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Achieving and Sustaining
Institutional Excellence for
the First Year of College
Achieving and
Sustaining
Institutional
Excellence for
the First Year
of College
Betsy O. Barefoot
John N. Gardner
Marc Cutright
Libby V. Morris
Charles C. Schroeder
Stephen W. Schwartz
Michael J. Siegel
Randy L. Swing
Copyright © 2005 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as
permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior
written permission of the Publisher, or authorization through payment of the appropriate per-copy
fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400,
fax 978-750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission
should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street,
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Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly
call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986
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Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in
print may not be available in electronic books.

Library of Congress Cataloging-in-Publication Data

Achieving and sustaining institutional excellence for the first year of college / Betsy O. Barefoot ...
[et al.].— 1st ed.
p. cm.
Includes bibliographical references and index.
ISBN 0-7879-7151-0 (alk. paper)
1. College student development programs—United States—Case studies. 2. College freshmen—
United States—Case studies. 3. Campus visits—United States—Case studies.
LB2343.4.A34 2005
378.1'98—dc22 2004026197

Printed in the United States of America

FIRST EDITION
HB Printing 10 9 8 7 6 5 4 3 2 1
The Jossey-Bass Higher and Adult
Education Series
 Contents

Foreword xiii
Preface xxi
Acknowledgments xxv
About the Authors xxvii

1 On Being Named an Institution of 1

Excellence in the First College Year:
The Process and the Places
2 Research Methods 19

Part One: Case Studies of Two-Year Institutions 33

3 The Community College of Denver: A Second 35
Family for the First-Year Student
Marc Cutright, Randy L. Swing
4 LaGuardia Community College: 59
A Window on the World
Betsy O. Barefoot, Michael J. Siegel

Part Two: Case Studies of Four-Year Institutions 85

with Fewer Than 2,000 Students
5 The First Year at Eckerd College: 87
Responsible Innovation
Stephen W. Schwartz, Michael J. Siegel
6 Kalamazoo College: No Stone Left Unturned 113
Stephen W. Schwartz, Randy L. Swing

ix
x CONTENTS

Part Three: Case Studies of Four-Year 143

Institutions with 2,000 to 5,000 Students
7 Drury University: Balancing Intellectual 145
Rigor with Intrusive Personal Support
in the First Year
Charles C. Schroeder, Randy L. Swing
8 Elon University: Transforming Education 166
Through a Community of Inquiry
and Engagement
Libby V. Morris, Randy L. Swing
9 West Point and the Plebe-Year Experience: 191
The Long Gray Line
Michael J. Siegel, John N. Gardner

Part Four: Case Studies of Four-Year Institutions 217

with 5,000 to 10,000 Students
10 Lehman College of the City University 219
of New York: Excellence in the Bronx
John N. Gardner, Betsy O. Barefoot
11 The First Year at Texas A&M University– 243
Corpus Christi: Starting with a Clean Slate
Michael J. Siegel, Marc Cutright

Part Five: Case Studies of Four-Year Institutions 271

with 10,000 to 20,000 Students
12 Appalachian State University: High Standards 273
for the First Year in North Carolina’s
High Country
John N. Gardner, Betsy O. Barefoot
13 The Story of Ball State University: 299
“Everything Students Need”
Randy L. Swing, Marc Cutright
 CONTENTS xi

Part Six: Case Studies of Four-Year Institutions 323

with More Than 20,000 Students
14 Indiana University-Purdue University 325
Indianapolis: Success and the City
Marc Cutright, Michael J. Siegel
15 University of South Carolina: Creator and 349
Standard-Bearer for the First-Year Experience
Libby V. Morris, Marc Cutright

Part Seven: Conclusion 377

16 Findings and Recommendations 379

Epilogue: Foundations of Excellence in the 397

First College Year

Appendix A: All Participants in the Institutions 403

of Excellence Study (N = 130)
Appendix B: Initial Letter of Invitation to 409
Participate in the Institutions of
Excellence Project
Appendix C: Semifinalists 415
Appendix D: Letter to Semifinalists 419
Appendix E: Announcement Letter to 423
Thirteen Institutions of Excellence
Appendix F: Research Subject Information 427
and Consent Form

