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14 August 2015
There’s been a hilarious meme on Twitter the past couple of weeks that follows in the footsteps of #OverlyHonestMethods: #FieldworkFail. If you’ve ever gone out in the field (i.e., not in a lab or office) to do your research, you know that there are many opportunities for things to go wrong. Particularly if you travel to remote locations, work with animals, or rely on finicky equipment to get the job done. (Or, in my case, when you work with volcanoes.) A number of media outlets picked up some of their favorite tweets, and I’m happy to say that two volcanologists made it on many of the lists: myself and Alison Graettinger, who’s a postdoc at the University at Buffalo.
6 November 2014
Getting sketchy (when it comes to geology)
I was inspired to think about the topic of drawing (and markerboards) by the great post by Miles Traer on using stick figure animations to explain complex science concepts. I don’t know if geoscientists are a special breed in that they often default toward drawing out their ideas and thoughts, but I’ve always found it to be an invaluable part of my research process.
19 June 2013
Core Skills in the Geosciences: A Follow-up
Last April, I had a discussion with some of my fellow graduate students in the geology department here at UB about teaching. One topic raised by those of us working with senior undergraduates was the skills our students would need to have by the time they left the department. We realized that many students take winding paths on the way to finishing a major for various reasons, including that they transferred from another school, they switched majors, or they are double-majoring and have time conflicts. A winding path isn’t necessarily detrimental as long as the students come out of the process with a solid geoscience skillset. But what should that skillset include?