Britt Argow

Degrees: B.A. College of William and Mary; M.S., Stanford University; Ph.D., Boston University

Teaching Interests:

I am actively engaged in promoting the new pedagogy of science education, wherein students experience what scientists actually do in order to better understand the "facts" which are the results of scientific inquiry, and what science has to offer society at large. Students participate in research or research-like experiences at all levels of the curriculum. My teaching style emphasizes student participation in the learning process by employing techniques such as jigsaw, think-pair-share, inquiry, and reflection points; feel free to ask me about these and any other techniques.

I am also invested in contributing to the ongoing revolution in K-12 science education, and am involved with various in-service teacher training and teacher preparation programs. I welcome students from all backgrounds and interests, and particularly encourage students who may choose to enter the field of Education to take any of my courses, as well as students who would like to explore how the study of science can contribute to addressing many critical issues facing our global society today.

Research Interests:

As a classically trained, field-based sedimentologist, my particular interests lie in coastal systems. I use a variety of methods including real-time, in-situ monitoring of sedimentation processes and hydrodynamics, analysis of remotely-sensed data, petrography, grain size analysis, sediment core analyses, stratigraphy, and sediment elevation tables. I supplement traditional sedimentology practices with techniques and tools from the fields of geomorphology, geography, fluid dynamics, geochemistry, geophysics and ecology.

My research philosophy includes three primary elements: reliance on empirical methodology, incorporation and adaptation of new technology, and student and community involvement in ongoing, applied research projects. First, I am most excited by research problems that are field-based and are initially driven by empirical observation and experimentations. New methods of data collection, generation and analysis, such as LIDAR (Light Detection and Ranging), numerical modeling, and GIS (Geographical Information System), are increasingly useful tools for understanding and informing physical data.

Geology as a science is unique in that it is tied to the concept of ‘place’—a real-world, spatially defined location. Therefore my research relies in part on consistently documenting and analyzing physical and remotely-sensed data using GIS technology, identifying field positions accurately using DGPS to facilitate spatial analysis on multiple scales and in multiple dimensions. I believe this step is necessary if we are to successfully develop meaningful 3-d numerical models to better understand complex modern processes, without losing the essential spatial relativity of physical relationships.

I am most energized by projects that have a degree of applicability in the modern world in addition to abstract theoretical goals. Not only do I enjoy the big-picture aspects of this research, but I've found that non-scientists are more easily engaged by studies with personal relevance. Coastal science lends itself well to community and student involvement, as do the empirical techniques of my research. This allows me to work towards my personal goal of contributing to a more scientifically literate society through an active and engaging program of research.

Ongoing Projects:

• Seasonal variation in sedimentation processes on New England salt marshes
• Climate change and coastal evolution
• Application of LIDAR technology to coastal systems
• Outreach and public education about coastal hazards and climate change

Recent Publications:

FitzGerald, D.M., Fenster, M.S., Argow, B.A. and Buynevich, I.V., 2008. Coastal Impacts Due to Sea-Level Rise. Annual Review of Earth and Planetary Sciences, 36(1).
One-time download of pdf available courtesy of Annual Reviews at: http://arjournals.annualreviews.org/eprint/2diMEYJQ6zugu5xdBu7y/full/10.1146/annurev.earth.35.031306.140139.

Argow, B.A., 2007a. Geomorphology. In: M. Dionne, C. Dalton and H. Wilhelm (Editors), Site Profile of the Wells National Estuarine Research Reserve. Wells National Estuarine Research Reserve, Wells, ME, pp. 15-28.

Argow, B.A., 2007b. Origin and Evolution of the Estuary. In: M. Dionne, C. Dalton and H. Wilhelm (Editors), Site Profile of the Wells National Estuarine Research Reserve. Wells National Estuarine Research Reserve, Wells, ME, pp. 205-220.

Argow, B.A., Hughes, Z.J. and FitzGerald, D.M., 2007. Ice raft formation, dispersion and sedimentation on New England salt marshes. In: N.C. Kraus and J.D. Rosati (Editors), Coastal Sediments '07: Proceedings of the Sixth International Symposium on Coastal Engineering and Science of Coastal Sediment Processes. American Society of Civil Engineers, New Orleans, LA, USA, 1: 798-813.

Argow, B.A. and FitzGerald, D.M., 2006, Winter processes on northern salt marshes: evaluating the impact of in-situ peat compaction due to ice loading, Wells, ME. Estuarine, Coastal and Shelf Science, 69 (3-4), 309-438.

FitzGerald, D.M., Buynevich, I.V., and Argow, B.A., 2006, Model of tidal inlet and barrier island dynamics in a regime of accelerated sea-level rise. Journal of Coastal Research (in press).

FitzGerald, D.M., Argow, B.A., and Buynevich, I., 2003. Rising sea level and its effects on backbarrier marshes, and tidal flats, tidal inlets, and adjacent barrier shorelines. American Society of Civil Engineers, Coastal Sediments 2003 Proceedings. v. 3, 14 p.

Driedger, C. and Argow, B.A. 2001. An Educator’s Guide to Mount Rainier: What to do with a Volcano in Your Backyard. National Park Service/United States Geological Survey. 152 p.

Argow, B.A. 2000. Twenty frequently asked questions about Wellfleet’s Herring River. Cape Cod National Seashore, National Park Service/Association of Women Geoscientists. 28 p.

Argow, B.A. 1999. Benthic foraminiferal biofacies across a high energy continental shelf, San Onofre, CA. Master’s Thesis, Stanford University. http://dlib.stanford.edu:6520/text/dd-ill.

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date created: September 10, 2006