References 431
Index 433
 Foreword

The late Nevitt Sanford told a wonderful anecdote that contains

the essence of why this book is so important for college educators
who strive to improve the quality and impact of undergraduate
education for their students, especially beginning with the first
year. The anecdote was about the encounter between a dean at
Brown University and a group of prospective parents.
The dean was explaining to the assembled audience the bene-
fits that would result from a Brown University education for the
lives of their young men and women if they decided to spend four
years as undergraduate students at Brown. Since the institution had
chosen carefully which of the deans would speak to audiences of
prospective parents, the presentation was eloquent, thoughtful,
and extended. At the end of the talk came time for questions. One
obviously skeptical mother held up her hand for recognition and
asked the truth-in-advertising question: “This sounds just wonder-
ful, but how can we parents be assured that these changes will actu-
ally occur?” The dean’s apocryphal reply was both vintage Sanford
and why this book is so important: “Madam, we guarantee results
or else we’ll refund the child.”
The long-sought-after holy grail of higher education is to bring
together entering first-year students and institutions of higher edu-
cation in a seamless transition toward an undergraduate experi-
ence with a lasting impact. The pitfalls along the way, however, are
so very numerous: what the student is actually seeking is often not
really what the institution can offer; what the institution really
excels at teaching is sometimes not what the student can or wants
to learn; or the tasks in the process of transformation from high
school to upper-division status are neither sufficiently well pre-
sented by the institution nor sufficiently well understood by the
entering student to make the transformation from high school to

xiii
xiv FOREWORD

college as meaningful, stimulating, and transformative as it can be.

All of these need to go exceedingly well before a college or uni-
versity can metaphorically assure that it will not have to “refund
the child.” In terms of Sanford’s classic anecdote, this book is about
what a carefully chosen group of colleges and universities are
already doing so that they can “guarantee results” to the very best
of their abilities.
Chancellor Otto von Bismarck of Germany in the nineteenth
century is reputed to have observed that one-third of German uni-
versity students broke down from overwork, another one-third
broke down from dissipation, and the final one-third went on to
rule Germany. In the context of this book, two observations are in
order. First, this is a terrible waste of human talent and societal
resources. Second, at least in the nearly first half of the twentieth
century, those who went on to rule Germany did not rule very well.
This book examines vital elements of empowering educational
experience to achieve institutional objectives, maximizing the
development of human talent, and using institutional resources to
the fullest advantage toward goals shared by parents, students, fac-
ulty, staff, and administration. Unlike the German universities of
Bismarck’s day, there is a shared commitment among authors and
participants in achieving and sustaining excellence in the first year
of college.
The authors have stated their purpose in embarking on the
research that is the foundation for this book: “We sought to iden-
tify campuses in which the first year has become a high priority and
truly central to the collegiate experience.” Thirteen campuses were
selected for intensive case studies based on “their comprehensive
attention to first-year students—attention that is embedded in or
linked to the curriculum and cocurriculum and is coupled with
evaluation and evidence of continuous improvement.”

Steps in the Process: Borrowing from

the British Detective Story
It is new and uncharted territory to use an intensive case study
design to discern the ingredients of exemplary undergraduate edu-
cation in the first year of college. Elements of the British proce-
dural detective story will be employed to illuminate the steps the
 FOREWORD xv

authors took in realizing the goals of the ambitious project

reported in this book. Since the territory investigated by the
authors is uncharted, this device will sharpen the methodological
choices made that are so important to establishing the validity of
the findings:

