EVOLUTION OF PRECAMBRIAN ROCKS IN YELLOWSTONE NATIONAL PARK -- AN NSF/REU SITE PROJECT

1. EVOLUTION OF PRECAMBRIAN ROCKS IN YELLOWSTONE NATIONAL PARK-- AN NSF/REU SITE PROJECT David W. Mogk1 Darrell Henry2 Paul Mueller3 David Foster3 1Montana State University 2Louisiana State University 3University of Florida

2. "The field is where the truth resides; it is the essential core of geology. Models are essential figments of the imagination which must be tested by observation. Those who do no field work and do not gather data will never understand geology" (John Dewey, quoted in Butler, 2008). Photo credit: Darrell Henry

3. A true research experience… • Applying “core” concepts and content from the geoscience curriculum • Meaningful and relevant to students • Strong affective component • Curiosity, motivation • Collaborative and cooperative work • “Ownership” of larger project • Responsibility for personal contributions • A trusting work environment • Excitement about making truly new discoveries Photo credit: Darrell Henry

4. Integrating Research and Education “…infuse the joy of discovery and an awareness of its connections to exploration through directed inquiry and careful observation, and analytic thinking for students at all levels.” NSF in a Changing World (1995) Photo credit: Darrell Henry

5. Choosing the right project • Emphasize that real contributions will be made • Calibrated to students’ expected knowledge and abilities Photo credit: Darrell Henry

6. Yellowstone REU Project • Precambrian rocks of Yellowstone National Park • No work since 1982 • Anomalously low grade metasediments • Plutons of unknown origin or age • How does this fit with our work in the Beartooths and related areas? • Expand knowledge of natural history of Yellowstone National Park Photo credit: Darrell Henry

7. Working with the National Park Service • Establish contact early • Christie Hendrix, Hank Heasler, Carrie Guiles…Provided advice, support • Design and develop research plan • Keep NPS informed; proposal writing AND planning stages • NPS Requirements • Permitting • Data and sample archiving, reporting • Research protocols in the Park • Safety (bear closures) • Low impact research; polite to public • Monitors (not agents) to help Park management

8. Selecting the right team • Selection criteria • Diversity: geographic setting, home institution, geologic interests, gender balance…. • Academic preparation: core classes completed; field experience • Letters of recommendation: independent workers, cooperative, engaged learners, willing to supervise follow-on thesis work • Personal letters: excited and curious • Other: athletes, EMT… Photo credit: David Mogk

9. Building Team Work– The Importance of the Affective Domain Photo credit: David Mogk and Darrell Henry

10. Preparation • Decreasing “Novelty Space” • Advertising—expectations clearly articulated • Listserv—updates of essential information • Closed website—”wiki” for posting introductions, literature, personal interests…. • Equipment – check lists • Research goals clearly identified • Disclaimers: physical demands, weather, bears… (affective aspects) Photo credit: Darrell Henry

12. Activity Design • “Cradle to grave” research experience • Fieldwork—sampling and mapping • Formulation of research questions • Planning and execution of research plan • Sampling, mapping as required • Daily data compilations; sample control • Sample preparation (cutting billets, crushing rocks) • Analyticalstudies during following semester • Microprobe, XRF, LA-ICPMS, Ar-Ar,….. • Communicating results • Poster at Rocky Mountain GSA • Writing retreat—each project will be a section of a larger research manuscript • Senior Thesis Photo credit: David Mogk

13. Reconnaissance: Learning by Design • First two weeks • Traverse entire study area • Introduction to major units • Review what is known, what is yet to be determined • Field notes • Measurement—structural data, strat sections… • Sampling—identification of key samples, sample collection and selection, prep in the field • GeoPads • Logistics • Where do we need to go, how will we get there • What’s the best traverse?.... • Safety, Radios, First Aid, Check-In • Daily Check—objectives, location, target samples • Instructor “talk-throughs” • Metacognitive aspects –What am I doing and why? Photo credit: David Mogk

14. Research Projects—The Second Half • List key targets, sampling/mapping goals, scientific objectives • Each student assumed leadership to pursue research goals • Directed team on where to go, what to do • Each student contributed to overall research effort • E.g. collecting samples for a given task if the primary leader would not likely get to that location • All are co-learners • TRUST, RESPECT Photo credit: Darrell Henry

15. Progress measured • Daily reflective journals • Most important observations of the day • New questions, new plans for future work • De-briefs after dinner • What each group saw, inform other groups about key observations • Compilations • Structural data in spread sheet by domain for future plotting on stereonets • Sample inventories—what was collected, where, for what purpose • Make sure that sampling was adequate to answer ALL fundamental questions • NPS permitting restrictions! • ALL DATA ARE SHARED—photos, maps, S&D, posted on project closed web-based workspace at SERC Photo credit: David Mogk

16. Sample Preparation • Cutbillets for thin section • Crush rocks, make powders, make mineral separates • A long way between field and data! • Too much work collecting samples in the field to allow contamination! Photo credit: David Mogk

17. Geologic Mastery Requires a Long Apprenticeship • Field work must be practiced early and often • REU a great transition to profession, grad school • Scaffolded to students’ level of development Photo credit: Darrell Henry and Dave Mogk

18. Impacts on Faculty • Rejuvenation! • Great students! Great geology! • Filled an important gap in long-term research program • Time—Don’t Underestimate! • Reconnaissance planning program • Advertising and recruitment • Selection of participants • Web-based materials • LOGISTICS (travel, food, lodging, communications, safety); TA support is essential • PERMITTING; special requirements working in National Parks • RESPONSIBILITY—24/7 in the field Photo credit: Darrell Henry and Dave Mogk

19. Preliminary Results Biotite and Muscovite Granites; Leucogranites; Diorites Preserved Sedimentary Structures; Turbidites Biotite and Muscovite Granites; Leucogranites; Diorites Chlorite Zone to Staur-And Schists; QF Gneisses; Migmatites Polyphase Deformation, F1,F2, F3; Mylonites Photo credit: David Mogk and Darrel Henry

20. Summer 2011 Program Now Accepting Applications—Encourage Your Students to Apply! http://serc.carleton.edu/36703 Photo credit: David Mogk and Darrell Henry