Environmental Science/Studies
The Environmental Science/Studies program (ENVL) at Stockton prepares students to deal with the complex environmental problems that confront society by providing a broad, basic understanding of the interactions among the physical, biological and human components of the environment.
About the Program
One of the hallmarks of Environmental Science/Studies is student engagement. The program emphasizes a multidisciplinary approach to the study of environmental phenomena to emphasize the complexity of environmental problems. The program encourages cooperation between students and the full-time faculty in courses and in independent research that often involves extensive fieldwork and real-world applications. This hands-on work helps prepare students for careers or graduate education. In many courses and projects, the program utilizes the latest technology as components of students’ learning experience to prepare them for their professional lives. The program requires a senior project that can be an internship with government agencies, private consulting firms, natural resource industries, and environmental organizations as a practical approach to learning about the field. Alternatively, the senior project can involve independent research with a faculty member to deepen the student’s experience in and understanding of the environment.
Forest management is a conservation effort that helps to increase forest biodiversity and provides habitat for species that favor young, successional habitat. Schielzo, who has loved wildlife for as long as she can remember, aspires to be a conservation or wildlife biologist and to work overseas with threatened and endangered species.
B.S. Environmental Science, Minor Biology
During my junior year, I had the opportunity to use the forest on Stockton's campus as a living classroom. Stockton University is the first public land in the New Jersey Pinelands to have a comprehensive forest management plan, and I was one of the lucky few who played a role in its inception.
B.S. Environmental Science, Minor in Writing
Stockton's Environmental Track prepared me for this opportunity through their knowledgeable professors, who facilitated professional and personal growth through challenging courses and field experiences.
B.S. Environmental Science
After a circuitous first 2 years of undergrad at another University, I transferred to Stockton to pursue my real passion in the ENVL program. Upon starting my job, I was astonished at just how much my undergrad degree prepared me to make the jump into the working world.
B.S. Environmental Science
Program Features
Our program is located on a campus of 1600 acres, most of which are part of an environmental reserve. The facilities include:
- Soils, hydrology, ecology and environmental chemistry laboratories
- Biological and geological collections
- Environmental field monitoring stations
- A groundwater monitoring well field
- Greenhouse and arboretum
- Two 'dedicated' Geographic Information Systems (GIS) microcomputer laboratories
- One containing 25 workstations with dual monitors, a large flatbed printer
- Another containing an additional 21 computers
Stockton Forest Management Plan (SFMP)
- SFMP
- Forest Fire Research and Education
- Delaware Avenue: Interpretive Trail
- Northeast Campus Forests: Interpretive Trail
Additional Information
Healing Wildlife, One Creature at a Time
Learn more about O'Malley in the Fall 2022 The Essential Elements article Giving Wildlife a Second Chance. And don't miss other student and alumni stories in the current e-zine edition!
Awards and Recognition:
Curriculum
The Environmental Science/Studies (ENVL) program draws on the strengths of a closely related and interconnected cluster of degree programs offered by the School of Natural Sciences and Mathematics, including Environmental Science, Environmental Studies, Geology, Marine Science and Sustainability. Students can select courses widely from areas within Environmental Science/Studies to get a broad perspective, or they can specialize in one of several areas, or concentrations, within Environmental Science/Studies, if their interests are more narrowly defined.
Concentrations
- Accelerated Science Masters Program
- Forestry
- General
- Planning and GIS
- Soil Science and Hydrology
- Wildlife
Students can also combine additional At-Some Distance courses in Education, Anthropology, Economics, Political Science, Public Health, and other fields outside the natural sciences to create a more specialized program of study.
- Qualified students can move into Stockton’s Professional Science Masters and complete a Bachelor of Science and a Masters Degree in our Accelerated Dual Degree Program.
- Many graduates work in the environmental field, where some have risen to leadership positions or have started their own consulting companies. Still others have graduated from Stockton to attend graduate schools where they frequently earn research and teaching assistantships.
Required Courses
All ENVL majors take the following Program courses in the freshman and sophomore years:
- ENVL 1100 Introduction to Environmental Science
- ENVL 2600 Environmental Studies Seminar
- ENVL 2100/05 Physical Geography with Lab
- ENVL 2200/05 Ecological Principles with Lab
- ENVL 2400 Statistical Analysis of Ecological Systems
During the same years, all ENVL majors also take:
- BIOL 1200/05 Cells and Molecules with Lab or BIOL 1400/05 Biodiversity and Evolution with Lab.
- CHEM 2010/15 Chemistry I with Lab and CHEM 2110/15 Chemistry II with Lab (BS only).
- BA students must take Economics option.
