HR: 08:45h
AN: ED51A-04    [PDF]
TI: Teaching Igneous and Metamorphic Petrology Through Guided Inquiry Projects
AU: * McMillan, N J
EM: nmcmilla@nmsu.edu
AF: New Mexico State University, Department of Geological Sciences, Las Cruces, NM 88003 United States
AB: Undergraduate Petrology at New Mexico State University (GEOL 399) has been taught using three, 5-6 week long projects in place of lectures, lab, and exams for the last six years. Reasons for changing from the traditional format include: 1) to move the focus from identification and memorization to petrologic thinking; 2) the need for undergraduate students to apply basic chemical, structural, and field concepts to igneous and metamorphic rocks; 3) student boredom in the traditional mode by the topic that has captivated my professional life, in spite of my best efforts to offer thrilling lectures, problems, and labs. The course has three guided inquiry projects: volcanic, plutonic, and pelitic dynamothermal. Two of the rock suites are investigated during field trips. Each project provides hand samples and thin sections; the igneous projects also include whole-rock major and trace element data. Students write a scientific paper that classifies and describes the rocks, describes the data (mineralogical and geochemical), and uses data to interpret parameters such as tectonic setting, igneous processes, relationship to phase diagrams, geologic history, metamorphic grade, metamorphic facies, and polymetamorphic history. Students use the text as a major resource for self-learning; mini-lectures on pertinent topics are presented when needed by the majority of students. Project scores include evaluation of small parts of the paper due each Friday and participation in peer review as well as the final report. I have found that petrology is much more fun, although more difficult, to teach using this method. It is challenging to be totally prepared for class because students are working at different speeds on different levels on different aspects of the project. Students enjoy the course, especially the opportunity to engage in scientific investigation and debate. A significant flaw in this course is that students see fewer rocks and have less experience in rock classification. This is partially remedied by four field trips and two supplemental assignments (igneous and metamorphic) in which students identify hand samples of a wide variety of rock types. The project-based approach enhances critical thinking, math, reading, and writing skills at the expense of hand sample identification and the benefits of review of material prior to testing.
DE: 3640 Igneous petrology
DE: 3660 Metamorphic petrology
DE: 6605 Education
SC: Education and Human Resources [ED]
MN: 2003 Fall Meeting