1. MAPS OF THE UNIVERSITY AND THE DEPARTMENT

 How to get here

2. BRIEF HISTORY OF THE UNIVERSITY OF MICHIGAN

The University of Michigan was founded in 1817 as one of the first public universities in the nation. It was first established on 1,920 acres of land ceded by the Ojibwa, Ottawa, Potawatomi and Shawnee people "...for a college at Detroit." The school moved from Detroit to Ann Arbor in 1837, when Ann Arbor was only 13 years old. The city had a booming population of 2,000, a courthouse and jail, a bank, four churches and two mills. It had been established in 1824 by two Easterners, John Allen and Elisha Rumsey. The town was named to honor the wives of the founders, Mary Ann Rumsey and Ann Allen, and the natural arbor created by the massive oaks in the area.

It took four years to build the necessary facilities for the new campus in Ann Arbor. The buildings consisted of four faculty homes and one classroom-dormitory building. (One of the homes is still standing and is now the President's house.) Cows owned by the faculty grazed over much of campus. As late as 1845 the campus was covered in the summer with a crop of wheat, grown by a janitor as part of his remuneration. Faculty families harvested peaches from the orchard of the old Rumsey farm, and a wooden fence ran along the edge of campus to keep University cows in and city cows out.

In its first year in Ann Arbor, the University had two professors and seven students. There were more Regents (nineteen) than faculty and students combined. The reorganized University did not have a president, but the faculty elected a presiding officer each year from their own ranks. Freshmen entering in 1841 (women were not admitted to the University until 1870) took admissions examinations in mathematics, geography, Latin, Greek, and other subjects. They also had to furnish "satisfactory testimonials of good moral character." Students paid an initial admissions fee of ten dollars but no tuition.

Twenty-five years after the move to Ann Arbor, in 1866, the University of Michigan became the largest university in the country, with 1205 enrolled students and in 1867, the enrollment reached 1255 students. At that time, the University was comprised of the Medicine Department, with 525 students; the Law Department, with 395 students; and the Literary Department, with 335 students. There were 33 faculty members.

Today, the University of Michigan is one of the most distinguished universities in the world and a leader in higher education with over 51,000 students and 5,600 faculty at three campuses. It is one of only two public institutions consistently ranked in the nation's top ten universities. The University of Michigan boasts of one of the largest health care complexes in the world, the best university library system in the country, and the best computer access for students and faculty of any campus in the world. Over 5,500 undergraduate courses are taught each term in over 100 programs. Undergraduate, graduate and professional students have a choice of 17 separate schools and colleges, 588 majors, over 600 student organizations, 350 concerts and recitals every year, as well as hundreds of speakers, symposia, films, and readings.

3a. BRIEF HISTORY OF THE DEPARTMENT OF GEOLOGICAL SCIENCES

The Department of Geological Sciences was founded in 1839, only two years after the University moved to Ann Arbor from Detroit, where it had been established in 1817. The first Professor of Geology and Department Head was Douglass Houghton, who prior to being appointed to the University faculty had been a practicing physician, the mayor of Detroit, and the State Geologist. However, in 1839 there were no students to teach (the first students arrived in 1841), and thus Houghton declined to accept his salary. Houghton met an early demise in 1845 when his canoe overturned in Lake Superior during a geological reconnaissance of copper deposits in the Keweenaw Peninsula.

The most significant period in the formative years of the Department was during the tenure of Alexander Winchell, who twice served as chair for a total of 33 years during the last half of the nineteenth century. It was during his tenure that geology became consolidated in the University's curriculum. He became known as a strong proponent of Darwinian evolution, and oversaw sustained growth in the paleontological collections that would forty years hence form the foundation of the Museum of Paleontology. He encouraged women graduate students in the sciences and the first woman Ph.D. (Mary Holmes) in geology nationwide graduated from U-M in 1887. Winchell also served as State Geologist, and prepared one of the earliest geological maps of Michigan. He was a founder of the Geological Society of America and one of its early presidents.