- One of the following courses: ENVL 2100/05 Physical Geology with Lab or an Introductory Physics course with Lab - BA students can choose CHEM I in this option.
During their junior and senior years ENVL majors take upper level courses in the Program.
Students may either specialize by taking courses in one area of Environmental Science, or they may take courses from several of these areas. These include:
- Forestry, Wildlife, or Ecology, including courses such as ENVL 3121 Wildlife Management, ENVL 3136 Mammalogy, ENVL 3429 Forest Measurement, ENVL 3419 Ecological Forest Management, ENVL 3426 Freshwater Ecology, BIOl 3130 Ornithology, BIOl 3413 Population Biology, ENVL 3423 Entomology, and ENVL 3417 Dendrology.
- Planning and Geographic Information Systems (GIS), including courses such as ENVL 3302 Geographic Information Systems (GIS), ENVL 3303 Advanced GIS, ENVL 3307 Geodatabase Systems, ENVL 4622 Global Positioning Systems (GPS) for Geographic Information Systems (GIS), ENVL 3311 Regional Planning, and ENVL 3310 Environmental Planning and Policy.
- Soil Science and Hydrology, including courses such as ENVL 3432 Soil Science, ENVL 3434 Watershed Hydrology, ENVL 3435 Groundwater Hydrology, and ENVL 3430 Geomorphology.
Juniors and seniors can also take courses in related programs such as
Sustainability, Geology, Marine Science, Biology, Chemistry, Physics, Mathematics Political Science, and Public Health.
Students must also:
- Complete a ENVL Research Senior Project or an Internship that involves doing environmentally related work for a governmental agency, or consulting or other company, or a non- governmental agency.
- Take a senior level Environmental Issues Course.
- Complete the University’s requirements in general education (BS 48 credits, BA 64 credits).
Degree Works Curriculum & Transfer Equivalency Tool
You can see the curriculum for your area of interest using Degree Works. This service is accessible even if you are not currently a student with Stockton University.
Instructions on How to Use Curriculum Tool
Learn more about the ENVL program ELO's.These essential learning outcomes guide all Stockton University students from first-year through graduation to the intellectual and marketable talents needed to prepare for personal and professional success in the 21st century.
Geographic Information Systems (GIS) Certificate
Various industries and organizations use Geographic Information Systems (GIS) to analyze trends, visualize historic changes, and aide in future decision-making strategies. GIS is used in different sectors such as politics, public health, business, emergency response, science, and many other fields. The GIS Certificate is the right choice for professionals interested in advanced skills in computer mapping, spatial modeling, and spatial data-mining technologies and is expecting a 35% growth each year over the next decade.
Individuals with GIS certification possess a skill set that is transferable to a variety of industry sectors and can open a broad base of job options and careers.
Common uses of GIS include:
- Inventory and management of resources
- Crime mapping
- Establishing and monitoring routes
- Managing networks
- Monitoring and managing vehicles
- Managing properties
- Locating and targeting customers
- Managing agriculutural crop data
- Addressing public health concerns
- Mapping wildfire risk and preparedness
- Modling hazmat risk
- Mapping, monitoring, and mitigating invasive species
Learn how you can complete a certificate program within one year!*
*students who meet prerequisites
Professional Science Masters Degree
The accelerated dual-degree BS/PSM program is an intensive five-year curriculum that offers students the opportunity to earn both a Bachelor’s in Environmental Science and a Professional Science Master’s degree. Students take enough courses to meet all requirements for the undergraduate BS and then transition into the MS program in their “senior” year, the fourth year of study. This program is designed as a terminal degree for students who want to obtain advanced skills that will prepare them for the workplace. Students interested in research leading to a doctoral degree should consider more traditional programs and are advised to enroll in the BS in Environmental Science and take basic and applied science courses that prepare them for a broad range of research opportunities typical of a conventional graduate program.
Stockton students may apply early!
- Conditional admission to the dual BS/PSM program as high school seniors OR
- At the beginning of the second semester of their “junior” year.
Transfer Students
Faculty
Emma L. Witt
Tait Chirenje
Tait Chirenje
Professor of Environmental Science
BIOGRAPHY
I grew up in Zimbabwe (southern Africa) and I went to Hartzell High School and the University of Zimbabwe (graduated 1993). I moved to Canada in 1994 and completed my MS at the University of Guelph (Ontario). After two horrible winters I moved south where I completed my Ph.D. in trace metal geochemistry at the University of Florida (Go Gators!). After two years as a post-doctoral research associate at the University of Florida (worked on trace element baseline concentrations in all 67 FL counties) I moved to New Jersey in August, 2003. I have been teaching at Stockton University ever since.
My hobbies include traveling, hiking, dancing (salsa, bachata, and other latin dances). Recently I started doing more charity work (check out my Zimbabwe Book Project here). Life's short, do the best you can:).
