Teaching Structural Geology through Integrated Field Observation and Modeling

Research in Earth and Environmental Sciences is becoming increasingly quantitative and process-based. This trend is driven by the widespread availability of digital data sets and high-power computing as well as the need to develop predictive models of earth processes to address societal problems. To address these changes in the field I integrate traditional aspects of structural geology including field observation and three-dimensional visualization with quantitative process-based methods in a series of topical course modules. Two examples of this approach are: 1) An integrated investigation into rock fracture that includes performing Nick Nickelsen's plaster of paris dike in Jello experiment (Davis and Reynolds, 1996), observing natural dike and vein patterns in geologic maps and photos, and exploring a simple numerical model for opening mode fracture. 2) An investigation into viscous buckle folding including analog experiments folding fruit leather in corn syrup matrix, field observations of naturally folded pegmatites, and comparison of results to mechanical models of viscous deformation. These topics are motivated by classroom discussion of geologic applications and reading and writing assignments from the primary literature. This integrated approach addresses discipline specific learning objectives through the choice of topics and the methods employed as well as general learning objectives including hypothesis generation and testing, application of models, and scientific writing skills. Furthermore, the diversity of methods to address each topic appeals to a variety of learning styles. Students particularly praise field studies, analog models, and writing assignments as important learning experiences.