• “Round up the usual suspects.” When actor Claude Raines

instructed his policemen to “round up the usual suspects” in the
movie Casablanca with Humphrey Bogart and Ingrid Bergman and
a wonderful supporting cast, he already knew the identity of the
perpetrator of the crime, and he really did not want him caught.
But what do you do when there is a universe of nearly 4,000 poten-
tially eligible possible “suspects” and the goal is a credible search
for participants in a focused research project with finite participants
(in this case, thirteen)? The authors were exceptionally clear about
the processes they followed in sample selection. They wanted “to
move beyond a random collection of good ideas for first-year pro-
grams” or a “rounding up of the usual suspects” to make a more sys-
tematic selection of colleges and universities that can serve as
exemplars for achieving first-year excellence. While the authors
note that there are many good ideas throughout the book on such
facets of the first year as orientation, residence life, learning com-
munities, first-year seminars, and advising structures, what they
focused on finding were campuses where “the primary focus is on
the totality of the first year—how these various components become
embodied in a campus’s overall approach to its new students.”
• Identifying the elements of the crime. How did the perpetrators go
about their “nefarious business”? How would an investigator go about
the task of identifying “suspects”—or as the authors more elo-
quently phrased it, Where would you look for models? What would
be your criteria? Would you simply know it when you saw it?
• Where would you look for models? The approach of the authors
proceeded on several tracks. One track was to send an invitation to
all chief academic officers of regionally accredited two- and four-year
institutions of higher education in the United States. This invitation
was to nominate their institution as an Institution of Excellence in
the First College Year. Another track was to write to 2,000 college
and university educators whose names appear on two electronic
listservs of individuals with interests in the first year of college. This
xvi FOREWORD

self-nomination process resulted in 130 potential case studies,

which were reduced first to 54 and then to the final thirteen.
For educators wanting a road map for thinking specifically
about where to begin improving their own first-year structures and
programs, Table 1.2 is a brief but exceptionally important part of
the book. This table, as characterized by the authors, “provides a
list of the most common first-year initiatives described by the thir-
teen institutions in the nomination portfolios.” These initiatives
were considered to be the most important by both the authors and
the campuses that were the object of the case studies.
Table 1.2 identifies twenty initiatives that contribute to excel-
lence in the first year:

• Advising
• Central advising center
• Common reading
• Convocations
• Core curriculum/general education
• Electronic portfolios
• Experiential learning
• Faculty development
• First-year seminars
• Leadership programs
• Learning centers
• Learning communities
• Liberal arts
• Mentoring
• Orientation
• Peer leaders/advisers
• Residence life
• Service initiatives
• Summer academic programs
• Supplemental Instruction

The power of the case study method in this context is that it

allows readers and researchers to observe how these program ini-
tiatives interact in the context of an exemplary institutional
approach to the first year. Each of the thirteen campuses has its own
 FOREWORD xvii

areas of emphasis within the twenty programmatic areas of empha-

sis, and no campus has all twenty. For example, only LaGuardia and
the University of South Carolina use convocations, and only two
(Kalamazoo College and LaGuardia) use electronic portfolios.
Many institutions, in contrast, use some version of first-year semi-
nars, learning communities, orientation, and peer advisers.
• What would be your criteria? Determining and applying the five
criteria to the 130 nominees and fifty-four semifinalists was a pro-
cedure untaken by a panel of thirteen external evaluators and the
staff of the Policy Center on the First Year of College. The five cri-
teria, elaborated in Chapter One, were as follows:

Criterion 1: Evidence of an intentional, comprehensive approach

to improving the first year that is appropriate to an institution’s
type of mission
Criterion 2: Evidence of assessment of the various initiatives that
constitute this approach
Criterion 3: Broad impact on significant numbers of first-year
students, including, but not limited to, special student sub-
populations
Criterion 4: Strong administrative support for first-year initiatives,
evidence of institutionalization, and durability over time
Criterion 5: Involvement of a wide range of faculty, student affairs
professionals, academic administrators, and other constituent
groups

• Would you simply know it when you saw it? As the authors put
it, “We recognized that excellence would have to be identified
within the framework of institutional size, type, and mission.” With
a case study format investigating first-year excellence in context, it
was essential to include diverse institutions. Therefore, the authors
studied community colleges, private liberal arts colleges, regional
comprehensive universities, research universities, and one of the
nation’s military academies. As a commentary, they pose the ques-
tion, “Was this selection process simply another ranking system in
disguise?” They answered it emphatically, “No!” The research
design issues are discussed in detail in Chapter Two.
xviii FOREWORD