Website/CV: www.taitstockton.weebly.com
Ph.D. (Trace metal geochemistry): University of Florida,
Gainesville, FL
M.S. (Geochemistry): University of Guelph, Ontario, Canada
B.S. (Honors, Soil Science and Agricultural Engineering):
University of Zimbabwe, Harare, Zimbabwe
Trace metal chemistry, surface water chemistry, indoor air quality assessment, Brownfields characterization, Phase I and II site assessments, urban geochemistry.
Environmental Sustainability (SUST 2100)
Global Environmental Issues (GNM 2475)
Intro to Environmental Pollution (GNM 2261)
Water Chemistry (ENVL 3334)
Environmental Pollution and Regulation (ENVL 3241) Environmental Toxicology (ENVL
3601)
Environmental Quality: Science and Law (ENV 4401)
Environmental Remediation and Biotechnology (ENVL 446)
International Sustainable Development (SUST 3701)
NW/SW Field Experience (ENVL 4502)
Environmental Quality (ENSC 5202)
Jessica Hallagan
Jessica Hallagan
Associate Professor of Environmental Studies
BIOGRAPHY
Dr. Jessica Hallagan grew up in Southern New Jersey and is a Stockton alumna. At Stockton, she majored in chemistry with a focus on environmental chemistry. During her years as a doctoral student at Virginia Tech, Dr. Hallagan was fortunate enough to spend a great part of her time hiking in the beautiful Appalachian Mountains. For her doctoral research, she studied soil science and examined inorganic soil biogeochemistry. Specifically, her graduate work investigated selenium geochemistry and bioavailability in phosphate mine soils in southeastern Idaho. She is eager to continue working with students through research and to instill the notion of the importance of soils and the environment through teaching.
In her spare time, you are likely to find Dr. Hallagan outdoors, either running, hiking, kayaking, fishing, or gardening.
Website/CV: Soil Science
Instagram: Soil Science Judging
Ph.D., Crop and Soil Environmental Sciences (Soil Chemistry), Virginia Tech
B.S., Chemistry (Environmental Chemistry), Stockton University
Soil science, soil biogeochemistry
ENVL 1100 Introduction to Environmental Studies
ENVL 3432 Soil Science
Soil biogeochemistry, mine soils, agricultural/viticultural soils, inorganic contaminant mobility, nutrient cycling, plant bioavailability, soil amendments
Favorito, J.E., M.J. Eick. and P.R. Grossl. 2017. Adsorption of selenate and selenite on ferrihydrite in the presence and absence of dissolved organic carbon. Journal of Environmental Quality. In Review.
Favorito, J.E., M.J. Eick, P.R. Grossl, and T.Z. Davis. 2017. Selenium Geochemistry in Reclaimed Phosphate Mine Soils and its Relationship with Plant Bioavailability. Plant and Soil 418. 541-555.
Min Kook Kim
Min Kook Kim
Assistant Professor of Environmental Studies
BIOGRAPHY
Ph.D. (Forest Resources), University of Maine (MUP), State University of New York at Buffalo (UB) M.A., Seoul National University, South Korea BEcon, Chung-Ang University, South Korea
- Geospatial technology for natural resource management and conservation (remote sensing, GIS modeling, public participation GIS, and visualization).
- Park, public land, and protected area management: monitoring visitor-induced impacts (vegetation, soil, and water) and visitor use (spatial distribution and accessibility).
GNM 1242: Mapping The World’s Natural Resources
ENVL 3302: Geographic Information Systems
I am currently conducting two projects for Acadia National Park. In the first project, I am investigating vegetation cover changes along trails, campsites, and road systems to identify if those recreational infrastructures attract more direct vegetation impacts. In the second project, I am emphasizing the utility of remote sensing technology as a way of monitoring visitor-induced impacts and eventually assessing the efficacy of management strategies designed to enhance vegetation recovery at high-use destinations in the park.
Kim, M., Kim, J., & Sharp, R. (2022). Spatial Variations of Condition Class in Clifty Wilderness, Daniel Boone National Forest, KY, USA. Journal of Outdoor Recreation and Tourism, 40, 100558. doi.org/10.1016/j.jort.2022.100558.
Kim, M., & Daigle, J. (2022). Long-Term Monitoring of Vegetation Cover Changes by Remote Sensing, Cadillac Mountain Summit, Acadia National Park. Parks Stewardship Forum, 38(1): 132-144. doi.org/10.5070/P538156127.
Kim, M. (2021). Continuity of Instruction: Hands-on Exercise in GIS Course. SCHOLE: A Journal of Leisure Studies and Recreation Education. doi:10.1080/1937156X.2021.1978912.
