This article describes an experimental six-month study that was created to introduce first semester graduate students to geological research in fine-grained rocks. The study was conducted within a graduate-level Clastic Diagenesis course where students examined the mineralogical and chemical variability in shale samples that crop out in regions of different thermal maturity along the Ouachita Mountain Fold Belt. A project-based instructional (PBL) approach was used with a driving question of “what happens to shales during burial diagenesis?” This approach was intended to give students an opportunity early in their graduate studies to participate in authentic geologic research. Each sample was analyzed for the clay-mineralogy using XRD, whole-rock chemistry using XRF, mineralogy of heavy separates, character of the silt-sized quartz and feldspar, and grain size of the non-clay fraction. Qualitative data analyses from student interview transcriptions revealed that based on their experience with the Ouachita project students were able to approach their own thesis topics, regardless of the subject area with a more holistic and experienced scientific perspective. The depth and quality of the research questions they asked in their own subsequent research was influenced by their exposure to the clastic diagenesis problem-based project. Developing competency in the analyses techniques was not the goal of this project but rather developing an overarching understanding of the process used when studying the diagenesis of fine-grained rocks. Evidence that this was achieved is demonstrated in the student's final presentation of the Clastic Diagenesis project at a regional geologic meeting.
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