The first half of the twentieth century saw two strong leaders emerge, William H. Hobbs and Edgar H. Kraus. Their differing perspectives led to the formation of a new Department of Mineralogy headed by Kraus until 1933, while Hobbs chaired Geology until 1934. Hobbs initiated a strong program of polar studies in both Greenland and Antarctica that continued into the 1960's. Kraus developed one of the leading programs in mineralogy worldwide, and founded the American Mineralogist, a journal edited at the University of Michigan for more than half a century. The Museum of Paleontology also separated from the Department of Geology to become an independent research unit in 1928, although the curators continue to hold teaching appointments in Geology.

The two Departments, Geology and Mineralogy, continued independently until 1961 when they rejoined, and soon thereafter the unified Department adopted the name of Geological Sciences. The final three decades of the twentieth century saw the development of geochemistry, geophysics and oceanography as programs complementary to the long-established activities in sedimentary and structural geology, and paleontology. Accompanying these developments have been the establishment of several analytical laboratories within the Department that have added a new dimension to a long and continuing tradition of field-based investigations.
 
 

3b. CLARENCE COOK LITTLE BUILDING

The C.C. Little Building is named after Clarence Cook Little, a past president of the University of Michigan. When he became president in 1925, Little, then 36, had been president of the University of Maine for three years. Holding three degrees from Harvard, including a doctorate in biology, Little came to the University with the understanding that he would continue research into the nature and causes of cancer.

Indifferent to the views of persons or organizations outside the University, Little took delight in needling those he didn't like. He lacked patience and tact. For example, he offended Catholics and others when he spoke out boldly and repeatedly in favor of birth control at a time when the subject was seldom mentioned. He once invited members of the House and Senate finance committees to a football game but omitted members he didn't like, thus ensuring powerful University enemies in the Legislature.

Concerned about the welfare of students, Little advocated building dormitories to house 350 to 450 students and two or three faculty members. He inaugurated freshman orientation week in 1927.

Little didn't think the curriculum for men and women should be identical. Reasoning that most women students would become homemakers and mothers, he thought it foolish not to prepare them for those roles. Classes for women that he advocated included physiology, general science, nursing hygiene, human behavior, and heredity and genetics.

In January, 1929, Little submitted his resignation. The Regents were unsuccessful in efforts to change his mind. He became director of the Jackson Memorial Laboratory in Bar Harbor, Maine, and served there until retiring in 1956. He also was director of the American Cancer Society.
 
 

4. THE ACADEMIC CALENDAR

FALL TERM, 1999
 
ACTIVITY DATES IMPORTANT DEADLINES
Registration (if not pre-registered) Sept 3, Fri All new students: See graduate advisor
Labor Day (Holiday) Sept 6, Mon (Sam Mukasa) before September 8th.
Classes begin Sept 8, Wed New Ph.D. students w/out U of M M.Sc.:
Thanksgiving recess, 5:00 p.m. Nov 24, Wed Take Exploratories (p. 22) before Sept 29th.
Classes end Dec 13, Mon New Ph.D. students with U of M M.Sc.:
Study Days Dec 14 & 18-19 Take Prelims before November 24th (p.
Examinations Dec 15-17 & 20-22  23). Upon passing, select dissertation 
Commencement Dec 19, Sun committee. Meet with committee yearly.
     

WINTER TERM, 2000
 
Registration (if not pre-registered) Jan 4, Tues  
Classes begin Jan 5, Wed  
Martin Luther King, Jr. Birthday  Jan 17, Mon  
University Symposia; No Regular Classes    
     
Vacation begins 12:00 noon Feb 26, Sat  
Classes resume Mar 6, Mon  
University Honors Convocation Mar 19, Sun New Ph.D. students with M.Sc. from
Classes end Apr 14, Fri another institution: Take Prelims before
Study Days Apr 15-16 & 22-23 March 31st (p. 23). Upon passing, select 
Examinations Apr 17-21, Apr 24-26 dissertation committee immediately. 
Commencement Activities April 28-30, Fri-Sun Meet with committee yearly
     