Kim, M., & Graefe, D. (2020). Geographically weighted regression to explore spatially varying relationships of recreation resource impacts: A case study from Adirondack Park, New York, USA. Journal of Park and Recreation Administration, 39(2), 43-63. doi:10.18666/JPRA-2020-10515.
Vashti Mahadeo
Vashti Mahadeo
Teaching Specialist, Environmental Studies
BIOGRAPHY
Ph.D. Biological Sciences (Ecology, Evolution, and Behavior) Binghamton University,
M.S Biology (Ecology, Evolution and Conservation), Adelphi University
B.S. Biology (Ecology and Evolution), Stony Brook University
ENVL 2400 Statistical Analysis of Ecological Systems
ENVL 4300 Environmental Issues
Ecology, urban ecology, riparian ecology, entomology, science education
I am broadly interested in how global change impacts ecological communities and ecosystem structure and function. My research involves urban ecology, science education, riparian ecology, community ecology, entomology, and conservation.
Daniel A. Moscovici
Matthew Olson
Matthew Olson
Assistant Professor of Environmental Science
Ph.D. in Forest Resources - University of Maine
Forest ecology, Silviculture, Restoration Ecology, Forestry
Dendrology, Ecological Forest Management, Statistical Analysis of Ecological Systems, Trees
Ecology and management of forests with an emphasis in forest regeneration and stand dynamics
Hossain, S.M.Y., H.C. Stuhlinger, M.G. Olson, and B. A. Babst. 2019. A comparison of slow-release watering devices for benefiting newly transplanted urban trees. Arboriculture and Urban Forestry. 45: 109-119.
Olson, M.G., S.M.Y. Hossain, K.K. Cunningham, M. Pelkki, and H.C. Stuhlinger. 2018. Rehabilitating degraded hardwood stands with overstory removal and oak enrichment planting: 14-year results. Open Journal of Forestry. 8: 459-471.
Olson, M.G. and M.T. Keeley. 2018. Controlling dense layers of pawpaw (Asimina
triloba) in mesic upland forest understories. Forest Science. 64: 324-329.
Knapp, B.O., M.G. Olson, and D.C. Dey. 2017. Early stump sprout development
following two levels of harvest in a Midwestern bottomland hardwood forest. Forest
Science. 63: 377-387.
Olson, M.G., B.O. Knapp, and J.M. Kabrick. 2017. Dynamics of a temperate
deciduous forest under landscape-scale management: Implications for adaptability to
climate change. Forest Ecology and Management. 387: 73-85.
Olson, M.G. and M.R. Saunders. 2017. Long-term research on managed hardwood forests in eastern North America. Forest Ecology and Management. 387: 1-2.
Rota, C.T., A.J. Wolf, R.B. Renken, R.A. Gitzen, D.K. Fantz, R.A. Montgomery, M.G. Olson, L.D. Vangilder, and J.J. Millspaugh. 2017. Long-term impacts of three forest management strategies on herpetofauna abundance in the Missouri Ozarks. Forest Ecology and Management. 387: 37-51.
Olson, M.G., A.J. Wolf, and R.G. Jensen. 2015. Influence of forest management on
acorn production in the southeastern Missouri Ozarks: early results of a long-term
ecosystem experiment. Open Journal of Forestry. 5: 568-583.
Olson, M.G., D. Gwaze, and A. Elliott. 2015. Fate of residual trees during the first
decade after harvest in a northeast Missouri mixed bottomland hardwood forest. Forest
Science. 61: 190-196.
Knapp, B.O., M.G. Olson, D.R. Larsen, J.M. Kabrick, and R.G. Jensen. 2014. MOFEP: A success story for long-term, landscape-scale, collaborative silvicultural research. Journal of Forestry. 112(5): 513-524
Olson, M.G., S.R. Meyer, R.G. Wagner, and R.S. Seymour. 2014. Commercial thinning stimulates natural regeneration in spruce-fir stands. Canadian Journal of Forest Research. 44(3): 173-181. doi:10.1139/cjfr-2013-0227
Bataineh, M.M., R.G. Wagner, M.G. Olson, and E.K. Olson. 2014. Mid-rotation
response of ground vegetation to herbicide and precommercial thinning in the Acadian
Forest of Maine, USA. Forest Ecology and Management. 313: 132-
Matthew "Rocky" J. Severs
Matthew "Rocky" J. Severs
Associate Professor of Geology
BIOGRAPHY
.
