Dr. Anne E. Egger

Ph.D. 2010, Stanford University
Assistant Professor
Geological Sciences and Science Education
phone: 509-963-2870
office: Hebeler 109

Download CV (PDF)

Research interests

I am interested in combining field observations with geochronological and geophysical data to learn more about active tectonic environments. I use tools such as geologic mapping, lidar (light detection and ranging), geochronology and thermochronology, gravity and magnetic mapping and modeling, and seismic data analysis to decipher the faulting and magmatic history and current structural setting of a region.

In addition, I am involved in materials development for teaching science and geoscience at the undergraduate level. I am particularly interested in integrating the process of science into teaching, and helping students understand how we know what we know.

I also run the Terrestrial Laser Scanning (TLS) facility at CWU. If you are interested in using the TLS, please take a look at the TLS at CWU website and contact me.

Current Projects:

Long-term earthquake hazards and groundwater resources in a tectonically active region: Critical insights from unmanned aerial systems
In this NASA-funded project, I am collaborating with scientists from the USGS, NASA, and Geometrix to characterize seismic hazard potential and map pathways for groundwater flow in Surprise Valley, northeastern California. We will be using two of NASA's unmanned aerial vehicles to conduct high-resolution magnetic mapping in Surprise Valley, and combining it with detailed topographic data collected with airborne lidar in order to identify buried, intra-basin structures that control fluid flow.

During our first field season, we posted a blog with updates on our progress. You can find that blog at:

I also gave a public talk sponsored by the Surprise Valley Rotary Club. You can download a PDF of my slides and my geologic map of the valley and surrounding region by clicking the links below:

InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future
InTeGrate is a 5-year, NSF-funded STEP Center grant, running from 2012 through 2016. The first goal of the project is to develop curricula that will dramatically increase geoscience literacy of all undergraduate students. This includes the large majority of students that do not major in the geosciences, those who are historically under-represented in the geosciences, and future K-12 teachers, such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. The second major goal is to increase the number of majors in the geosciences and associated fields and to develop future geoscientists that are able to work with other scientists, social scientists, business people, and policy makers to develop viable solutions to current and future environmental and resource challenges.

Teaching the Process of Science
How do we know what we know? Many resources are available to help instructors teach 'what we know' - the science content that fills textbooks. Few of those resources explicitly address 'how we know' that content. We might feel that the process is implicit in our teaching, or that we don't have time to teach the process when there is so much content to cover. In this project at Visionlearning, we have developed materials to allow instructors to integrate the process of science into their content teaching. These materials are available for free on the web, or you can buy our print book The Process of Science at Amazon.


I teach courses in both Geological Sciences (GEOL) and Science Education (SCED).