SPRING-SUMMER TERM, 2000
 
Registration  May 1, Mon  
Classes begin May 2, Tues  
Memorial Day (Holiday) May 29, Mon  
Classes end (Spring Half) 5:00 p.m June 19, Mon  
Study Days June 20-21, Tues-Wed  
Examinations June 22-23, Thurs-Fri  
Spring Half Term ends June 23, Fri  
Registration (Summer Half) June 27, Tues  
Summer Half Term classes begin June 28, Wed  
Independence Day (Holiday) July 4, Tues  
Classes end, 5:00 p.m. Aug 15, Tues  
Study Day Aug 16, Wed  
Examinations Aug 17-18, Thurs-Fri  
Full Term and Summer Half Term ends Aug 18, Fri  

FALL TERM, 2000
 
ACTIVITY DATES IMPORTANT DEADLINES
Registration (if not pre-registered) Sept 1, Fri All new students: See graduate advisor
Labor Day (Holiday) Sept 4, Mon (Sam Mukasa) before September 6th.
Classes begin Sept 6, Wed New Ph.D. students w/out U of M M.Sc.:
Thanksgiving recess, 5:00 p.m. Nov 22, Wed Take Exploratories (p. 22) before Sept 27th.
Classes end Dec 13, Wed New Ph.D. students with U of M M.Sc.:
Study Days Dec 14, Thur, 16-17, Sat-Sun Take Prelims before November 22nd (p.
Examinations Dec 15, Fri, 18- 22, Mon-Fri 23). Upon passing, select dissertation 
Commencement Dec 17, Sun committee. Meet with committee yearly.
     

WINTER TERM, 2001
 
Registration (if not pre-registered) Jan 2, Tues  
Classes begin Jan 4, Thur  
Martin Luther King, Jr. Birthday Jan 15, Mon  
University Symposia. No Regular Classes    
Vacation begins 12:00 noon Feb 24, Sat  
Classes resume Mar 5, Mon  
University Honors Convocation Mar 18, Sun New Ph.D. students with M.Sc. from
Classes end Apr 17, Tues another institution: Take Prelims before
Study Days Apr 18, Wed, 21-22, Sat-Sun March 31st (p. 23). Upon passing, select 
Examinations Apr 19-20, Apr 23-26 dissertation committee immediately. 
Commencement Activities Apr 27-29, Fri-Sun Meet with committee yearly
     

SPRING-SUMMER TERM, 2001
 
Registration  April 30, Mon  
Classes begin May 1, Tues  
Memorial Day (Holiday) May 28, Mon  
Classes end (Spring Half) 5:00 p.m. June 18, Mon  
Study Days June 19-20, Tues-Wed  
Examinations June 21-22, Thur-Fri  
Spring Half Term ends June 22, Fri  
Registration (Summer Half) June 26, Tues  
Summer Half Term classes begin June 27, Wed  
Independence Day (Holiday) July 4, Wed  
Classes end, 5:00 p.m. Aug 14, Tues  
Study Day Aug 15, Wed  
Examinations Aug 16-17, Thur-Fri  
Full Term and Summer Half Term ends Aug 17, Fri  
     

FALL TERM, 2001
 
ACTIVITY DATES IMPORTANT DEADLINES
Registration (if not pre-registered) Aug 31, Fri All new students: See graduate advisor
Labor Day (Holiday) Sept 3, Mon (Sam Mukasa) before September 5th.
Classes begin Sept 5, Wed New Ph.D. students w/out U of M M.Sc.:
Thanksgiving recess, 5:00 p.m. Nov 21, Wed Take Exploratories (p. 22) before Sept 26th.
Classes end Dec 12, Wed New Ph.D. students with U of M M.Sc.:
Study Days Dec 13, Thur, 15-16, Sat-Sun Take Prelims before November 21st (p.
Examinations Dec 14, Fri, 17- 21, Mon-Fri 23). Upon passing, select dissertation 
Commencement Dec 16, Sun committee. Meet with committee yearly.
     

