Introduction to Geophysics is a graduate level course that considers the derivation and evaluation of the basic equations of geophysics and geodynamics with attention placed on potential fields (gravity, magnetics, and heat flow), seismological mapping techniques, and internal dynamics.

As the only non-geology graduate student in the class, I found this course very challenging and intimidating. Having only taken one geology course previously, I was unfamiliar with much of the jargon and many underlying principles of the subject area. The professor, however, was very helpful in working with me to achieve a reasonable level of understanding. I was able to struggle through the weekly problems sets whether he asked me to determine the location of an earthquake using actual data or whether he had me derive the potential for a magnetic field.

Not only did this course remind me how it feels to truly struggle with a topic that seems completely out of reach (a feeling some of my students might have), but also I was able to observe my professor and determine ways to help students understand tough material more readily. Here are some of my conclusions:
1. Pausing during the lecture is essential for students to have time to think about the material and formulate questions. Sometimes during a geophysics lecture, all that I am able to worry about is whether I can write the notes down fast enough. My questions are delayed until after I sort through my notes, thus impacting my ability to complete the follow-up assignments.
2. Some of the assignments from the book could be done without really understanding the material; assignments requiring application enabled me to pinpoint what I understood about the material and what I was clueless about. I was able to ask specific questions at the next lecture so that I felt on top of the subject rather than barely treading water.
3. Finding analogies to subjects outside of the academic field can really clear up misunderstandings. For example, the professor made a correlation with temperature and heat flow (a chemistry topic) to help me understand potential fields in geophysics.
4. Computer modeling programs that allow the user to change variables to see the effects on a particular situation give students more control over their learning. The professor has found many free programs on the Internet that model geophysical topics. By giving assignments that allow me to be in charge of the manipulation, I was able to discover some of the main principles of geophysics on my own.

More than anything, I have discovered that being challenged by a class can create a better appreciation for the subject. I can no longer view earth science as a "rocks for jocks" course, a boring look at rocks and the Richter scale. An earth science course can be substantive with interesting applications that overlap other areas of math, science, engineering and environmental studies. I believe my physics students from last semester would have benefited from investigation of sunspots and archaeological dating in our rushed study of magnetism.

I should not be afraid to challenge my students. I would be doing them a disservice if I did not. However, I need to make sure they get the support and time they need to formulate questions and derive the answers.
 
 
 

Back to Learning
Main Page	Evaluation
Teaching	Learning