A brief essay on teaching Geology at UVM

Writing this essay has been enjoyable for me because it has sparked a reflection on how
my role as a teacher and mentor has changed over the past 15 years. When I first arrived at
UVM, I probably would have described myself as a researcher first and then as a teacher and
mentor. In those days I was immersed in writing proposals, seeking grant dollars, publishing as
much as possible, and starting new projects with people around the country. While I still do
some of that, I found that what I really love, above all else, is to work closely with students of all
levels and share with them the joy of making new discoveries, not just about geology, but about
their own abilities and interests as well. And for that I am truly grateful. Here, in this essay, I
have tried to give you a feel for my approach to teaching and what it means to me.

One class that illustrates my teaching philosophy and style is Field Geology. I have
designed this course to provide students with an active experience that directly illustrates how
geologists make new discoveries and engage in scientific research, from start to finish. We meet
for 5 hours twice a week and spend most of the time outside observing and developing
hypotheses about geologic phenomena, testing new ideas through careful measurements, and
presenting our findings in written and oral forms. The course includes a mix of geology majors
and minors, environmental science students, and education students, creating a rich medley of
skill sets and backgrounds that can be quite challenging to engage in the classroom.

To meet this challenge I use our class time to complete a series of geological expeditions
that simulate the real thing. On day 1 we are outside learning orienteering and mapping skills
with a geological compass. By the end of the day, students have completed a treasure map on
the Trinity campus where they have to find various features, make observations about them, and
plot their locations on a map. They have fun, get to know one another and, if they get lost, it
doesnt really matter since we are close to home. From there the course ramps up in intensity
and workload. We visit many spectacular places around Vermont that preserve geological
features of varying complexity. Within a few weeks students move from carefully guided
exercises to labs where they have to develop their own approach to solving a problem. Each lab
builds on the last, with the process culminating in a large synthesis that links our observations
together the way professionals do. Along the way we learn software, plot data, compare
observations, and test competing interpretations. Each student presents their work in four
professional style reports and discovers that scientific writing is quite different than other
styles. One report includes an afternoon of oral presentations in the style of a geological
conference.

To give you a feel for how I run my classes, Ive listed below three principles I try to
follow as closely as I can. I read these before each of my classes to remind myself of my goals.

1. Lecture as little as possible. Instead, involve everyone directly in the exploration of new
features and ideas and in the discussions of what their observations might mean.

When I was an Assistant Professor, I discovered that I am quite unskilled at devising

lectures capable of capturing a students interest and imagination for very long. For one thing,
Im just not that articulate. But even when I lectured on topics I loved, without sufficient context,
the significance of these topics often was lost. One of my most important discoveries was to use
something most graduate students and professional geologists know well: that some of the best
learning environments occur outside the traditional classroom where many of us worked on
projects alongside our peers and mentors. Since then my goal has been to bring this type of
apprentice-style learning into my courses. Often the best approach I can use is to bring students
directly outside into the field where we set up goals for the day and launch them into making
their own discoveries. Even if Ive been to these places often, we always find new things. The
thrill of making new discoveries is never far away.

2. Allow students to take the time to explore, recognize their mistakes, and discover new things
about geology and about their own abilities.

I chuckle when I remember how I used to be concerned about falling behind on my

syllabus. To me one of the most important things I can do is to allow students enough time to
explore on their own and allow them to make mistakes. At its core science is about curiosity,
exploration, and learning how to distinguish which ideas work best in a given
situation. Developing an ability to observe something carefully with an open mind and to
reserve judgment until the facts are in is one of the most important transferable skills I can show
them. It is hard to overstate this in the current climate of misinformation and pseudoscience that
fills so many public outlets. It is something that will serve them well in whatever career they end
up choosing.

3. Create a supportive, diverse environment for all students, listen as much as possible, and
dont be afraid to ask for help from both students and colleagues.

The older I get the more I think it is difficult for some students to see me as a role
model. I try of course, but Im mindful of the gaps in age and frame of reference. To help
address this concern I recruit teaching assistants, typically an undergraduate and a graduate
student with at least one, and preferably both, being women. These assistants are essential to my
classes. Each is fully engaged and involved in every aspect of the class, including teaching field
techniques. We meet for an hour before and again after class to discuss which students might be
struggling or if we went too fast on some topic. Our class is fluid and often involves us adapting
to student needs by developing new exercises or examples on the fly. This approach works if we
listen carefully and are engaged in who each student is individually and how they are learning.

Another advantage of having young assistants in my classes is that it helps students

establish a connection with at least one of us. This has been more successful than I had
imagined. For example, by periodically asking a TA to help explain a complex concept I
introduce, I find that they often choose language and an approach that differ from mine. By
involving them as much as possible in explanations and demonstrations, students in the class
often find new connections. Ive learned to listen as much as I can and ask students and
colleagues to help me create an environment that supports and encourages everyone.

I also think it is especially important to encourage women to purse Field Geology, an area
traditionally dominated by men. As part of this effort, every year I recruit students, especially
women, to apply for a summer internship with the Vermont Geological Survey, which is co-
sponsored by UVM Geology. These recruits have been successful, and have created a swelling of
inerest in applying to and gaining entry into some of the countrys top graduate schools.

Some of my most recent attempts to apply these principles in my classes is in a new

mentoring seminar I created to meet the needs of our Seniors. Each Senior must complete an
independent research project for their B.S. degree. I use an approach that involves having
everyone work together on different parts of a large project. Ive noticed they are excited,
engaged, and learning as much if not more from their peers as they are from me. I also
incorporate other topics important to Seniors, including how to apply to graduate schools, the
value of attending a geological conference, and many other topics. I am already learning so much
from them, I wouldnt trade it for anything.