EVOLUTION OF PRECAMBRIAN ROCKS IN YELLOWSTONE NATIONAL PARK -- AN NSF/REU SITE PROJECT David W. Mogk 1 Darrell Henry 2 Paul Mueller 3 David Foster 3 1 Montana State University 2 Louisiana State University 3 University of Florida

"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

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

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

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

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

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

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

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

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

Activity Design “Cradle to grave” research experience Field work—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) Analytical studies 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

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

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

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

Sample Preparation Cut billets 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

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

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

Preliminary Results Preserved Sedimentary Structures; Turbidites Biotite and Muscovite Granites; Leucogranites; Diorites Chlorite Zone to Staur-And Schists; QF Gneisses; Migmatites Biotite and Muscovite Granites; Leucogranites; Diorites Polyphase Deformation, F 1,F 2, F 3 ; Mylonites Photo credit: David Mogk and Darrel Henry

Photo credit: David Mogk and Darrell Henry Summer 2011 Program Now Accepting Applications—Encourage Your Students to Apply!