and provide an bedrock glacial refugia. They soon are adept at camp life, can important rheological contrast. Students can observe these ice self-arrest with their ice axes on steep, ice-covered slopes, and deformation features and understand the stresses that formed are able to rescue their colleagues from crevasses. They are skill- them. Higher-order thinking allows them to apply this glacier ful at running diesel generators, ColemanTM lanterns, gas cooking ice deformation knowledge to observed bedrock structures that stoves, creating walk-in freezers in snow banks, and safely load- locally have recorded plastic deformation structures such as ing and unloading helicopters. Students are also trained in the the ptygmatic folds of deeply exhumed Yukon-Tanana terrane daily collection of meteorological data at each camp. These data gneisses that underlie the western regions of the icefi eld (Kastens are used to complement long-term temperature records collected and Ishikawa, 2006). by a network of temperature sensors and data loggers located across the icefi eld (Pelto et al., 2008). Developing Authentic Student Research Projects Icefi eld camps are strategically located about one day’s travel apart. This requires development or refi nement of student skills With its focus on earth systems science education, especially in skiing with heavy packs, map and global positioning system with respect to climate, the JIRP summer program has welcomed (GPS) navigation, cold wet weather survival, and the identifi ca- many U.S. and international university faculty and researchers tion of crevasse types. After much glacier and camp safety train- from a wide range of disciplines, as well as in-service secondary ing, students are assessed as “ice-safe” by ever-watchful JIRP science educators. Faculty participants overlap their tenure on the staff safety trainers. They are next able to begin glacier mass- icefi eld, moving by helicopter on and off the ice throughout the balance data collection through the digging of surface snow pits. 8 wk fi eld program. They provide basic information to JIRP stu- Snow stratigraphy, structure, and density are measured in snow- dents through in-camp lectures and also through the guided col- pit profi les at a network of annually studied sites. Through these lection of data and its interpretation. JIRP faculty cumulatively glacier surface activities, JIRP students become adapted to life in expose students to published research data in glacier mass bal- this environment. They learn to ski safely across glacier surfaces ance, ice physics and ice velocity, ice thickness, nunatak struc- and navigate in bad weather. These activities are a prelude to tural geology, fi rnpack and supraglacier stream hydrology, alpine longer-distance, multiday glacier travel across the Lemon Creek, meteorology, nunatak botany, and fi rnpack ecology over the Taku, and Llewellyn Glaciers, which rise up to 1980 m in their course of their 8 wk summer experience. They often give evening uppermost snowfi elds (Fig. 2). programs about their own current research. Field glaciology and earth systems science: The Juneau Icefi eld Research Program 179

