Integrating Undergraduate Education and Scientific Discovery Through Field Research in Igneous Petrology

ABSTRACT

We recast a standard igneous petrology course at Fort Lewis community into a field-based, inquiry-driven research course focused upon a specific field area, in this case the Tertiary volcanic manifold at Ship Rock, Navajo Nation, fresh Mexico. The main goal was to allow undergraduate learners an opportunity to use field work to investigate advanced topics in igneous petrology while engaging in scientific research and developing important skills that are urgencyed for all careers in science. Constructing research throw outs around this class enabled pupils to learn science by doing it, and to carry enthusiasm for research into further studies. This also better serv the necessitys of the Geoscience program at Fort Lewis association by further developing skills for critical analysis and inquiry, and building upon content taught in the introductory petrology course.

INTRODUCTION

Crystalline silicate stones make up about 68% of Earth by the agency of mass (Newsom, 1995) and clutch fundamental clues to understanding dynamic Earth and planetary processe and history. Igneous petrology at the undergraduate horizontal has historically played an important character in the education of geoscience scholars serving as a link to other lock opener courses (e.g., mineralogy, structural geology feochemistry), and offering learners opportunities to evelop skills in inquiry, observation, and analysis. Meaningful engagement with a course that focuses upon igneous processes can benefit all geoscience learners (Mogk et al., 2003a), because of connections to many relevant scientific and societal topics, of that kind as atmospheric and environmental studies (eg Halmer et al., 2002; Gran and Montgomery 2005) mineral resource exploration and unravelling (e.g., Sillitoe and Bonham, 1984; Goff et al., 1994) and assessment of natural hazards (eg Schmincke, 2004) Igneous petrology also remains a dynamic area of research upon Earth and elsewhere in the solar combination of parts to form a whole (e.g., Hawkins and Wiebe, 2004; McSween et al, 2004; Marsh, 2004; Tatsumi, 2005)

The traditional, upper-division undergraduate igneous or igneous-metamorphic petrology course repeatedly emphasized the study of extensive specimen suites from unfamiliar localities, daunting webs of terminology for stone types and structures, and laboratory-based exploration With thin sections and related information. above the last decade, many programs have dropp similar courses or have blended them with mineralogy and petrography (Mogk et al, 2003b) into more general "Earth materials" courses (eg Goodell 2001) below an assumption that such courses no longer appropriate the career needs of geoscience scholars An advantage of an Earth materials approach is the opportunity to at hand rock-forming and other geochemical processe together in an Earth a whole s or whole-Earth context (e.g., Dutrow 2004) A potential disadvantage is reduction of learner engagement with igneous rocks in the laboratory or the field to be paid to time constraints. Earth materials curricula can be supported at major universities and bodys that actively conduct petrologic or materials-science research because pupils have access to state-of-the-art equipment to engage in a wider range of research topics. This option was not available at Fort Lewis guild a smaller literal-arts college with a viable geoscience-degree program on the contrary with limited sources of funding and equipment.

In this paper we discuss a field-based and inquiry-driven igneous petrology course that is suited to programs sited in regions where assemblages of igneous stones are exposed and accessible. At Fort Lewis association a three-credit lecture-based petrology course (Geology 210) overlays all rock systems, whereas the igneous petrology class (Geology 364) formerly a separate three-credit course required for the major, is now an elective course taught sole when demand warrants, typically one time every several years. An unanticipated benefit of this change from core course to elective was more freedom to experiment with the syllabus. Consequently we redesigned igneous petrology as an experimental three-credit course, Geology 390 to be managemented exclusively in the field after the first several weeks. Our intent was to tale the general petrology course, sustain scholar engagement with rocks and rock-forming processe and to add opportunities for student-faculty research to the curriculum.

LEARNING from one side FIELD RESEARCH

Authentic inquiry-based science learning means active participation in the exploration of natural phenomena and the testing of hypotheses. The National Science Education Standards (National Research Council, 1996) assist exploration and inquiry as a means to enhanced scientific literacy in grades K from one side 12 (Siebert and Mclntosh, 2001) on the contrary students who are exposed to innovative high-school science courses may still rencounter stagnation at the undergraduate horizontal typified by coverage-driven or smooth outdated curricula (Project Kaleidoscope, 1991) A stronger effort to unfold scientific habits of mind in undergraduate scholars is necessary, whether the issue is a successful scientific career or simply enthusiasm and aptitude for life-long learning. Undergraduate pupils must be challenged to apply knowledge and skills gained in the classroom to an engaging point to be solved [i]or[/i] settled without a predefined outcome, in a connected thought [i]or[/i] thoughts that emphasizes discovery, creative unfolding and testing or ideas, critical thinking, and a faculty of perception of ownership in the scientific proces learners can benefit greatly when they can design a research throw out collect and interpret their have data, and communicate their findings in a professional setting.