Insights into Enhancing Quality and Impact

This commentary began with an anecdote of the late Nevitt San-
ford, which underscored the importance of an institution’s con-
figuring its programs for students in an optimal manner, or as he
put it more as a metaphor, so that the institution can “guarantee
results.” The broader context of the work is the importance of
making the first year of college a source of strength for the real-
ization of the broad purposes that unite parents, students, faculty,
staff, and administration.
Within the higher education research and policy community,
there are a number of quite viable and credible macro approaches
to reforming education and improving quality. For example, in the
1970s, the late Frank Newman led a commission whose sharp crit-
icisms of existing higher education practice were followed by sys-
tematic advocacy of reform. Another example is the more recent
macro policy reform and efforts at transformation of the type
undertaken by the National Collaborative for Postsecondary Edu-
cation Policy, a joint project of the Education Commission of the
States, the National Center for Higher Education Management Sys-
tems, and the National Center for Public Policy and Higher Edu-
cation funded by The Pew Charitable Trusts. This latter approach
aims to persuade, at the level of individual states, the adoption of
major policy changes.
By contrast, the case study approach taken in this book aims at
providing insights based on an approach to micro analysis—an
approach in this application that focuses specifically on the inter-
action of discrete program and policy variables under the control
of individual campuses. The broad contribution of this book is that
improving the quality and impact of the first year of college goes
beyond a collection of good ideas and programs and putting those
into practice. Rather, the key to success is in the planned interrela-
tionship and interaction in practice of the twenty plus program ini-
tiatives identified in Table 1.2.
And there is a hierarchy of what is catalytic of excellence in
first-year programs. The key catalytic elements at the top of the
hierarchy are intentionality, comprehensiveness, systematic assess-
ment and feedback, broad impact of programs, strong campus sup-
port for comprehensive programs (the location of key campus
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Mammoth Hot
Springs Area: Yellowstone National Park
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Mammoth Hot Springs Area: Yellowstone National Park

Author: Anonymous

Release date: September 28, 2021 [eBook #66403]

Language: English

Credits: Stephen Hutcheson and the Online Distributed Proofreading

Team at https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK MAMMOTH HOT

SPRINGS AREA: YELLOWSTONE NATIONAL PARK ***
 MAMMOTH HOT SPRINGS
AREA
YELLOWSTONE NATIONAL PARK

1
WELCOME to the Mammoth Hot Spring Terraces, one of
Yellowstone’s fascinating natural features! There are several ways to
enjoy the terraces—hike the boardwalks or drive the Upper Terrace
Loop road, for example. You may wish to drive to the Upper Terrace
Loop, drop off members of your party, let them hike down the
boardwalk and pick them up at the lower parking area. The maps in
this pamphlet will help you decide how you might best enjoy the
terraces.

The Mammoth Terraces and Hot Springs were officially discovered by

a U.S. Geological Survey party led by Dr. Ferdinand Hayden in 1871.
However, some local knowledge of the Hot Spring Terraces and their
activity had existed previous to that time.

The Mammoth Hot Springs have interested people since the

establishment of Yellowstone National Park, not only for their striking
beauty but also their changeability. These remarkable springs are
noted for their rapid deposition, unpredictable shifts, and random
rejuvenation. Here the active forces of geology often make
measurable changes from one day to the next, and it is possible that
significant changes have occurred since this booklet was printed.

INGREDIENTS FOR HOT SPRINGS ACTIVITY

Hot water is the life of the terraces. Without it terrace growth
ceases; the formations weather gray and black, and begin to
crumble. Typically the many hot springs gush forth at random, flow a
short way, then disappear into a crack or fissure farther down slope.

In searching around the Mammoth area old dormant terrace mounds

can be found in several places. Although a frequent shifting seems
to take place, the records over the past several years indicate that
the total flow of water has remained fairly constant at some 500
gallons per minute.

Ground water is the source of the outflow at Mammoth Hot Springs.

It is mostly seepage fed by rain and snow falling high on the slopes
of Terrace Mountain and areas as far south as Norris Geyser Basin.
This cold ground water is heated before it emerges to the surface by
rising heat from the magma chamber which once fueled the violent
volcanos of Yellowstone’s past. See the diagram on the reverse of
this leaflet. The water temperature in these springs reaches the
vicinity of 170 F (73 C.)

Yet still another ingredient is needed for growth of the terraces 2

—that is, a basic building material. The raw material here is
calcium carbonate. It is abundant beneath Terrace Mountain as thick
layers of sedimentary limestone. Related layers of limestone are
visible as outcrops on the face of Mt. Everts across the narrow valley
to the east.
 Different temperature zones in the water channels paint ribbons of
algal color.

