27 Teaching, Learning, and Research in Geoscience Education

Tuesday, 19 May 2020
8:00 AM - 12:00 PM
French River Room 2

MOTIVATING UNDERSTANDING IN SEDIMENTOLOGY WITH STUDENT-DRIVEN ISOTOPIC RESEARCH

Paper number: 27-1
Program: Theme Sessions
Time: 8:00 AM – 8:20 AM

Authors

Abstract

In recent decades, work in sedimentology has become increasingly reliant on advanced methods of geochemical analysis. The formation of carbonates in particular is now routinely studied using stable isotopes. These measurements serve as records of environmental change and are also a powerful tool for studying the conditions of the subsurface. Despite this important role, a wide range of constraints often prevent undergraduates from gaining direct experience with isotopic data, particularly within a traditional “sed-strat” curriculum.

During winter 2020, Grand Valley State University students enrolled in Sedimentology and Stratigraphy were allocated funds (via an internal grant) to develop their own isotope-based sedimentology projects. Over the semester, student groups decided on samples to be analyzed, acquired their own unique isotopic data, and finally publicly presented their results. Project topics ranged from paleoclimatic questions, to diagenetic studies of cements within petroleum-rich bedrock, to observation of algal carbonate formation in a local lake.

The goal of this effort was to give students direct experience in synthesizing isotopic data, with the hope that the skills gained would help prepare them for an array of scientific and professional endeavors. I will present some of the rewarding, and the challenging, aspects of this project, and also discuss facets that may be applicable to a range of upper-level Earth Science courses. The overall success of this effort demonstrates the value of integrating research experiences into the classroom to drive student comprehension and engagement.

Geological Society of America Abstracts with Programs. Vol. 52, No. 5

doi: 10.1130/abs/2020NC-347338

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