I'm from Indiana originally and have always had an interest in the earth and its formation. I attended Colby College as a history major originally before switching to geology as it was far more interesting and then went to Virginia Tech for my doctorate. I am the hard-rock geologist in the Geology Program at Stockton, meaning that I focus my teaching and research on igneous and metamorphic rocks. All of my classes have a strong field component to them as geology is best seen in the field. It has been my pleasure to involve my Stockton students in research projects that have taken us to Rhode Island, Maine, Newfoundland, Mount St. Helens, WA the Adirondacks, NY, and to Virginia. I am also the faculty advisor for the Geology Club.
Website/CV: https://www.rockyseversgeology.com/
Ph.D. Geosciences, Virginia Tech
BA, Geology, Colby College
Geochemistry of igneous and metamorphic rocks, ore deposit formation, melt and fluid inclusions, lamprophyres and their generation in the mantle, pegmatite generation, migmatites and early stage melting of rocks, and adakites; Igneous Petrology; Metamorphic Petrology; Volcanology; Ore Deposits; Mineralogy
Physical Geology and Lab (GEOL 2101/2105)
Earth and Space Science (GEOL 2120)
Mineralogy (GEOL 3211)
Petrology (GEOL 3212)
Hydrothermal Fluids and Ore Deposits (GEOL 3202)
Tectonics (GEOL 4610)
Minerals and Human History (GNM 1048)
Volcanoes (GNM 2194)
The History of You (GIS 3XXX)
My research focuses on using geochemistry to answer geological questions that focus on igneous petrology, ore deposits, and tectonics. Techniques that I use include petrography, bulk rock geochemistry, mineral geochemistry, and microanalyses of fluid inclusions. My largest current project involves looking at alkali-rich igneous rocks called lamprophryes from the end of Appalachian mountain building events in northern New Jersey and southern New York to better understand how they formed and their relationship with other intrusions in the area. My newest project is looking at critical minerals necessary for alternative energies such as gallium, germanium, and others in historic mining districts in New York to better understand whether these deposits or others like them could be reimagined for modern metals, but also how they form from hydrothermal fluids. A third project is aimed at understanding the mantle beneath the continental lithosphere of the East Coast by looking at xenoliths of the mantle rocks brough to the surface by volcanic activity in lamprophyres from Rhode Island. Finally, the last project that I am working on is understanding how iron oxide-apatite ore deposits form and whether these deposits can have rare earth elements needed for alternative energies, electric vehicles, and all modern technologies.
Severs, M.J., Gryger, K.J.*, Makin, S.A.*, Bodnar, R.J., and Bradford, W.B.*, 2013. Investigation of long-term geochemical variations and magmatic processes in Mount St. Helens eruptive units. Geofluids 13, 440-452.
Bodnar, R.J., Azbej, T., Becker, S., Cannatelli, C., Fall, A., and Severs, M.J., 2013. Whole Earth Geohydrologic Cycle: From the Clouds to the Core – The Role of
Water in the Dynamic Earth System. In: M.E. Bickford, Ed., Geological Society of America
Special Paper 500, 125th Anniversary Special Volume I: The Web of Geological Sciences:
Advances, Impacts, and Interactions. Chapter 13, 431-462.
Severs, M.J., Beard, J.S., Bodnar, R.J., Fedele, L., Hanchar, J.M., and Mutchler, S.M., 2009.
Partitioning behavior of trace elements between dacitic melt and plagioclase, orthopyroxene,
and clinopyroxene based on laser ablation ICPMS analysis of silicate melt inclusions.
Geochimica et Cosmochimica Acta 73, 2123-2141.
Severs M.J., Azbej, T., Thomas, J.B., Mandeville, C.W., and Bodnar, R.J., 2007. Experimental
determination of H2O loss from melt inclusions during laboratory heating: Evidence
from Raman spectroscopy. Chemical Geology 237, 358-371.
Azbej, T., Severs, M.J., Rusk, B., and Bodnar, R.J., 2007. In situ quantitative analysis of H2O-CO2 fluid
inclusions by laser Raman Spectroscopy. Chemical Geology 237, 255-263.
*Indicates Stockton student/alumni author
Catherine A. Tredick
Jeffrey Webber
Jeffrey Webber
Associate Professor of Geology
BIOGRAPHY
Greetings, I originally hail from Bozeman Montana where I grew up surrounded by the Rocky Mountains and gained a curiosity for the local geology. During my undergraduate studies at Montana State University, I became fascinated with the deformation and metamorphism of crustal rocks and decided to pursue a Master's degree at The University of Vermont under the mentorship of Dr. Keith Klepeis. While at The University of Vermont, I was able to work on magmatic processes within the Coastal Batholith of central Chile and assisted research on deformation distributions in deep-crustal rocks of Fiordland National Park, New Zealand. After finishing my Master's degree, I began working on a doctoral project at the University of Massachusetts, Amherst. This project, advised by Dr. Laurie L. Brown and Dr. Michael L. Williams, focused on the role of deformation and metamorphism in controlling the spatial distributions of aeromagnetic anomalies in northern Saskatchewan, Canada. I am excited to continue with past research while starting new projects involving Stockton undergraduates.