WINTER TERM, 2002
 
Registration (if not pre-registered) Jan 4, Fri  
Classes begin Jan 7, Mon  
Martin Luther King, Jr. Birthday Jan 21, Mon  
University Symposia. No Regular Classes    
Vacation begins 12:00 noon Feb 23, Sat  
Classes resume Mar 4, Mon  
University Honors Convocation Mar 17, Sun New Ph.D. students with M.Sc. from
Classes end Apr 17, Wed another institution: Take Prelims before
Study Days Apr 18, Thur, 20-21, Sat-Sun March 31st (p. 23). Upon passing, select 
Examinations Apr 19, Fri, Apr 22-26, M-F dissertation committee immediately. 
Commencement Activities Apr 26-28, Fri-Sun Meet with committee yearly
     

SPRING-SUMMER TERM, 2002
 
Registration  Apr 29, Mon  
Classes begin Apr 30, Tues  
Memorial Day (Holiday) May 27, Mon  
Classes end (Spring Half) 5:00 p.m. June 17, Mon  
Study Days June 18-19, Tues-Wed  
Examinations June 20-21, Thur-Fri  
Spring Half Term ends June 21, Fri  
Registration (Summer Half) June 25, Tues  
Summer Half Term classes begin June 26, Wed  
Independence Day (Holiday) July 4, Thur  
Classes end, 5:00 p.m. Aug 13, Tues  
Study Day Aug 14, Wed  
Examinations Aug 15-16, Thur-Fri  
Full Term and Summer Half Term ends Aug 16, Fri  
     

5. FACULTY OF THE DEPARTMENT OF GEOLOGICAL SCIENCES

GEOPHYSICS, TECTONICS & STRUCTURE

Carolina R. Lithgow-Bertelloni, Assistant Professor, Ph.D., 1994, University of California/Berkeley. Professor Lithgow-Bertelloni is a geodynamicist with interests that span the dynamics of the entire Earth, from the lithosphere to the core. Her research is geared towards understanding the connection between the dynamics of the Earth’s interior and their surface expression. Recent research has included investigations of the forces driving plate tectonics during the Cenozoic and the cause of major plate rearrangements; the origin, consequences and evolution of intraplate stresses; the uplift and subsidence history of continental masses and their relation to sea level. Current research interests are two fold: understanding the long-term influence on climate of tectonic events and mantle dynamics, including the uplift history of North America and the global control of subduction on the CO2 cycle; deciphering tectonic and pre and post-seismic plate boundary deformation in California. All investigations are carried out with a variety of approaches, from geological observations to experimental fluid dynamics, from simple theoretical methods to complex numerical calculations.

Josep M. Pares, Adj. Associate Professor and Associate Research Scientist, PhD, 1988, University of Barcelona. Although primarily a structural geologist, Professor Pares’ interests include paleomagnetism and rock magnetism, and their application to geologic problems and to the history of Earth’s magnetic field. He conducts both laboratory-based and field-based research. Recent research activities include the study of fabric development in rocks and sediments, Cenozoic magnetic stratigraphy in the Tibetan Plateau and magnetoarchaeology in cave sediments.

Henry N. Pollack, Professor, Ph.D., 1963, University of Michigan. Professor Pollack has been active in the measurement of terrestrial heat flow in North and South America and in Africa and its interpretation in terms of continental evolution and lithospheric plate dynamics. His principal research interests include the thermal and tectonic evolution of the earth, and the reconstruction of recent climate history from borehole temperature logs.

Larry J. Ruff, Associate Professor, Ph.D., 1982, California Institute of Technology. Professor Ruff is a seismologist and maintains research programs on both earthquakes and earth structure. Recent research on earthquakes includes: the development of a model for the spatial and temporal occurrence of large earthquakes based on ongoing study of the subduction process as it is reflected in subduction zone seismicity; and a seismotectonic study of the large earthquakes and recent plate motions in the Macquarie Ridge complex, south of New Zealand. Professor Ruff's current research on the interior structure of the earth is to assess variations in seismic velocities near the core-mantle boundary as they may indicate the pattern of mantle convection.