As the ground water seeps slowly downward into the limestone 3

it comes in contact with hot gases rising from the magma
chamber which are heavily charged with carbon dioxide. Some of the
carbon dioxide is readily absorbed to form a carbonic acid solution.
Ordinarily water can only slowly dissolve limestone, but the hot,
acidic solution rapidly dissolves great quantities of it. Saturated with
lime, the carbonated water continues to seep along the rock layers
until it gushes forth as the Mammoth Hot Springs.

Once exposed to the open air some of the carbon dioxide escapes
from the solution, thus reducing the acidic level. As this happens,
the lime, no longer able to remain in solution, is deposited as
travertine in the shape and form of a terrace.

Looking at the terraces you can visualize the amount of limestone

excavated. Geologists estimate that the Mammoth Hot Springs water
carries more than two tons of dissolved limestone to the ground
surface each day.
CHANGE ON THE MAMMOTH TERRACE
The Mammoth Terraces are continuously changing. Had you visited
the area in the 1930’s, you would have found Blue Spring, Cleopatra,
and Angel Terraces to be the feature attractions. Today they stand
as gray, lifeless ruins, and newly named springs have succeeded
them. Throughout the 1970’s Jupiter and Minerva Springs and parts
of Highland Terrace have flowed freely, building delicate and colorful
terraces. These clear pools, rimmed by scallops of algae-tinted
travertine, have created spectacles known around the world for their
beauty. The tiered pools form as a result of the peculiar way in
which the carbon dioxide escapes from the cooling water. In tranquil
pools evaporation is slow. Where water is agitated the gas escapes
quickly. At these points travertine is deposited rapidly. The rim of
deposition grows upward to form a higher dam, which further
accents the two zones. The travertine rim continues to grow until
water pressure bursts the dam. Then the process begins again at a
prominent riffle in the new channel.

COLOR IN THE HOT SPRINGS

Travertine is deposited as a white mineral, yet whenever hot water
glistens on its surface the formation is brilliant with color. The
oranges, yellows, greens and browns are from a great number of
tiny living bacteria and algae. Approximately sixty-five species of
thermal algae live in the waters of Mammoth Hot Springs and reflect
varying conditions of such environmental factors as temperature,
acidity, sunlight and carbon dioxide concentrations. White and bright
yellow thermal bacteria predominate in the hottest section of the
runoff channels near the springs. Farther along where the water has
cooled a bit, the orange, brown and green algaes are most
abundant. Different combinations of temperature and carbon dioxide
paint mosaics of algal color across the terraces.
Most of the color comes from the group known as the blue-green
algae, which display more colors than their name suggests. These
thermal algae are extremely primitive and have probably changed
little from those growing in hot springs at the very dawn of life on
earth. Amid any Yellowstone thermal basin on a steamy day it is
easy to imagine a volcanic region on a primitive earth where hot
spring waters bubbled up through colored strands of these same
types of algae and bacteria.

5
 MAJOR FEATURES OF THE LOWER TERRACES

OPAL TERRACE
Opal Spring flows at the base of Capitol Hill across the road from
Liberty Cap. After years of dormancy, this spring became active in
1926 and began depositing up to a foot of travertine per year. In
1947 a tennis court was removed to allow natural expansion of the
terrace. Further growth threatened the historic home next to Opal.
Designed by Robert C. Reamer and built in 1908, the house is an
example of Prairie Style architecture. Among Reamer’s other designs
are the Old Faithful Inn and the Roosevelt Arch. Sandbags and an
earthen wall today protect the house. It is the mission of the
National Park Service to protect both historical and natural
resources, which come in conflict at Opal Terrace. Should the spring
be restrained or the historic house removed?

LIBERTY CAP
This feature marks the north end of the Mammoth Hot Springs. It
was named in 1871 by the Hayden Survey party because of its
marked resemblance to the caps worn by colonial patriots during the
Revolutionary War. It stands today as an extinct hot spring cone. Its
outer surface has been cool and dry for many years and supports a
plant community much different from that found at the active hot
springs. Near the top are patches of orange lichen which are the
pioneers at work breaking the rock into soil, paving the way for
other plants to follow at some future time. PLEASE STAY ON THE
TRAIL as weathering has loosened rock fragments which may fall at
any time.

