Larry E. Davis

Student Abstract Writing as a Tool for Writing across the Curriculum in Large Introductory-Geology Courses.

Many colleges and universities are mandating the integration of more writing exercises into the curriculum. Unfortunately, the type of writing assignment that has been given in upper division geology courses for many years is not well-suited to large introductory sections. Abstracting assignments and using a “holistic” grading approach is one solution. When students write abstracts on either assigned outside readings or special sections in their textbooks, they develop a concise writing style and polish their writing skills. Additionally, if materials selected complement the lecture, the short writing assignments will increase student understanding of the subject matter. In order for abstracting to be effective, students need clear directions and prompt feedback. Evaluation is a three phase process which involves (1) time constraints and course objectives, (2) appropriate comments and grading standards, and (3) adequate advice and assistance. Using a holistic grading approach, the instructor prepares a ch...

Library Research: The First Step in Geoscience Writing

Writing across the curriculum is currently a major aspect of curriculum reform. In the geosciences much of the focus has been on report writing; however, it has been recognized that many students do not have the basic background for properly using library resources. This exercise, developed as a collaborative effort between the geology department and the library staff, was used to introduce students to library usage and the geological literature. In subsequent assignments, students are expected to use these library skills in conducting subject-area research. We found that this exercise removed much of the instructional burden from the library staff by addressing large numbers of students at one time and reduced the number and repetition of student questions.

Nontraditional Students as a Pool of Potential High-Quality Geology and Earth-Science-Education Majors.

Nontraditional college students are entering secondary-education programs in increasing numbers. Defined as students outside the 18–24-year age range, nontraditional students are a diverse group focused on degree completion and workplace preparation. This group has a higher percentage of really good students among them, a fact we attribute to their being tightly focused, well motivated, and having a mature attitude. The students are respected by their younger classmates, and their life experiences add a distinctive dimension to classroom discussions. Nontraditional students are also different from their traditional counterparts because of the nature and extent of their special needs. They are usually employed, have greater family commitments, and occasionally require allowances for family emergencies. Consequently, they must manage their time wisely, and they often show little tolerance for the less-mature attitudes of some of their classmates. Can some of these highly motivated students be enticed into g...

Is the Rock Cycle an Outdated Idea, or a Unifying Concept?.

Courses in physical geology provide a logical and systematic presentation of earth materials and the processes that relate to them. Rock-cycle diagrams graphically illustrate the interrelationship between materials (products) and processes. A clear diagram and frequent discussion of the rock cycle are essential. The discussion should clearly differentiate products from processes. It is also useful to review the rock cycle during discussion of other applicable topics, for example, plate tectonics and volcanism. Nine contemporary physical geology textbooks were reviewed with these criteria in mind. Although seven of the nine textbooks reviewed did discuss the rock cycle, two of the nations leading sellers did not mention it.

THE USE OF U.S. GEOLOGICAL SURVEY CD-ROM-BASED PETROLEUM ASSESSMENTS IN UNDERGRADUATE GEOLOGY LABORATORIES

Domestic oil production is declining and United States reliance on imported oil is increasing. America will be faced with difficult decisions that address the strategic, economic, and political consequences of its energy resources shortage. The geologically literate undergraduate student needs to be aware of current and future United States energy issues. The U.S. Geological Survey periodically provides energy assessment data via digitally-formatted CD-ROM publications. These publications are free to the public, and are well suited for use in undergraduate geology curricula. The U.S. Geological Survey (USGS) 1995 National Assessment of United States Oil and Gas Resources (Digital Data Series or DDS-30) (Gautier and others, 1996) is an excellent resource for introducing students to the strategies of hydrocarbon exploration and for developing skills in problem-solving and evaluating real data. This paper introduces the reader to DDS-30, summarizes the essential terminology and methodology of hydrocarbon assessment, and offers examples of exercises or questions that might be used in the introductory classroom. The USGS contact point for obtaining DDS-30 and other digital assessment volumes is also provided. Completing the sample exercises in this report requires a copy of DDS-30.

Recognizing and Accommodating the Learning-Disabled Geology Student.

Learning-disabled students have normal to high intelligence, but may not achieve at an expected academic level. Unlike the wheelchair-bound student, a learning-disabled student shows no outward sign of disability. The first step in assisting these students is to identify their special needs. Clues may include difficulty with spoken and written directions, reading and writing, and sitting still. Memory problems may also hinder these students and some may find it difficult to reconstruct a sequence of events. Students with visual-perception problems tend to see letters or words incorrectly. The use of graphics and color to illustrate and highlight important concepts is important. Written directions and flow charts eliminate many problems. Those with auditory-perception problems are acutely sensitive to background noises and unable to screen out traffic, rustling papers, whispers, or other sounds when listening to a lecture or taking an exam. Taping lectures and providing readers for exams is a great help to...

Identification of Common Fossil Organisms for Introductory Geology.

Fossil organisms and relative-age studies are inseparably related to geologic time. They provide both a foundation for those students who take historical geology, and an appreciation for fossil organisms and their preservation. However, some instructors may feel insecure about their ability to teach fossil recognition. Identification keys are the basic tools used for identifying organisms in the biological sciences. This format can be adopted for the identification of fossils when introducing geologic time in the introductory geology laboratory. The “key” format presented here organizes common fossils into three major groups based on symmetry: radial, bilateral, or no apparent symmetry. Some fossils may be found in more than one category. Observation of various characteristics beyond symmetry enables the student to identify fossils to phylum and, in some cases, class. This method reinforces student learning and provides an orderly approach for introducing common fossils. The problems and expense of acquir...

The “Key” Method of Identifying Igneous and Metamorphic Rocks in Introductory Laboratory

Identification keys are the basic criterion for naming organisms in the biological sciences. This format can be adopted for the identification of igneous and metamorphic rocks in the introductory geology laboratory. The “key” format organizes these rocks into a logical order based upon grain size and/or texture. Observation of various characterstics directs the student to a sample name or to subsequent observations. This method reinforces student learning and reduces frustration and time wasting.

A Sedimentary Rock Classification Scheme for Introductory Geology.

The use of identification keys is the basic technique used in the biological sciences for identifying organisms. This technique has been adopted for identifying sedimentary rocks in the introductory geology laboratory. The method organizes identification into a series of logical tests or observations and reduces student frustration and time wastage.