Teaching Mineralogy, Petrology and Geochemistry in the 21st Century
August 7-10, 2011, with an optional field trip August 11-13
University of Minnesota, Minneapolis, MN
Note: This workshop has already taken place. See the workshop program for links to presentations, discussions, and other material from the workshop.
Core of Ely Greenstone outside Pillsbury Hall, home of the Geology & Geophysics Department at the University of Minnesota. Metamorphosed Archean basalt pillows are visible in the core, which is approximately 2 meters tall. Photo by Sharon Kressler.
Mineralogists, petrologists and geochemists unite! It has been 15 years since the first teaching mineralogy workshop and almost a decade since the first teaching petrology workshop. It's time to reconvene to celebrate the advances we've made in teaching and research, and to look ahead to new opportunities to sustain instruction in mineralogy, petrology and geochemistry (MPG). Following a pre-workshop review of existing teaching activities, the workshop will include development of new teaching activities to fill gaps or address emerging topics, demonstrations of laboratories and computer-assisted learning activities, plenary sessions on cross-cutting themes in teaching MPG, and smaller group presentations and working sessions. The workshop is for college and university faculty from all academic ranks who teach mineralogy, petrology or geochemistry or courses that combine this content.
- David Mogk , Department of Earth Sciences, Montana State University
- Rachel Beane , Department of Earth and Oceanographic Science, Bowdoin College
- Donna Whitney, Department of Geology and Geophysics, University of Minnesota
- Kirsten Nicolaysen, Department of Geology, Whitman College
- Wendy Panero, School of Earth Sciences, Ohio State University
- William Peck, Department of Geology, Colgate University
This workshop is part of the On the Cutting Edge professional development program for current and future geoscience faculty, sponsored by the National Association of Geoscience Teachers with funding provided by a grant from the National Science Foundation Division of Undergraduate Education .