MINERVA SPRING
Minerva Spring is centrally located within the lower terrace group
and is easily accessible by trail from the various parking areas. This
spring is a favorite not only because of its wide range of bright
colors, but also for its ornate travertine formations. Since the 1890’s
when the first records were kept on the activity of the Mammoth Hot
Springs, Minerva has gone through a series of active and inactive
periods. For several years in the early 1900’s it was completely dry,
but by 1951 it was again reported that “Minerva is very active and
certainly it is the most beautiful spring.” During the 1970’s spring
activity has increased in some of the other features regenerating
algae mats which now rival those found at Minerva.

JUPITER SPRING
Jupiter Spring is situated just south of Minerva. It was named in the
1880’s because of its imposing and towering formation. Jupiter was
a Roman god of the elements: the thunderbolt was his sign and the
rainbow his messenger. If you listen quietly you may hear the hot
water thundering down the terraces of this feature. The rainbow of
algae covering its terraces is obvious.
 AUTO TOUR OF THE UPPER TERRACE
The entrance to the Mammoth Terrace Drive is one and one-half
miles south of the Mammoth Visitor Center on the road to Norris.
This scenic auto tour winds for one and one-half miles among
several active thermal springs and has convenient parking pull-outs
along the route where you can stop and become better acquainted
with the features. The drive is a one-way loop road and due to
several sharp turns it is necessary to exclude towing units, buses
and motor homes in excess of 25 feet in length. Remember that thin
crust and very hot water make caution especially important when
you are near thermal features.

7
 MAMMOTH HOT SPRINGS AREA
Lower Terraces

CANARY SPRING
MAIN TERRACE
NEW BLUE SPRING
JUPITER TERRACE
NAIAD SPRING
MINERVA TERRACE
RESERVOIR SPRING
CAVERN SPRING
DEVIL’S THUMB
LIBERTY CAP
OPAL TERRACE
UPPER TERRACE DRIVE
NORRIS AND UPPER TERRACE DRIVE
MAMMOTH VILLAGE

LOWER TERRACE OVERLOOK

This viewpoint offers an excellent overview of the springs and pools
of the Lower Terraces. The large blue pool ahead and to the right is
Canary Spring. The pools visible to the left are the New Blue Springs
complex. The names of these features suggest colors which are
inconsistent with what we see today. The color of both features has
changed from when they were originally named. Changes in
environmental conditions may account for this: perhaps a change in
water temperature.

The trail to the left goes around New Blue Spring and on down over
the terraces to Minerva Spring. Near that point the trail branches to
the right to Jupiter Spring and past Minerva itself, or left to Liberty
Cap. Both routes lead to parking areas along the lower road.

Beyond the terraces the red-roofed buildings on the right are those
of historic Fort Yellowstone, built and occupied by the U.S. Cavalry
during their tour of duty here from 1886 to 1918.

The ecological community in this section of the upper terraces is

worth noting. The high content of decayed travertine produces a
porous soil which dries out quickly. Consequently, vegetation is
sparse and is limited to those species which are tolerant of such
conditions. Several variations may be seen in the plant communities
at other points along the tour road. What environmental conditions
can you detect that might be influencing these differences?

NEW HIGHLAND SPRING

Activity began at New Highland Spring in 1952. The continuous
heavy flow of mineral laden water has caused a very rapid
development of this beautiful terrace. Prior to that time a luxuriant
growth of trees, shrubs and flowers covered this hillside. The tree
skeletons being engulfed by travertine stand as monuments to the
former conditions.

To the right of New Highland still stands a portion of dense

vegetative cover growing on a north facing slope. Most noticeable
upon close inspection is the amount of undergrowth, which includes
a heavy growth of mosses. What soil and moisture conditions are
reflected here? Why would this area be so different?

ORANGE MOUND SPRING

The bright orange of this formation is a clue to the temperature of
its water. Also, the rate of flow and the rate of deposition are very
slow. It could follow then that since we have no record of this spring
ever being very active, this small mound could be considerably older
than those that are much larger.
 10

BATH LAKE
Just ahead of you is a short but very steep hill. At the bottom of this
hill on the right is Bath Lake, named by some of the local residents
in the 1880’s. Being a quiet pool, deposition of travertine is at a slow
rate and the water remains highly mineralized with limestone.
According to the old records Bath Lake was entirely dry in 1926 and
remained that way until the 1959 earthquake. Although the name of
this feature derives from the soldiers’ habit of swimming in it, we
now know that this activity damages the bacteria and algae which
are part of what the park exists to preserve. Bathing in thermal
features is also unsafe and unlawful.

