A Framework for Integrating Quantitative Geologic Problem Solving into Courses Across the Undergraduate Geology Curriculum

Abstract

Forging a link between quantitative skills and geologic problem solving is a valuable instructional approach that can guide the development of quantitative course material. A conceptual framework is presented that shows how various research tasks (for example, data collection and hypothesis development) employ certain combinations of quantitative skills (for example, graphical presentation and algebra). The framework shows how this “repertoire” of skills can be explored and strengthened by posing course assignments as research problems. An example problem, ‘What is the major source of nitrogen to the South Fork of the Palouse River?,” illustrates implementation of all the tasks and skills in the framework via a four-week unit of coursework. Smaller units can focus on subsets of tasks and skills. Experience with units on structural geology, igneous petrology, hydrogeology, and isotope geochemistry suggests that the framework can be applied to virtually any geoscience topic at any level in the undergraduate curriculum.