Daniel E. Bulger
Teaching Philosophy

Department of Geology
The University of Georgia

dbulger@uga.edu

There are few environmental problems facing the world today that are not based in the earth sciences. Solutions to these demanding problems require that all citizens hold some basic understanding of earth science principles in order to make intelligent decisions concerning the use of natural resources and to mitigate man’s negative impact on the environment. I believe my duty as a geoscience educator is to help develop a “geoperspective” in every student who enters my classroom. A geoperspective is the unique way earth scientists view the earth and seek solutions to earth science problems. This perspective is not intuitive and requires a student-centered teaching methodology.

I believe student-centered learning isn’t just an educational buzz word; it is a holistic approach to dealing with a student as a learner and is crucial to the development of a geoperspective. This approach requires students to promote and share their ideas, which compels them to actively process the information at hand. For example, the first day of GEOL 1121, an introductory geology class, I like to place students into groups and instruct them to make observations and to come up with questions about a rock sample from the perspective of a person with a non-scientific background. Each group is assigned a unique perspective: a child, farmer, religious leader or perhaps a miner in a quarry. The observations and questions developed by each group are shared with the class, and then we discuss how a geoscientist might view the sample. This approach requires the lesson to be organized in a way that enhances student interaction. I will often arrange students into small groups during various phases of a discussion; sometimes they are asked to analyze a question, generate a concept map or list previous knowledge and then present their work to the class. This form of interaction actively engages students and facilitates further discussion, which encourages the development of their own geoperspectives.

Far too often teachers expect their students to come to class preprogrammed for motivation; however, this is often not the case, especially for students who are only taking the class to fulfill a graduation requirement. I believe it is my responsibility to enhance the motivation of all my students. This is typically achieved by creating an enjoyable classroom atmosphere in which students are encouraged to participate. For example, I have had success utilizing humor to gain student attention and to make information more memorable. I have found this attribute of my personality has increased the levels of communication, cooperation and motivation of my students beyond what I have seen in the typical classroom. Highly motivated students are receptive to new ideas and concepts necessary for advancing one’s geosperspective.

I believe research is a critical component for the development of a geoperspective. Unfortunately undergraduates are rarely given the opportunity to participate in authentic research experiences. In recognition of this problem, I became involved with modifications to the Earth Materials (GEOL 3010) curriculum at the University of Georgia to include a collaborative research component. Earth Materials at UGA is a prerequisite course for several other classes and is typically taken early in the undergraduate’s career. With the new curriculum, geology majors are provided a research opportunity before the end of the second year. The final product of the research is submission of an abstract to a regional conference. During the first year of the project, students were involved with the characterization of a suite of zeolites found in veins in the Elberton Granite of Georgia. The analyses involved petrography, mineral optics, X-ray diffraction and electron microprobe work. The results were presented by the students at the Southeast Section of the Geological Society of America annual meeting in 2008. This authentic experience introduced the students to the scientific process, highlighted the value of collaboration and provided students with valuable research skills.

In a 1788 paper presented at the Royal Society of Edinburgh, James Hutton, the father of modern geology, remarked, “(in geology) we find no vestige of a beginning, no prospect of an end.” Stated in these simple words is the heart of the geoperspective: the earth has been evolving since its beginning. Embracing the concept of a dynamic earth, understanding the mechanisms responsible for change and applying that knowledge in everyday life will facilitate intelligent, responsible decision making concerning issues affecting the earth. It is my hope that through active learning, motivation and authentic research, students leaving my class will have gained a perspective that will allow them to view the earth in this dynamic way.