Students keep lecture and fi eld notes in waterproof Rite in (IPY) 2007–2009, JIRP faculty and their students have expanded the RainTM notebooks for permanent and portable records of their their research area footprint beyond the Juneau Icefi eld to other daily observations and experiences. These durable archives are Alaskan glaciers, as well as glaciers in the Canadian Arctic, the also used for student research project data, gear lists, and other European Alps, Asia, South America, Greenland, and Antarc- pertinent information. Students can later refer to their camp lec- tica. The long duration of the program has created an extensive ture notes as they review for their comprehensive fi nal exam network of student and faculty alumni, including internationally given during the fall semester following their JIRP summer fi eld known glaciologists, climatologists, geophysicists, geologists, experience. This discipline-specifi c information, coupled with physical geographers, mineralogists, palynologists, physicians, their fi eld observations, helps to prime JIRP student thinking barristers, economists, photographers, educators, and politicians and guides the development of modest, short-time-scale research who have published a cornucopia of information related to the projects. Students also evolve data collection plans and identify Juneau Icefi eld region and other Alaskan glaciers (see bold-faced appropriate analytical methods for data reduction with help from author names in the References Cited section). This ever-grow- the resources of the JIRP camp libraries. Field project logistics ing knowledge base provides an important starting point for each are organized by JIRP staff around each student’s geographic summer’s incoming JIRP students. requirements. Once research plans are developed, students are JIRP student observations over the past 60 yr across the subdivided into synergistic research groups. Students assemble Juneau Icefi eld have documented (1) a rise in the minimum their fi nal research abstracts and reports on laptops at Camp 18 winter temperatures over the past 20 yr on the source névés, prior to the fi nal descent of and departure from Llewellyn Glacier 1–3.8 °C above temperatures recorded 30–50 yr ago, (2) a rise in at the end of the program (Fig. 1). the elevation of the icefi eld’s regional freezing level, resulting in To complete their JIRP fi eld experience, students leave Camp a substantial increase in snowfall on the higher névés, and (3) the 18 and traverse across the high ice plateau region that forms the marked thinning and retreat of several low-elevation distributary Alaska–British Columbia border (Sprenke et al., 1999). This glaciers (Lemon Creek, Mendenhall, Herbert, Eagle, Norris) rel- segment of the Continental Divide forms the headwater bound- ative to the continued and even accelerated advance of the Taku ary of the 847,642 km2 Yukon River watershed and separates Glacier, with its high elevation source area and currently shoaled the south-fl owing Taku Glacier system from the north-fl owing tidewater status (Pelto et al., 2008). Over the past 30 yr, mass-bal- Llewellyn Glacier. JIRP students ski northward up the Taku and ance studies utilizing JIRP student data in the Llewellyn Glacier Matthes Glaciers and cross the International Border, following region have documented a rise in minimum average temperature the Llewellyn Glacier’s north-directed meltwater into Lake Atlin, from −30 °C to −10 °C (Miller and Molnia, 2006). British Columbia (Fig. 2). Students leave the fi rnpack on the upper Lewelleyn Glacier and hike using crampons over the blue JIRP Student Scholarship and Career Pathways bubbly Llewellyn Glacier ice to Camp 26 (Fig. 2). They continue descending down the glacier, exit onto the southern shoreline Table 2 provides a summary of the scholarship that devel- of Lake Atlin, and cross the 133 km lake by boat, returning to ops out of JIRP summer research. JIRP student projects have civilization in Atlin, British Columbia (population 400). In Atlin, ranged from structural maps of the bedrock, petrography, and JIRP students refi ne their project results and present their work in mineralization of Taku Glacier nunataks (Abrams et al., 1990, a specially convened annual JIRP Science Symposium for local USF senior thesis) to studies of the valley geomorphology of Atlin residents and visitors alike. the glacially carved Gilkey trench (Fig. 2). Students have pro- At the end of their JIRP summer experience, the students vided ground-truth data for remote-sensing imagery by exam- are generally transformed individuals. They have gained great ining the relationships among snowpack, surface geochemis- confi dence and maturity from their research experiences, from try, and synoptic weather patterns (Ramage and Isacks, 2003). their enhanced capabilities in remote-site fi eld logistics and gla- They have charted the changing distribution of nunatak fl ora cier survival, and, most importantly, from the cohort bonding and fauna with warming climate (Bass, 2007, Ph.D. thesis, Uni- resulting from their shared understanding of the processes oper- versity of Georgia) and identifi ed the cryobiologic elements liv- ating in this wild, sometimes dangerous, glaciated environment. ing in the fi rn pack atop glacier ice. JIRP students have dug Such experiences early in an undergraduate’s education can often countless snow pits to measure the mass balance of the Lemon change a student’s way of thinking about their long-term interests Creek and Taku Glaciers and skied many hundreds of kilome- and may redirect their career paths. ters implementing global positioning system (GPS) surveys

