Course Design > Course Goals/Syllabus Database > Quaternary Geology/Quaternary Global Change

Quaternary Geology/Quaternary Global Change

Author Profile
Glenn Thackray

Idaho State University
University with graduate programs, including doctoral programs


This course has evolved from a traditional Quaternary Geology course to become an Earth systems science course focusing on processes and history of the Quaternary. It emphasizes a combination of theory, field and analytical skills, and student research.

Course URL:
Subject: Geoscience:Geology:Geomorphology
Resource Type: Course Information:Goals/Syllabi
Special Interest: Field-Based Teaching and Learning
Grade Level: Graduate/Professional, College Upper (15-16)
Theme: Teach the Earth:Course Topics:Geomorphology, Teach the Earth:Enhancing your Teaching:Teaching in the Field
Course Type: Upper Level:Geomorphology/Surface Processes
Course Size:

less than 15

Course Context:

This is an upper division and graduate course with prerequisites in introductory geology and other lower division courses. Geology majors can choose between this course and Geomorphology to satisfy a degree requirement, and roughly half of our majors choose this course. The course also attracts students from Biology and Anthropology. This course is also a required component of our Earth and Environmental Systems undergraduate degree program

Course Goals:

1. Students should be able to evaluate and interpret data and concepts related to paleoclimatology, Earth surface processes, and the history of global change in the Quaternary Period.
2. Students should be able to collect, analyze and synthesize field and laboratory data related to Earth surface materials and landforms.

How course activities and course structure help students achieve these goals:

Students achieve the course goals through a combination of lecture-based learning, field exercise, laboratory exercises, and literature research.

Skills Goals

This course aims to improve skills in student research and analysis, expressed in written and oral form.

How course activities and course structure help students achieve these goals:

Students achieve skills goals through four in-depth projects, three field-based and one literature-based. These projects culminate in written reports and/or oral presentations


Student learning is assessed through instructor evaluation of exams, written projects, oral presentations, and student engagement.


Syllabus (Acrobat (PDF) 135kB May29 08)

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