Mineralogy: a modern approach to teaching a traditional discipline

Mineralogy has traditionally been a primary component in undergraduate geoscience curriculum. In recent years, there has been a trend in which mineralogy and petrology have been combined into Earth Materials courses. This is unfortunate as these disciplines each have much to offer students, and content once considered essential is eliminated out of necessity. Mineralogy is still fundamental to students' understanding of the Earth and Earth processes. Using a modern approach to time-honored concepts, I teach a quarter-long Introductory Mineralogy class offered through the Scripps Institution of Oceanography at the University of California, San Diego. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material, confirming that mineralogy continues to be a valuable class into the 21st century. While much of the content remains similar to what has been taught over the last century, my strategy involves a well-balanced approach to old and new. The first third of the course is background including the relevance of mineralogy, crystal chemistry, and crystallography; the second third of the course is systematic mineralogy using the Dana system; the last third of the course is devoted to understanding optical mineralogy, using modern analytical equipment such as XRD and SEM, and learning to use the petrographic microscope. Throughout the quarter, a strong emphasis is placed on the importance of hand-sample identification. Field work, traditionally not emphasized in mineralogy courses, has been re-introduced to the curriculum. I use modern technology to facilitate and support student learning. A lecture-based approach is employed with carefully crafted and organized PowerPoint presentations. PowerPoint lectures can be effective and highly engaging. The key is to ensure that the lectures are not overly reliant on text, instead relying on diagrams, charts, photos, and embedded media such as 3-D animations (ex. to teach crystallography) in order to keep students actively involved. Open dialogue throughout the lecture between instructor and student stimulates questions and conversation regarding the material and encourages participation. Students also learn to operate the Rigaku XRD instrument, are introduced to the SEM, and use a variety of computer programs in assignments and projects. Throughout the class, I use scaffolding to emphasize and re-emphasize key concepts while maintaining a solid level of challenge and rigor as we progress through the topics. Student learning and comprehension has been maximized using a dynamic approach to teaching Mineralogy that combines old and new. In a recent Mineralogy class at UCSD that used the aforementioned techniques, students reported a high degree of satisfaction and learning: 100% strongly agreed (the highest rating) that lectures held their attention, that the course material was explained well, and recommended the course to others. 92% of students strongly agreed and 8% agreed that they learned a great deal from the course, and 85% of the students strongly agreed and 15% agreed that the course material was intellectually stimulating.