JIRP STUDENT PROJECT OUTCOMES

TABLE 2. JUNEAU ICEFIELD RESEARCH PROGRAM STUDENT Adding Value to the Climate Research Community SCHOLARSHIP, 1958–2008 Senior/honor’s Master’s Ph.D. Peer-reviewed paper Spanning the 50 yr between the International Geophysi- thesis thesis thesis authors (1995–2008) cal Year (IGY) 1957–1958 through the International Polar Year 35 41 25 21+ 180 Connor to determine glacier surface ice velocities (Pelto et al., 2008). Matt Beedle: JIRP (1995)–Doctoral Candidate (2008) JIRP student glacier-hydrologists have calculated discharge of supraglacial streams and fi rn packs and studied the annual Juneau Douglas High School graduate and Alaskan Matt ogives at the base of the Vaughn Lewis Icefall (Henry, 2006, Beedle completed his fi rst JIRP summer in 1995 while still a high M.S. thesis, Portland State University, Oregon, PSU). JIRP school student (Fig. 3). As an undergraduate at Montana State alumni have adapted seismological tools to identify avalanches University, he returned to the program as a JIRP staff member and crevassing events and have determined the great ice thick- in various forms in 1997 and 1999. He received his B.S. in earth ness of the Taku Glacier above its underlying bedrock (Nolan science in 2000. He returned to JIRP during the summers of 2003, et al., 1995). Student project results are fi rst presented to their 2004, and 2005, working as a Manager of Field and Safety Oper- peers and interested citizens of Atlin, British Columbia, at the ations and leading the mass-balance data collection effort. Matt end of the summer program. Student reports are archived as began a master’s program in geography at University of Colorado open-fi le reports of the Glaciological and Arctic Sciences Insti- (CU)–Boulder in 2004, working as a research assistant with the tute, University Idaho, and stored in JIRP camp libraries and in National Snow and Ice data center in the Glacier Land Ice Mea- the University of Alaska Southeast (UAS) Egan Library. Some surement from Space (GLIMS) program. Portions of his work of this student work has been further developed into abstracts included identifi cation of the boundaries of southeast Alaskan and presented at Geological Society of America (GSA), Ameri- glaciers from satellite imagery. Beedle’s M.A. thesis focused on can Geophysical Union (AGU), and International Glaciological the relations between the Lemon Creek and Taku mass-balance Society (IGS) meetings in poster and oral formats. Some work records and North Pacifi c climate variability (Beedle et al., 2005; has evolved further into journal articles and has been published Pelto et al., 2005). Beedle received his M.A. in geography in 2005 in peer-reviewed publications (Table 2). Some examples of from CU along with a Graduate Certifi cate in Environment, Policy recent JIRP student publications are cited in the references sec- and Society. He also completed a project on Alaska’s Bering Gla- tion (Molnia, 2008; Cross, 2007; Deiss et al., 2004; Hocker et cier (Beedle et al., 2008; Raup et al., 2007). Beedle is presently a al., 2003; Currie et al., 1996; Nolan et al., 1995). doctoral student in natural resources and environmental studies at JIRP student alumni can be found carrying out research on the University of Northern British Columbia. He is working with Arctic sea ice or Alaskan, Antarctic, and Greenlandic glaciers; Brian Menounos and Roger Wheate on measurements of volume working for mineral exploration companies; practicing environ- change of British Columbia glaciers and their relationships with mental law; carrying out oceanographic research; working over- climate as part of the Western Canadian Cryospheric Network. seas in the U.S. Peace Corps; employed by the National Weather Matt is a member of the Alaska–Global Land Ice Measurements Service; guiding the Mars Rover projects; working on programs from Space (GLIMS) community and provides data updates on in geodynamic research (Kaufman et al., 2006); working for the St. Elias, Glacier Bay, Juneau, and Stikine Icefi elds. government resource agencies or in the National Parks; interpret- ing satellite imagery to monitor global ice loss; earning medical Shad O’Neel: JIRP (1996)–Research Glaciologist (2008) degrees and practicing medicine; teaching the next generations as college and university earth science faculty (Copland et al., Shad O’Neel (Fig. 4B) participated in the 1996 JIRP during 2003); and working in high schools as science teachers. The the summer preceding his senior year in the Geology Department of value of this research-based fi eld experiences is evident in the University Montana (UM), from which he received a B.A. in envi- accomplishments of its alumni and has been widely documented ronmental geology in 1997. Like many JIRP students, Shad had for other fi eld-camp experiences (Huntoon et al., 2001). Since previous mountaineering and glacier travel experience in Alaska the program’s inception, ~1300 students, faculty, and staff appear before joining the JIRP program. Such skills are very useful as trail on the participants’ lists. Many of those listed have returned for parties move from camp to camp. Groups of 10–12 JIRP students, additional JIRP summers, raising the sum of annual participants staff, and faculty make their way across the Lemon Creek, Taku, to ~2500 (Foundation for Glacier and Environmental Research, and Llewellyn Glaciers carrying their own food and sleeping in tent 1997; unpublished JIRP participant lists 1994–2008). camps directly on the fi rn pack. Following graduation from UM, Shad began graduate work at the University Alaska–Fairbanks, Long-Term Value of the JIRP Field Experience: Six Alumni under Professors Keith Echelmeyer (JIRP faculty 1974), Will Har- Case Studies rison, and Juneau-based Roman Motyka, in the Glaciology Group at the Geophysical Institute. He received his M.S. in 2000. Initially From 1996 to 2008, the University Alaska Southeast, collecting data on Juneau’s Mendenhall Glacier (Motyka et al., through the Alaska Space Grant Program, has provided scholar- 2002), O’Neel’s master’s research migrated to a study of tidewater ships to partially support 59 JIRP students through their 8 wk glacier calving retreat at North America’s southernmost tidewater JIRP summer (Table 1; Fig. 3). Six of these awardees are profi led glacier (LeConte Glacier) near Petersburg, Alaska (O’Neel et al., here as they continued their Juneau Icefi eld studies into related 2001; 2003; Connor, 1999). He next worked as a geodetic engi- graduate studies. The synopses serve as longitudinal surveys with neer with University NAVSTAR Consortium (UNAVCO), assist- which to track the long-term value of the JIRP experience. ing in NSF-funded glacier research projects in Antarctica, Alaska, Field glaciology and earth systems science: The Juneau Icefi eld Research Program 181