Ben A. van der Pluijm, Professor, Ph.D., 1984, University of New Brunswick. Professor van der Pluijm specializes in structural geology and crustal tectonics. His research ranges from the scale of the electron microscope to that of tectonic plates. Projects are generally field-oriented, but involve a variety of modern laboratory techniques, including fabric and texture analysis, rock magnetism, electron microscopy, quantitative petrology and isotope geochemistry, which provide an integrated approach to the study of crustal evolution. Currently, regional studies concentrate on terrane analysis (Appalachians), deep-orogenic structure and D-P-T-t paths (North American Grenville and Penokean), and far-field effects and structure in plate interiors (cratonic North America). Topical studies include shear zone evolution, formation of fault gouge, stress/strain patterns, and deformation microstructures and fabrics.

Rob Van der Voo, Professor, Ph.D., 1969, University of Utrecht. With interests in geophysics and tectonics, Professor Van der Voo's research centers on paleomagnetism and its application to mountain-building processes and pre-Mesozoic plate tectonics. In addition, he and his students are involved in studies of the more theoretical aspects of the earth's magnetic field and its history, and the processes by which sedimentary and igneous rocks acquire their magnetizations.

Peter E. van Keken, Assistant Professor, Ph.D., 1993, Utrecht University. Professor van Keken specializes in geodynamics, with particular focus on numerical modeling of the deformation of the Earth's lithosphere and mantle. Recent research includes the study of the influence of non-Newtonian creep laws on mantle convection, sources of hot spot volcanism, and mantle mixing of chemical heterogeneities with constraints imposed by geochemical observations.

HYDROGEOLOGY

Maria Clara Castro, Assistant Professor, Ph.D., 1995, Universite Pierre et Marie Curie (Paris VI). Dr. Castro’s research interests are concentrated in understanding groundwater circulation using a multi-tracer approach. Groundwater studies are carried out in both complex systems such as multilayered aquifer systems where entire sedimentary basins are the focus, and simpler systems, where single aquifers are the object of study. Approaches to these problems include geological studies, analytical work using noble gases and other tracers, simple analytical models, and complex numerical simulations on the basin scale. The combination of noble gases with other natural tracers such as 14C, d180, H/D, i.e., the use of a multi-tracer approach to understand the physical and chemical processes and to constrain numerical models, is the overall focus of the research.

ISOTOPE GEOCHEMISTRY & ECONOMIC GEOLOGY

Joel D. Blum, Professor, Ph.D., 1990, California Institute of Technology. Professor Blum’s research is primarily focused on low-temperature environmental geochemistry. Much of his research utilizes high precision isotope ratio and trace element measurements to investigate transfers between biogeochemical reservoirs at the Earth’s surface. Some current projects include studies of the biogeochemical consequences of the weathering of silicate and carbonate minerals, base cation sources and cycling in forest ecosystems, the sources and fate of toxic trace metals in groundwater, the application of geochemical tracers to the conservation biology of salmon and migratory songbirds, the genesis of calcite veins and their importance as recorders of fossil hydrothermal systems, and the geochemistry of tektites and impact glasses.

Stephen E. Kesler, Professor, Ph.D., 1966, Stanford University. An economic geologist with wide-ranging interests in ore deposit genesis and exploration geology and geochemistry. Professor Kesler's research has emphasized geologic fluid inclusion and stable and radiogenic isotope studies of a wide range of ore deposit types including micron gold, greenstone gold, acid-sulfate, chimney-manto, porphyry copper, Mississippi Valley, magmatic iron oxide, and paleoplacer. He has also worked on the regional geology of Middle America and the Caribbean and the geochemistry of fluid inclusion gases.

Samuel B. Mukasa, Professor, Ph.D., 1984, University of California/Santa Barbara. Professor Mukasa's interests are centered around the integrated use of trace elements and Pb, Nd, Sr and Hf isotopes to model the evolution and dynamics of Earth’s mantle as recorded by materials derived from alpine peridotite massifs, ultramafic xenoliths, arc lavas, and continental flood basalts. Other work deploys these same tracers to assess the chemical and physical dynamics of the magma chambers that form layered mafic intrusions. Mukasa also uses 40Ar/39Ar and U-Pb geochronology to assess the kinematic evolution of orogenic belts and tectonic histories of supercontinent amalgamations and breakups. At the present time, he has several research projects in Antarctica focused on the consequences of the Jurassic fragmentation of the supercontinent Gondwanaland.

