TEACHING ANALYTICAL TECHNIQUES EARLY TO PREPARE UNDERGRADUATE STUDENTS FOR RESEARCH AND POST-GRADUATION SUCCESS

A 200-level, one-semester course in Analytical Techniques in Geology was taught at Western Kentucky University for the first time Fall 2005, with several objectives: 1) to prepare students for meaningful, quantitative research at the undergraduate level; 2) to introduce basic analytical concepts such as accuracy, precision, detection limits, calibrations, and potential sources of contamination; 3) to establish the importance of moving from a descriptive to quantitative approach to geology; 4) to prepare geology majors for actively assessing data presented in core courses in the major. Early training in analytical techniques contributes valuable skills for post-graduation success and breaks down barriers to research by focusing on quantitative procedures early in the undergraduate curriculum.

In this course students learn about a wide variety of analytical techniques, ranging from the prosaic (making thin sections, magnetic separations) to the complicated (SEM, XRD, XRF). Emphasis is placed on learning how the technique is implemented by preparation and analysis of various materials, and how the capabilities of each piece of equipment may be maximized. Students choose samples to prepare and analyze using different techniques focusing on how data are collected and presented, and how the method and equipment may bias the results.

A range of assessments includes exams and quizzes which concentrate on theory and involve a studying strategy based on recall and synthesis, and projects which focus attention on the details of each instrument, careful preparation, and consistency to ensure precision. Students submit a research proposal, a laboratory notebook with all observations, procedures and lab entries, and a summary table of all data collected over the duration of the course. Select proposals are submitted to university grant pools sponsoring mentored research projects for undergraduates. Students also write a thorough Standard Operating Procedure for at least two of the techniques or instruments that include hints, observations, and potential problems in addition to step-by-step procedures. The structure of the course will be changed in Fall 2007 with the advent of a new “hub” course in X-Ray theory which will then lead to more advanced courses in XRD, XRF, SEM, TEM, and microprobe techniques.