and Iceland. O’Neel began his doctoral work at the University of Colorado–Boulder under Institute of Arctic and Alpine Research (INSTAAR) Professor Tad Pfeffer, returning to work on Alaskan tidewater glacier calving retreat dynamics, this time at the Colum- bia Glacier in Prince William Sound, Alaska. Shad’s JIRP training paid off when, from 2004 to 2005, he was in charge of fi eld logis- tics for the Columbia Glacier seismic project, including schedul- ing helicopter, organizing all personnel, supplies, and instrumenta- tion, including a blasting campaign. He received his Ph.D. in 2006 and has published his Columbia Glacier research, as well as other work, including seismic studies on the Bering Glacier (O’Neel et al., 2005, 2007; Anderson et al., 2004; Harper et al., 2006; Meier et al., 2007; Pfeffer et al., 2008). He completed two postdoctoral research fellowships at University of Alaska–Fairbanks and at Scripps Institution of Oceanography, Institute of Geophysics and Planetary Physics, University California–San Diego. He is cur- rently employed as a research geophysicist at the U.S. Geological Survey Alaska Science Center in Anchorage, where he works on glacier-climate interactions and sea-level rise. Shad is also affi li- ated with the Glaciological Group at the Geophysical Institute at University Alaska–Fairbanks. Figure 4. (A) 2008 Juneau Icefi eld Research Program (JIRP) student and NASA Alaska Space Grant Awardee Nicholas Chamberlain of Erin Whitney: JIRP (1996)–Researcher, National Appalachia State University pictured at the Herbert Glacier terminus Renewable Energy Laboratory (2008) (photo by Connor). (B) JIRP 1996 student Shad O’Neel deploys an ice velocity survey tetrad on LeConte Glacier near Petersburg, Alaska, in A graduate of Service High School in Anchorage, Alaskan 1999 (photo by Connor). Erin Whitney (Fig. 5A) fi rst participated in JIRP in 1996 while an undergraduate at Williams College. Interested in chemistry as an undergraduate, she later worked as a researcher at Los Alamos National Laboratory, completed her M.S. at University Colorado– Boulder in 1999, and returned to JIRP as a staff member in 2004. She continued her graduate work in Boulder and earned her Ph.D. in 2006 in physical chemistry under Dr. David Nesbitt. She was initially interested in studying the chemical processes occurring above the icefi eld and in the upper atmosphere. For her doctoral research, she used high-resolution infrared spectroscopy to study the structures of slit jet-cooled gas-phase halogenated methyl radi- cals, as well as quantum state-resolved reaction dynamics in atom + polyatom systems (Whitney et al., 2005, 2006). Now employed at the National Renewable Energy Laboratory, Whitney’s research focuses on the synthesis and characterization of novel nanostruc- tured materials for the storage of hydrogen in next-generation Figure 5. (A) 1996 Juneau Icefi eld Research Program (JIRP) student Erin automobiles, as well as the development of new electrodes for Whitney poses in front of the JIRP program’s fi rst Camp 17 building, lithium-ion batteries. This work will lead to solutions to our global the 1954-vintage Jamesway, before skiing about 25 miles from Lemon fossil-fuel dependency and its consequences. Creek Glacier to Taku Glacier’s Camp 10 in typical temperate coastal rainforest weather (photo by Connor). (B) Joan Ramage Macdonald on Joan Ramage Macdonald: JIRP (1997–1998)–University the Taku Glacier circa 1998 (courtesy of Joan Ramage Macdonald). Professor (2008)

Joan Ramage (Fig. 5B) began her interaction with JIRP in (1995). In her second JIRP fi eld season in 1998, she guided 16 1997, at the beginning of her doctoral research at Cornell Uni- other students, staff, and faculty through delineation of the 1998 versity under geology department professor Bryan Isacks. At that glacier ablation surface characteristic to provide ground truth for time, she had already earned a B.S. in geology from Carleton glacier zones detected from Synthetic Aperature Radar imagery College (1993) and an M.S. from Pennsylvania State University of the icefi eld. She and her team recorded many measurements 182 Connor

