1. Designing a Sedimentary Geology Course around Field-Based Projects that Yield Publishable Research James R. Ebert SUNY College at Oneonta

2. Where on Earth is Oneonta? Appalachian Plateau – Catskill Foothills M. to U. Dev. marine/marginal marine siltstones, fluvial sandstones & shales One hour to Siluro-Devonian carbonates Glacial till, outwash, lacustrine silts

3. “A student from whom nothing is ever demanded which he cannot do, never does all he can.” John Stuart Mill Why do we teach students how to use tools, but seldom give them the opportunity to use them? Undergrad research outside of courses Project-based learning is common, but the results of projects are generally known in advance. Why not have students conduct original research complete with their own collection and analysis of data in the context of a class?

4. “A student from whom nothing is ever demanded which he cannot do, never does all he can.” John Stuart Mill The risk factors: No guarantee that projects will be successful – real research is full of dead ends A semester imposes rigid time constraints – the pressure is on

5. Mitigating the Risk Factors Projects must be chosen with care –See Table in Instructor Notes Faculty should collaborate Faculty should look for potential roadblocks and guide students around them Savor the success – some projects are worthy of presentation at conferences Less successful projects still yield useful data or insights that may inform future projects

6. Use authentic problems which are worth investigating! Your own research Your own curiosity on topics that may not be part of your research Outcrops with which you are familiar, but never studied in detail –Famous field trip stops! Primary literature Problems suggested by colleagues

7. Build the Supporting Structure Choose Course content to support the project –Yes, some topics get left out! Organize content to give them what they need when they need it –Students see immediate benefit and internalize the material quickly Provide laboratory and field experiences that directly relate to the project Choose readings on related or similar subjects Model scientific reasoning for students –Build skills by posing questions in response to their questions –Let them hear you “think out loud” Think of project as a “case study” through which you address specific content

8. What are the Benefits? Deep Understanding Sense of accomplishment Builds confidence Builds scientific reasoning skills Publication of results –50% of class projects over 4 years were presented at regional GSA conferences (3 abstracts). Excellent PR for you, your department and the college Fame, Fortune and the unflagging support of your administration

9. Helpful Hints Choose projects that are attainable in a limited time frame Share your enthusiasm Explain the nature and significance of the problem Let them know that project may result in publication –Motivates students –Sets high expectations and standards for students’ work Develop background so students can comprehend the problem

10. Helpful Hints Provide guidance in methodology Foster a collegial atmosphere Actively collaborate in the project - be a mentor –Assist students in analyzing results – “We found this but what does it mean?” –Steer them, don’t tell them – no matter how excited you are! Discuss results in relation previous work Help students in preparing posters, manuscripts, etc. Treat students as colleagues, not students!

11. Savor the Success! 1999 - orientation of ripple marks in Late Silurian peritidal carbonates exposed on a quarry floor Students collected orientation and spacing data on hundreds of ripple sets and analyzed the data for patterns. They researched and interpreted the significance of the geometry of the ripples. Results were presented at Northeast GSA the following semester (Ebert, et. al., 2000).

12. Ripples in the Howe Cave Quarry

13. Success, 2005! Sedimentology of the Manlius and Coeymans formations Chosen for potential to solve sedimentologic and stratigraphic problems Undocumented sedimentary structures Unique subunits which could aid in regional correlation. Manlius – 3 teams of 2 Coeymans – 2 teams of 2 Team results collated for each unit 2 posters at 2006 NE GSA A graduate student project for concurrent course was also presented

14. Students with their poster at 2006 NE GSA

15. Lessons Learned Choose authentic projects Choose one project or choices, but not sequential Change your role – become a colleague Enjoy the ride!