Learning the Tools of the Trade in Petrology: Developing a Research Proposal as a Semester-Long Project

The semester-long project in my Igneous & Metamorphic Petrology course (GEOS 110) takes the form of a research proposal. Students do the background research for a typical term paper and then propose what they would do to advance the study of their chosen topic. The main objectives of the assignment are to develop research skills and improve scientific writing.

Multiple project component deadlines spread throughout the semester encourage students to develop time-management skills. The process of building a reference list and developing an annotated bibliography helps them develop literature research skills. For students who take the course as sophomores, this is their first experience with extensive literature review. The development of a research plan helps students to understand the various stages of research projects (from asking the original question(s) through to preparation of the final report) and the time each stage can take. Preparation of a budget introduces students to the costs involved in various aspects of research and discourages the shotgun approach to choosing analytical techniques for addressing research questions. Reviews of multiple drafts (including peer-review) encourage the development of writing skills and allow the course to count as “writing-intensive” for Pacific's writing-in-the disciplines requirement. At the end of the semester, students give detailed oral presentations on their projects. In addition to developing presentation skills, this introduces the rest of the class to petrologic topics not covered in the course.

Student feedback on all aspects of the project at the end of the semester is very positive. They report that it helps them to “think like a professional geologist,” and appreciate that the proposal encourages them to do more than summarize the work of others. Some students end up developing their proposal into a senior thesis project.