of wetness, roughness, grain size, and meteorological observa- and earned two degrees in geology and civil engineering from tions of the snowpack as it metamorphosed and roughened over Portland State University, Oregon, in 2007. Henry worked for the summer season. She earned her Ph.D. from Cornell in 2001 Golder Associates, an international environmental and ground using these microwave observations of Juneau Icefi eld glaciers engineering company, in Anchorage, Alaska. His fi rm recently to study its snow and glacier melt characteristics (Ramage et al., worked on a study for the Alaska Department of Transportation. 2000; Ramage and Isacks, 2002, 2003). Joan has held faculty Hiram helped to delineate the geologic hazards along a pro- positions at Union College, New York, Creighton University, posed Juneau access road corridor in northeastern Lynn Canal, Nebraska, and Lehigh University, Pennsylvania, where she is bordering the western edge of the Juneau Icefi eld (Golder Asso- presently an assistant professor in the Earth and Environmental ciates, 2006). Henry has since returned to Juneau to work on Science Department. She teaches courses in remote sensing, and bridge engineering with the Alaska State Department of Trans- her research interests have taken her beyond the Juneau Icefi eld portation and Public Facilities. into the Yukon Territory, Canada, the loess hills of Nebraska, and the Peruvian Andes and the Patagonian Icefi elds of South Amer- Eleanor Boyce: JIRP (2001)–Geodetic Project Engineer ica. Most of her research centers on observation of spatial and (2008) temporal variability of seasonal snowpacks and past and present mountain glaciers. Alaskan Eleanor Boyce, a graduate of Haines High School at the northwestern end of Lynn Canal and the Juneau Icefi eld, Hiram Henry: JIRP (1999)–Geo-Environmental Engineer participated in JIRP in 2001 while an undergraduate at Colby (2008) College in Maine. For her JIRP summer project, she looked at strain rates in the wave-bulge (ogive) zone of the Vaughan Lewis Juneau Douglas High School 1992 graduate, Alaskan Glacier, a tributary of the Gilkey Glacier. She received her B.S. Hiram Henry (Fig. 6A) received his B.S. in geology from West- in geology in 2003. She began her graduate work at University ern Washington University. During his fi rst summer with JIRP Alaska–Fairbanks under Roman Motyka, Martin Truffer, and in 1999, his research project involved descending 300 m down Keith Echelmeyer of the Geophysical Institute’s Glaciology the bedrock cleaver below Camp 18 onto the Gilkey Glacier Group. Working with University Alaska Southeast environmental (Fig. 2), where he measured diurnal fl ow stage relationships in science student undergraduates in 2004, she carried out a study its supraglacial streams. Hiram returned to JIRP in the sum- of fl otation and terminus retreat of the Mendenhall Glacier in mers of 2000 and 2001 as a senior staff member and teach- Juneau (Boyce et al., 2007). Since completing her M.S. in geo- ing assistant. During the winter of 2000, he worked in Antarc- physics, she has worked as a UNAVCO project engineer on the tica. In 2004, he began a graduate program in glacier hydrology Plate Boundary Observation (PBO) Nucleus project, facilitating and engineering at Portland State University in Oregon under geodetic research across western North America and the Afar Christine Hulbe (JIRP student in 1989). He fi nished his study Triangle through maintenance of high precision GPS networks of fi rn pack hydrology and meltwater production (Henry, 2006) (Boyce appears in Fig. 6B; Blume et al., 2007).

CONCLUSIONS

The JIRP summer fi eld program places students directly into a dynamic glacial environment and gives them the tools to observe and understand local ice and landscape processes and discover the linkage with the global cryosphere. The 8 wk length of the program allows time for a pedagogy that blends faculty instruction and mentoring with student fi eld studies and authentic research in the context of a challenging wilderness glacier expe- dition. The success of the program can be partially measured by the scholarly work of its alumni and by their career pathways.

ACKNOWLEDGMENTS

The extraordinary efforts of Maynard M. Miller, Joan W. Miller, Ross Miller, and Lance Miller have put students on ice for more Figure 6. (A) Juneau Icefi eld Research Program (JIRP) 1999 student than 50 yr and provided the spark for generations of climate Hiram Henry returns to the program in 2000 as a staffer (photo by research scientists. Without them, this paper would not be possi- Connor). (B) JIRP 2001 student Ellie Boyce surveys U.S. Coast and ble. Thanks also go to Dave Mogk and Steve Whitmeyer for orga- Geodetic Survey monuments for uplift measurements in Glacier Bay National Park circa 2004 (photo by Roman Motyka). nizing this valuable Geological Society of America Special Paper. Field glaciology and earth systems science: The Juneau Icefi eld Research Program 183

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