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Murray Gingras, new chair of Earth and Atmospheric Sciences, leads a field school discussion.

Tell us a bit about your experience in the Department of Earth and Atmospheric Sciences. How long have you been a faculty member in the department?

I first joined the º£½ÇÉçÇø in the fall of 1991 as an undergraduate student in geology, completing my degree in the spring of 1995. My initial plan was to work in industry, but along the way I developed a strong interest in the research side of geoscience. That led me to pursue a PhD here at the º£½ÇÉçÇø under the supervision of George Pemberton, which I completed in 1999.

After graduation, I began my academic career at the University of New Brunswick. In 2003, an opportunity arose to return to the º£½ÇÉçÇø when professor Pemberton was awarded a Tier 1 Canada Research Chair, opening a backfill position in earth and atmospheric sciences. I joined the department as an assistant professor on July 1, 2003, and have been here ever since — progressing through the ranks over the past 22 years.

What's your philosophy when it comes to leadership? (Alternately: What's your vision for the department?)

My leadership philosophy as department chair begins with recognizing that my primary responsibility is the overall well-being and success of the department. That means ensuring we attract and retain talented people, maintain strong and up-to-date academic programs and support opportunities for growth — whether that’s new positions, innovative courses or updated degrees. Equally important is fostering an environment where students and colleagues feel supported, respected and able to thrive. A collegial, engaged department is almost always one that delivers programs our students value and enjoy.

At the º£½ÇÉçÇø, leadership in an academic department is not about unilateral decision-making. It’s about guiding a collective process — drawing on the expertise and perspectives of faculty, staff, and students to arrive at sound decisions, and then ensuring those decisions are effectively advanced through the university. I believe leadership means recognizing that many people in the department bring their own forms of leadership, and embracing that shared responsibility.

Tell us a bit about your research. What area(s) have been your focus?

My research focuses broadly on sedimentary rocks and on interpreting ancient sedimentary environments from their physical characteristics. This involves integrating a wide range of observations — from grain size and sedimentary structures to biological features preserved in the rock — making it a nuanced and multidisciplinary field of study.

I was originally hired as a petroleum geologist because this type of work has direct applications to reservoir analysis and resource prediction. Understanding how and where sedimentary rocks were deposited, and how those processes influenced their physical properties, is critical in oil and gas exploration and development.

More specifically, my core expertise is in ichnology — the study of trace fossils, such as burrows and tracks, and the behaviours they record. Ichnology provides a powerful tool for reconstructing past environments and for refining models of sedimentary reservoirs.

In recent years, much of my attention has shifted toward understanding the evolution of animal life from the Ediacaran into the Cambrian: roughly 580 to 540 million years ago. Using the trace fossil record, I examine how animal morphology and behaviour changed through this critical interval in Earth’s oceans, offering insights into the early evolution of complex life.

What led you to pursue a career in earth sciences?

I first trained as a mechanical industrial engineering technologist, earning a two-year diploma from NAIT. My early career was spent in a design office, but I quickly realized that the environment and the time pressures of project engineering work were not for me. I had always wanted to be a scientist, so I began actively looking for a new path — and chose to pursue geoscience.

From my first year as an undergraduate, I thrived in the program and quickly fell in love with the subject. That enthusiasm has stayed with me throughout my career. For me, geoscience has always been both a profession and a hobby, and I’ve been fortunate to build a career in a field that I’ve enjoyed from the very beginning.

What do you find most rewarding about your role? (Alternately: What are you most looking forward to about the chair role?)

As a professor, I’ve most enjoyed teaching undergraduate courses. In geoscience, students usually arrive with little background in geology, which means I have the opportunity to teach from first principles. It’s especially rewarding to help them think in new ways — training them to observe, interpret and understand the world differently than they ever have before.

I’ve also greatly valued my role as a graduate student mentor. Working closely with students in the field, collaborating on research and co-authoring papers has been one of the most fulfilling aspects of my career. Many of my graduate students have gone on to academic positions around the world, and I’m immensely proud of their accomplishments.

At this stage in my career, I focus my research on questions that truly interest me, rather than chasing recognition. I take satisfaction in producing the occasional niche paper that advances understanding in my field.

As chair, I expect my measures of success will shift. My focus will be on helping the department grow — both in the number of engaged faculty and in the number of students we teach. I believe earth sciences, planning and human geography are underrepresented in Alberta’s education system, and I want more students to discover and benefit from learning about our planet and how people interact with it. Seeing the department expand its reach and impact will be a key indicator of success for me in this role.

What skills or experiences have been most valuable to you in your work?

My early career in the oil and gas industry, before becoming a geologist, has always been an asset. I developed skills in the private sector that I would never have gained in an academic setting, and that experience has given me a perspective that is both critical and appreciative of the university as a workplace and of scholarship as a lifelong pursuit. It’s a perspective many in academia don’t have the opportunity to discover for themselves.

My academic career began at the University of New Brunswick in 2000, before I moved to the º£½ÇÉçÇø, where I progressed through the ranks. Working in two very different contexts — a smaller, less-funded institution and a larger, comparatively well-funded university — has helped me understand the different challenges professors face and the various ways institutions operate. That breadth of experience has been invaluable.

I genuinely enjoy working with my colleagues and value what they bring to the table — often far more than I could contribute alone. I’m not overly focused on myself as an individual, and I believe that’s well understood in the department.

I see myself first and foremost as a communicator. I may not be the brightest or the most technically skilled professor in the department, but I do have a clear vision for where the department can go, and I’m comfortable leading us there.

What is one thing that people would be surprised to know about you?

The one thing people might be surprised to know about me… well, I actually dread these kinds of questions because I’m not sure there’s anything all that surprising about me. I mean, gosh — I like to garden, I love Netflix, I enjoy reading books. Those aren’t exactly unusual.

People who know me well have eventually been surprised by two things. First, I really am as happy as I seem. I enjoy my work, I’m proud to be here, and I’m just… happy. Second, while I generally don’t seem to have much of a temper, when I do lose it, I lose it really well.

Neither of these is anything worth bragging about, and I certainly don’t have any hidden special skills. I think I’ll just leave it at that.