Website/CV: Dr. Jeffrey Webber Website
Ph.D., University of Massachusetts, Amherst
M.S., The University of Vermont
B.S., Montana State University
Structural Geology, Tectonics, Metamorphic Petrology, and Rock Magnetics
Physical Geology, Field Geology, Geophysics, Earthquakes, Mountains and Mountaineering, Physical Geography, and Environmental Geology.
My current research interests incorporate many aspects of structural geology, metamorphic petrology, and rock magnetism within the context of field geology. I am interested in understanding the relationships between deformation and metamorphism at a variety of scales from thin sections to crustal exposures. These relationships provide the context for geochronological analyses that can be related to kinematic studies and metamorphic conditions including pressure, temperature, and oxygen fugacity. By determining the conditions of deformation and metamorphism, geophysical data derived from aeromagnetic and gravity surveys can be better interpreted with an understanding of the processes that influence rock properties such as magnetic susceptibility and density. I believe that this approach is instrumental in accurately reconstructing the kinematics, timing and rheology of crustal domains within polydeformed terrains. Ultimately, the information gained from this style of research furthers our understanding of modern tectonic processes and gives us insight to the geologic history of specific locations.
Webber, Jeffrey R., Laurie L. Brown, and Michael L. Williams. "Petrophysical constraints on magnetic anomalies associated with metamorphic reactions in northern Saskatchewan, Canada." Canadian Journal of Earth Sciences 56, no. 9 (2019): 895-911.
Bailey, Scott W., Donald S. Ross, Nico Perdrial, Michael Jercinovic, Jeffrey Webber, and Rebecca Bourgault. "Determination of primary mineral content and calcium sources in forest soils using electron probe microanalysis mapping and cluster analysis." Soil Science Society of America Journal 83, no. 6 (2019): 1830-1841.
Regan, S. P., M. L. Williams, L. Zieman, J. R. Chiarenzelli, M. J. Jercinovic, B.
L. Cousens, J. R. Webber, and L. B. Aspler. "IN-SIMS zircon U-Pb geochronology from the Snowbird tectonic zone
Large igneous Province (STZ LIP), western Churchill Province, Canada." Precambrian
Research 377 (2022): 106751.
J.R. Webber, K.A. Klepeis, L.E. Webb, J. Cembrano, D. Morata, G. Mora-Klepeis, and G. Arancibia. Deformation and magma transport in a crystallizing plutonic complex, Coast Batholith, central Chile. Geosphere, 11(5), 2015.
L.L. Brown, J.R. Webber, M.L. Williams, S.P. Regan, and S.J. Seaman. Magnetism of the Lower Crust: Observations from the Chipman Domain, Athabasca Granulite Terrain, northern Canada. Tectonophysics, 624-625:66-74, 2014.
Mark Demitroff
Mark Demitroff
Environmental Studies Adjunct Faculty
Board Member, South Jersey Culture & History Center (2011 – present)
Board Member, United States Permafrost Association (2013 – 2018)
Website/CV:
Pinelands Geography, Periglacial Geomorphology – Past Permafrost
Past permafrost aggradation & degradation, eolian dynamics, paleohydrology, cryogenesis, geodiversity, Younger Dryas, Pine Barrens cultural history, folklore.
Wolfe SA, Demitroff M, Neudorf CM, Woronko B, Chmielowska-Michalak C, Lian OB. 2023. Late Quaternary eolian dune-field mobilization and stabilization near the Laurentide Ice Sheet limit, New Jersey Pine Barrens, eastern USA. Aeolian Research. 62.DOI: 10.1016/j.aeolia.2023.100877
Woronko B, Karasiewicz T, Rychel J, Kupryjanowicz M, Fiłoc M, Moska P, Adamczyk A, Demitroff MN. 2022. A palaeoenvironmental record of MIS 3 climate change in NE Poland—Sedimentary and geochemical evidence. Quaternary International. 617: 80–100. DOI: 10.1016/j.quaint.2021.08.012
Demitroff M. 2016. Pleistocene ventifacts and ice-marginal conditions, New Jersey, USA. Permafrost and Periglacial Processes. Palaeoenvironmental Special Issue 27: 123–137 DOI: 10.1002/ppp.1860
Wu Y, Sharma M, LeCompte MA, Demitroff M, Landis JD. 2013. Origin and provenance of spherules and magnetic grains at the Younger Dryas Boundary. Proceedings of the National Academy of Sciences. 110, 38: E3557–E3566. DOI: 10.1073/pnas.1304059110
French HM, Demitroff M. 2012. Late-Pleistocene paleohydrology, eolian activity and frozen ground, New Jersey Pine Barrens, eastern USA. Netherlands Journal of Geosciences. 91, 1/2: 25–35. DOI: 10.1017/S0016774600000548
LeCompte MA, Goodyear AC, Demitroff M, Batchelor D, Vogel EK, Mooney C, Rock BN, Seidel AW. 2012. An independent evaluation of conflicting microspherules results from different investigations of the Younger Dryas Impact Hypothesis. Proceedings of the National Academy of Sciences. 109, 44: E2960–2969. DOI: 10.1073/pnas.1208603109
French HM, Demitroff M, Streletskiy D, Forman SL, Gozdzik J, Konishchev VN, Rogov VV, Lebedeva-Verba MP. 2009. Evidence for Late-Pleistocene permafrost in the Pine Barrens, southern New Jersey. Kriosfera Zemli//Earth’s Cryosphere. 13, 3: 17–28 (in Russian).
