Rate My Professor Scott Clark

Clark has authored numerous peer-reviewed publications advancing geoscience education and environmental geochemistry. Notable works include 'Selenium redox cycling during weathering of Se-rich shales: A selenium isotope study' (Zhu et al., 2014, Geochimica et Cosmochimica Acta), investigating selenium isotope dynamics; 'Effective isotopic fractionation factors for solute removal by reactive sediments: A laboratory microcosm and slurry study' (Clark and Johnson, 2008, Environmental Science & Technology); 'Alternative Conceptions of Plate Tectonics held by Nonscience Undergraduates' (Clark et al., 2011, Journal of Geoscience Education), which received the 2012 Outstanding Paper Award from the journal; 'Sustainability Attitudes and Behavioral Motivations of College Students: Testing the Extended Parallel Process Model' (Perrault and Clark, 2018, International Journal of Sustainability in Higher Education); 'Sustainability in the university student's mind: Are university endorsements, financial support, and programs making a difference?' (Perrault and Clark, 2017, Journal of Geoscience Education); and 'Educator Perspectives on Earth System Science Literacy: Challenges and Priorities' (LaDue and Clark, 2012, Journal of Geoscience Education). He has presented at conferences, including on geoscience field camps for high school students (Vitale et al., 2024, Geological Society of America Abstracts). As department chair, Clark advises Science Teaching programs with Earth/Space Science emphasis and supports undergraduate research initiatives.