Designing aDesigning aSedimentary Geology Course Sedimentary Geology Course around Field-Based Projects around Field-Based Projects

that Yield Publishable that Yield Publishable ResearchResearch

James R. EbertJames R. Ebert

SUNY College at OneontaSUNY College at Oneonta

Where on Earth is Oneonta?Where on Earth is Oneonta?

Appalachian Plateau – Catskill FoothillsAppalachian Plateau – Catskill Foothills

M. to U. Dev. marine/marginal marine siltstones, M. to U. Dev. marine/marginal marine siltstones, fluvial sandstones & shalesfluvial sandstones & shales

One hour to Siluro-Devonian carbonatesOne hour to Siluro-Devonian carbonates

Glacial till, outwash, lacustrine siltsGlacial till, outwash, lacustrine silts

““A student from whom nothing is ever demanded A student from whom nothing is ever demanded which he cannot do, never does all he can.”which he cannot do, never does all he can.”

John Stuart MillJohn Stuart Mill

Why do we teach students Why do we teach students how to use tools, but how to use tools, but seldom give them the seldom give them the opportunity to use them?opportunity to use them?Undergrad research outside Undergrad research outside of coursesof coursesProject-based learning is Project-based learning is common, but the results of common, but the results of projects are generally projects are generally known in advance.known in advance.Why not have students Why not have students conduct original research conduct original research complete with their own complete with their own collection and analysis of collection and analysis of data in the context of a data in the context of a class?class?

““A student from whom nothing is ever demanded A student from whom nothing is ever demanded which he cannot do, never does all he can.”which he cannot do, never does all he can.”

John Stuart MillJohn Stuart Mill

The risk factors:The risk factors:

No guarantee that No guarantee that projects will be projects will be successful – real successful – real research is full of dead research is full of dead endsends

A semester imposes A semester imposes rigid time constraints – rigid time constraints – the pressure is onthe pressure is on

Mitigating the Risk FactorsMitigating the Risk Factors

Projects must be chosen with careProjects must be chosen with care– See Table in Instructor NotesSee Table in Instructor Notes

Faculty should collaborateFaculty should collaborate

Faculty should look for potential roadblocks and Faculty should look for potential roadblocks and guide students around themguide students around them

Savor the success – some projects are worthy of Savor the success – some projects are worthy of presentation at conferencespresentation at conferences

Less successful projects still yield useful data or Less successful projects still yield useful data or insights that may inform future projectsinsights that may inform future projects

Use authentic problems which are Use authentic problems which are worth investigating!worth investigating!

Your own researchYour own research

Your own curiosity on Your own curiosity on topics that may not be topics that may not be part of your researchpart of your research

Outcrops with which Outcrops with which you are familiar, but you are familiar, but never studied in detailnever studied in detail– Famous field trip Famous field trip

stops!stops!

Primary literaturePrimary literature

Problems suggested Problems suggested by colleaguesby colleagues

Build the Supporting StructureBuild the Supporting StructureChoose Course content to support the projectChoose Course content to support the project– Yes, some topics get left out!Yes, some topics get left out!

Organize content to give them what they need when Organize content to give them what they need when they need itthey need it– Students see immediate benefit and internalize the Students see immediate benefit and internalize the

material quicklymaterial quickly

Provide laboratory and field experiences that Provide laboratory and field experiences that directly relate to the projectdirectly relate to the projectChoose readings on related or similar subjectsChoose readings on related or similar subjectsModel scientific reasoning for studentsModel scientific reasoning for students– Build skills by posing questions in response to their Build skills by posing questions in response to their

questionsquestions– Let them hear you “think out loud”Let them hear you “think out loud”

Think of project as a “case study” through which you Think of project as a “case study” through which you address specific contentaddress specific content

What are the Benefits?What are the Benefits?

Deep UnderstandingDeep Understanding

Sense of accomplishmentSense of accomplishment

Builds confidenceBuilds confidence

Builds scientific reasoning skillsBuilds scientific reasoning skills

Publication of resultsPublication of results– 50% of class projects over 4 years were presented at 50% of class projects over 4 years were presented at

regional GSA conferences (3 abstracts).regional GSA conferences (3 abstracts).

Excellent PR for you, your department and the Excellent PR for you, your department and the collegecollege

Fame, Fortune and the unflagging support of Fame, Fortune and the unflagging support of your administrationyour administration

Helpful HintsHelpful HintsChoose projects that are attainable in a Choose projects that are attainable in a limited time framelimited time frameShare your enthusiasmShare your enthusiasmExplain the nature and significance of the Explain the nature and significance of the problemproblemLet them know that project may result in Let them know that project may result in publicationpublication– Motivates studentsMotivates students– Sets high expectations and standards for Sets high expectations and standards for

students’ workstudents’ work

Develop background so students can Develop background so students can comprehend the problemcomprehend the problem

Helpful HintsHelpful HintsProvide guidance in methodologyProvide guidance in methodologyFoster a collegial atmosphereFoster a collegial atmosphereActively collaborate in the project - be a Actively collaborate in the project - be a mentormentor– Assist students in analyzing results – Assist students in analyzing results – “We found “We found

this but what does it mean?”this but what does it mean?”– Steer them, don’t tell them – no matter how Steer them, don’t tell them – no matter how

excited you are!excited you are!

Discuss results in relation previous workDiscuss results in relation previous workHelp students in preparing posters, Help students in preparing posters, manuscripts, etc.manuscripts, etc.Treat students as colleagues, not students!Treat students as colleagues, not students!

Savor the Success!Savor the Success!1999 - orientation of ripple marks in Late 1999 - orientation of ripple marks in Late Silurian peritidal carbonates exposed on a Silurian peritidal carbonates exposed on a quarry floorquarry floorStudents collected orientation and spacing Students collected orientation and spacing data on hundreds of ripple sets and data on hundreds of ripple sets and analyzed the data for patterns.analyzed the data for patterns.They researched and interpreted the They researched and interpreted the significance of the geometry of the ripples.significance of the geometry of the ripples.Results were presented at Northeast GSA Results were presented at Northeast GSA the following semester (Ebert, et. al., the following semester (Ebert, et. al., 2000). 2000).

Ripples in theHowe Cave Quarry

Success, 2005!Success, 2005!Sedimentology of the Manlius and Sedimentology of the Manlius and Coeymans formationsCoeymans formationsChosen for potential to solve Chosen for potential to solve sedimentologic and stratigraphic sedimentologic and stratigraphic problemsproblemsUndocumented sedimentary Undocumented sedimentary structures structures Unique subunits which could aid in Unique subunits which could aid in regional correlation. regional correlation. Manlius – 3 teams of 2 Manlius – 3 teams of 2 Coeymans – 2 teams of 2Coeymans – 2 teams of 2Team results collated for each unitTeam results collated for each unit2 posters at 2006 NE GSA2 posters at 2006 NE GSAA graduate student project for A graduate student project for concurrent course was also concurrent course was also presentedpresented

Students with their posterStudents with their posterat 2006 NE GSAat 2006 NE GSA

Lessons LearnedLessons Learned

Choose authentic projectsChoose authentic projects

Choose one project or choices, but not Choose one project or choices, but not sequentialsequential

Change your role – become a colleagueChange your role – become a colleague

Enjoy the ride!Enjoy the ride!