French HM, Demitroff M, Newell WL. 2009. Past permafrost on the Mid-Atlantic Coastal Plain, eastern United States. Permafrost and Periglacial Processes. 20, 3: 285–294. DOI: 10.1002/ppp.659
Gordon T, Demitroff M. 2009. 13 August: spungs, cripples, blue holes, and savannahs (savannas) in the Pine Barrens of Atlantic and Cumberland Counties, NJ. Bartonia: Journal of the Philadelphia Botanical Club.64: 59–62.
Demitroff M, Doolittle JA, Nelson FE. 2008. Use of ground-penetrating radar to characterize cryogenic macrostructures in southern New Jersey, USA. In Kane DL, Hinkel, KM (eds.). Proceedings, Ninth International Conference on Permafrost. Institute of Northern Engineering. University of Alaska, Fairbanks. pp. 355–360
French HM, Demitroff M, Forman SL, Newell WL. 2007. A Chronology of Late-Pleistocene permafrost events in southern New Jersey, eastern USA. Permafrost and Periglacial Processes. 18: 49–59. DOI: 10.1002/ppp.572
French HM, Demitroff M, Forman SL. 2005. Evidence for Late–Pleistocene thermokarst in the New Jersey Pine Barrens (latitude 39ºN), eastern USA. Permafrost and Periglacial Processes16: 173–186. DOI: 10.1002/ppp.520
French HM, Demitroff M, Forman SL. 2003. Evidence for Late–Pleistocene permafrost in the New Jersey Pine Barrens (latitude 39ºN). Eastern USA. Permafrost and Periglacial Processes14: 259–274. DOI: 10.1002/ppp.456
French HM, Demitroff M. 2001. On the cold–climate origin of the enclosed depressions and wetlands [‘spungs’] of the Pine Barrens, southern New Jersey, USA. Permafrost and Periglacial Processes.12: 337–350. DOI: 10.1002/ppp.401
Career Opportunities
After graduation, qualified ENVL students have the opportunity to move into Stockton's Professional Science Masters program and complete a Bachelor of Science and Master's Degree in our 4+1 Dual Degree program. Many other graduates will seek employment in the environmental field. Some have risen to leadership positions or have started their own consulting companies. Still, others have graduated from Stockton to attend graduate schools where they frequently earn research and teaching assistantships that underwrite their graduate education.
Recent surveys indicate that the majority of Stockton’s Environmental graduates establish careers related to their major. They work in federal, regional, state, and local governmental agencies; in schools, colleges and universities; in engineering, consulting, and resource management and exploration companies; in a wide array of non-profit or nongovernmental organizations and in other related industries. ENVL students have been successful at some of the nation’s leading graduate schools, where they have gone on to complete doctoral degrees. Other students have begun successful businesses in environmental consulting, while yet others have risen to prominence in governmental and nongovernmental agencies.
Interested students may contact the program Coordinator of the Environmental Science program or speak to their Faculty Preceptor for additional information. The Career Education & Development office is also a good resources as students explore career and graduate education opportunities.
Potential Careers
The Student Career Center that is available to guide you through your career development journey - from CV writing, interview prep or general guidance.