WHITE ELEPHANT BACK TERRACE

This long white ridge is unusual for a hot spring terrace and adds a
touch of fantasy to the area. Someone has said that it resembles a
string of circus elephants marching over the Mammoth Terraces.
Take the time to view it from different angles to see what you think!

The final section of the Upper Terrace Drive goes through a wooded
area. Mule deer are frequently seen here, especially during the late
afternoon and evening.

Forest vegetation along this section is dense even though it a south-

facing slope. The thermal features in this vicinity are old and have
been inactive for many years. This has allowed for a more complete
decomposition of the travertine and an accumulation of a heavier,
richer soil. Its moisture-holding properties far exceed those of the
soil found at the Lower Terrace Overlook.
ANGEL TERRACE
At the bottom of the hill on the left are the ruins of Angel Terrace.
Visitors during the 1920’s and 30’s saw it as a beautiful algae-tinted
feature. Today it is beginning to crumble and young pioneer plants
are taking root in the thin soil over its surface.

Alteration and change are constantly occurring in the thermal basins

and add to the mystery of this fascinating land. They bring not
destruction and loss, but rather new birth and gain. Who knows
what interesting ornate new features may develop by next year, or in
five years. You are encouraged to return again and again to enjoy
this ever-changing scene.

11

For your safety and the protection of the fragile features,

PLEASE STAY ON THE TRAILS. Pets are not permitted on the
trails, for their protection and yours.

EMERGENCY PHONE 344-7381

 MAMMOTH HOT SPRINGS AREA YELLOWSTONE
NATIONAL PARK

WHITE ELEPHANT BACK TERRACE

BATH LAKE
ORANGE SPRING MOUND
NEW HIGHLAND SPRING
ANGEL TERRACE
CUPID SPRING
LOWER TERRACE OVERLOOK
NEW BLUE SPRINGS
CANARY SPRINGS
JUPITER SPRINGS
MINERVA SPRING
PALETTE SPRING
OPAL TERRACE
CAVERN SPRINGS
RESERVOIR SPRINGS
LIBERTY CAP
(ONE WAY)
NO TRAILERS OR BUSSES
 NORRIS 21 MILES
TRAILS IN RED
PICNIC TABLES
BEAVER PONDS TRAIL (6 mile loop)
PHOTO SHOP
SERVICE STATION
GENERAL STORE
PHONE
RESTAURANT
MAMMOTH MOTOR INN AND CABINS
VISITOR CENTER
CHAPEL
TOWER ROOSEVELT 18 MILES
HORSE RENTAL
OLD ROAD TO GARDINER (ONE WAY, GRAVEL)
ICE VENDOR
POST OFFICE
CLINIC
ADMIN. BLDG.
CAMPGROUND
PHONE
NORTH ENTRANCE 5 MILES
Water falling on areas south of Mammoth Hot Springs seeps into limestone strata.
water + carbon dioxide → mild carbonic acid; this dissolves limestone
Carbon dioxide gas rises from magma.
magma
Hot mineral springs flow from cracks.
fault zone
Gas (mainly carbon dioxide) escapes—limestone (travertine) forms
Board walk
 The Yellowstone Association

This guide was published for your use by The Yellowstone

Association for Natural Science, History & Education, Inc. in
cooperation with the National Park Service, U.S. Department of the
Interior.

The Yellowstone Association is a non-profit organization dedicated to

service to the park and its visitors. Your donation will be used for
this purpose.

For information about other pamphlets, books, and maps pertaining

to Yellowstone National Park or Association membership and
educational activities, write to P.O. Box 117, Yellowstone National
Park, Wyoming 82190.

printed on recycled paper

 Transcriber’s Notes
Silently corrected a few typos.
Retained publication information from the printed edition: this
eBook is public-domain in the country of publication.
In the text versions only, text in italics is delimited by
_underscores_.
 *** END OF THE PROJECT GUTENBERG EBOOK MAMMOTH HOT
SPRINGS AREA: YELLOWSTONE NATIONAL PARK ***

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