Abstract
In a properly designed undergraduate geology curriculum, the student learns to function as a creative scientist. This student-oriented approach recognizes that the student will need to continue his education beyond college or graduate school, and so it is dominated by the learning process rather than by content. Instead of learning facts, classifications, skills and concepts as ends in themselves, the student learns those tools necessary to define and solve selected problems. Independent research, leading to a research project in the senior year, is essential for each student. A necessary and desirable feature is that the creative curriculum encourages the teacher to remain competent in his field.
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