Requirements
All ENVL students are required to complete 1-4 credits of an internship (ENVL 4900) or independent study (ENVL 4800) to graduate. Internships can be with any government agency, private consulting firm, natural resource industry, or environmental organization (approved by faculty sponsor). Independent studies involve conducting independent research with a faculty member on campus. B.A. students MUST complete at least one credit of an outside internship. You can complete multiple internships or independent studies for credit during your time at Stockton for a maximum total of eight (8) credits towards your degree. Each project can only be worth a maximum of 4 credits each. Credits are determined based on the number of hours spent on-site working, as follows:
- 1 credit = 40 hours of work
- 2 credits = 80 hours of work
- 3 credits = 120 hours of work
- 4 credits = 160 hours of work
All paperwork must be signed by your faculty sponser before you begin any work. Once you have secured an internship or independent study, you should fill out the appropriate paperwork (links below) with a faculty sponsor (can be your preceptor or any Stockton faculty member) and submit it to the NAMS office for processing. Students are required to complete some sort of final project or other assignments (reflective journals, literature reviews, poster or oral presentations, research papers, etc.) to receive full credit for the internship or independent study. Students should talk to their preceptors or other ENVL faculty member for additional details about these requirements.
Environmental Science Internship Examples and Student Testimonials
Interns of the Atlantic County Office of GIS use GIS and remote sensing software to provide maps, spatial data, and imagery for state, county, and municipal projects within Atlantic County. Projects include tidal monitoring, disaster prevention, flood hazard mitigation, strategic growth management plans, municipal mapping for zoning use, service area mapping, municipal roadway assessment for planning, providing census information maps, transportation analysis, and environmental impact analysis.
GIS Interns will also provide a range of services for the office, including scanning documents, printing maps, receiving GIS-related phone calls, updating Atlantic County website resources, updating County geodatabases, and providing resources to office walk-ins.
“As an Intern for the Atlantic County Office of GIS, my objective is to take my in-classroom training provided by the Stockton University professors and apply it to the professional real-world scenarios presented to Atlantic County’s Department of Planning and Development. I most enjoy being able to broaden my “toolbox” of techniques at Atlantic County and attending Atlantic County Office of Emergency Management meetings, where I am able to merge my GIS experience with my interest in emergency management and response. I am extremely grateful for my time at Atlantic County and the Specialists I have the privilege of working under. Being an Atlantic County Office of GIS intern has given me a year’s worth of new knowledge and techniques to tackle the ever-changing world of geographic information science.”
Emily Peraria
Atlantic County Department of Planning and Development Intern
Click here for more information on Planning & GIS Concentration and the GIS Certificate. For more information on planning internships please contact Professor Weihong Fan.
Brick Township’s Division of Land Use & Planning is responsible for guiding development and maintaining the Master Plan and land use ordinances. This internship position works closely with two NJ licensed professional planners who work with the local Planning Board, Board of Adjustment and Zoning office staff. This also includes working closely with engineers, administrators and GIS specialists.
The Land Use & Planning team focuses on community smart-growth initiatives to minimize suburban sprawl while also encouraging residential, industrial and commercial growth. Brick Township is trying to maximize brownfield redevelopment while preserving forests, wetlands and local parks. The internship also works on Brick Township’s Sustainable New Jersey portfolio, applying for grants to enhance municipal sustainable development practices.
“This internship gave me firsthand experience working with professionals on various projects including: The Master Plan, planning studies, reports, review of subdivisions/site plans, drafting of ordinances, affordable housing compliance, geographical information mapping, tax map maintenance and grant writing. The Environmental Studies faculty and the education I gained at Stockton University made this opportunity possible. When I graduate I hope to work with a municipality directly on land use issues.”
Vinny Palmieri
Brick Township Planning Intern
Click here for more information on environmental planning and GIS concentration. For more information on planning internships please contact Professor Daniel Moscovici.
The internship entails a year-round training program for undergraduate students, under the tutelage of a program advisor John Hallagan and faculty member Tait Chirenje. The interns work alongside scientists from the NJDMAVA and contractors working on NJDMAVA projects in fulfilling assessment, monitoring, remediation and other environmental obligations for the NJDMAVA. The NJDMAVA elected to use students because collaborations of this nature provide interns with real world experiences and on-the-job training in environmental concentrations, such as conservation, remediation, wildlife management, and land management. This internship allows students to gain valuable career building experiences through completing practical projects and networking with professionals in the environmental field along the way.
“I joined the SUEIP team in January 2018 as a second semester Junior. I was interested in the program after speaking with my adviser and discussing the types of projects that were in progress. Since then, I have been a part of several group and individual projects including an air emissions report, a beach vegetation survey, an osprey conservation video, a spill plan report and training, water quality and inventory reports, and a rare species report. This work included in-depth surveying, GIS map development, and writing. As a student working on these projects, I gained valuable skills that apply to my future career as an Environmental Scientist”
Laurel Klein
NJDMAVA Intern
Click here for more information on environmental quality concentration (B.S. and B.A.). For more information on environmental quality internships please contact Professor Tait Chirenje.
