286 Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World, Part II

This session examines geoscience curricula balancing traditional foundations and innovative, interdisciplinary approaches. We invite abstracts exploring how programs address evolving societal challenges while preparing students for licensure exams and diverse career pathways.

Wednesday, 22 October 2025
1:30 PM - 5:30 PM
HBGCC, 301B

A Video series to explain the Crust and Sedimentary Basins beneath the United States: A progress report

Paper number: 286-13
Program: Technical Sessions
Time: 4:30 PM – 4:45 PM

Authors

Abstract

A basic understanding of our nation’s continental crust and its sedimentary basins and how we know about them are essential knowledge that any undergraduate geoscience student should have. But most college geoscience students have never seen a simple E-W cross-section across the US, from Moho to the surface. We have not found one introductory text containing a complete cross-section of our nation, so alternate ways of providing this information to students are needed until textbooks catch up. College students can learn and retain key concepts about the crust and sedimentary basins of the US through visual learning. To test this hypothesis, we have made a series of short (10-15 min) videos on three related topics: 1) Geophysical perspectives on US continental crust; 2) Geological perspectives on US continental crust (introducing radiometric dating that allows us to divide the crust into crustal provinces based on ages of rocks); and 3) US sedimentary basins. All videos will be posted on the UTD Geoscience Studio YouTube channel < https://www.youtube.com/@UTDGeoscienceStudios >.  Using cross-sections, map views, and animated diagrams, the videos show and explain the crust of the US, the geologic evolution of that crust, and the sedimentary basins within and around it. The target audience is lower division university students, community college students, and the public. Assessment of the scientific accuracy of the videos consists of two steps: 1) validating the science (feedback from experts); and 2) classroom assessment focused on finding out if and how much the videos improved student understanding of the topics(feedback from instructors and students). Samples of the video will be shown and audience feedback will be solicited.  We are also looking for partners interested to use and assess these videos in their classes.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-414610

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