Karl Wirth is an igneous petrologist, geochemist, and Associate Professor of Geology at Macalester College. His research interests are concerned primarily with the origins of igneous rocks and the chemical evolution of the Earth's crust and upper mantle.
Website Content Contributions
Using An M&M Magma Chamber To Illustrate Magmatic Differentiation part of Petrology:Teaching Examples
Fractional crystallization by gravity settling can be illustrated using a model magma chamber consisting of M&M's®. In this model, each major cation (e.g., Si, Ti, Al, Fe, Mg, Ca, Na, K) is ...
Learn more about this review process.
Karl Wirth part of Metacognition:Workshop 08:Participant Essays
Learning About Thinking and Thinking About Learning: Metacognitive Knowledge and Skills for Intentional Learners by Karl Wirth, Department of Geology & Center for Scholarship and Teaching, Macalester College In ...
Karl Wirth part of Affective Domain:Workshop 07:Workshop Participants
Dept. of Geology, Macalester College Homepage ( This site may be offline. ) What are the key issues related to the role of the affective domain in teaching geoscience that you would like to engage at the workshop? ...
Conference Presentations (4)
A Question of Numeracy: Is Self-Assessed Competency Registered on Knowledge Surveys Meaningful? part of Rendezvous 2015:Program:Abstracts
Geoscientists often use knowledge surveys to collect self-assessed competency data about learning and learning gains. If people believe that they can do something, how well can they actually do it? At first glance, ...
Other Contributions (7)
Better Learning Through Better Reading and Reflecting part of ACM Pedagogic Resources:ACM Teagle Collegium:Project Reports
Learning from texts is an essential skill for college success, and in an increasingly complex and interconnected world it is ever more important that students develop the intellectual and practical skills for lifelong learning. The aim of this project was to evaluate the impact of reading reflections on student reading, learning, and self-awareness as learners. Students submit reading reflections after completing each reading assignment. These reflections not only encourage students to read more regularly, they also promote content mastery and foster student development of monitoring, self-evaluation, and reflection skills. For the instructor, reading reflections can also be used to facilitate 'just-in-time' teaching. Our results thus far confirm that the introduction of reading reflections in our courses has resulted in significant improvements in student reading and course performance.
North Central Section, Geoscience Education Research Division