MINERALOGY & PETROLOGY

Eric J. Essene, Professor, Ph.D., 1967, University of California/Berkeley. Although primarily a metamorphic petrologist, Professor Essene's interests span the fields of mineralogy, geochemistry, and general petrology. The basic theme of his research is the application of chemical thermodynamics to the reconstruction of P-T-X histories of the earth's crust and mantle. Actual applications have included metamorphic studies in the Adirondacks and the Canadian Grenville, the metamorphism of massive sulfide deposits and iron formations, petrology of carbonates and mantle nodules, and studies of contact metamorphics, skarns, fulgurites, and paralavas.

Rodney C. Ewing, Professor, Ph.D., 1974, Stanford University. Professor Ewing's research spans the fields of mineralogy, materials science and low-temperature geochemistry. The research program now includes: radiation effects caused by heavy-particle interactions with crystalline materials (e.g., ion-beam modification of ceramics and alpha-decay damage in minerals); the structure and crystal chemistry of complex Nb-Ta-Ti oxides; the application of "natural analogues" to the evaluation of the long-term durability of radioactive waste forms; the design and evaluation of radioactive waste forms; the low-temperature corrosion of silicate glasses; the crystal chemistry of uranium minerals and other actinide-bearing phases; the study of the natural nuclear reactors in Gabon, Africa, and the application of synchrotron radiation and high resolution transmission electron microscopy to the study of earth and ceramic materials.

Rebecca A. Lange, Associate Professor, Ph.D., 1989, University of California/Berkeley. Professor Lange is an igneous petrologist with research interests in two general areas: (1) magmatism associated with continental arcs and rift environments and (2) the physical properties of silicate liquids. Field studies of volcanic rocks in the western United States and Mexico are combined with experimental studies to constrain the generation and evolution of magmas in subduction zones. In addition, she is involved with measurements of the various thermodynamic and transport properties (density, compressibility, viscosity) of silicate melts.

Donald R. Peacor, Professor, Ph.D., 1962, Massachusetts Institute of Technology. Professor Peacor is a mineralogist and crystallographer whose principal research has been in crystal structure analysis and crystal chemistry. His recent research utilizes transmission electron microscopy and other electron microbeam techniques in mineralogical studies that emphasize transitions in minerals (primarily clay minerals) involved in metamorphism of argilaceous sediments.

Lars P. Stixrude, Assistant Professor, Ph.D., 1991, University of California/Berkeley. Professor Stixrude's research interests include solid earth geophysics, mineral physics, geomagnetism, mineralogy, and igneous petrology. Much of his research seeks to understand the nature of the earth's interior including its structure and evolution. The behavior of earth materials at high pressure and temperature is studied with experimental and theoretical methods including state-of-the-art electronic band structure techniques. A new experimental research program will use the hydrothermal diamond anvil cell to study fluid-rock reactions in situ at arc-magmagenetic conditions. Recent research includes investigations of the crystalline structure of the earth's inner core, the composition and mineralogy of the mantle transition zone, and the anisotropy of the upper mantle.

Youxue Zhang, Associate Professor, Ph.D., 1989, Columbia University. Professor Zhang's principal research interests include experimental petrology, igneous petrology, geochemistry and mineral physics. A major part of his research is the application of experimental petrology and theoretical modeling to the kinetics and dynamics of geochemical processes such as diffusion, crystal growth/dissolution, volcanic eruption, and the evolution of the mantle, crust and atmosphere. Other research interests include properties of and reactions in silicate melts and glasses.

OCEANOGRAPHY

Philip A. Meyers, Professor, Ph.D., 1972, University of Rhode Island. Professor Meyers is an organic geochemist specializing in oceanography and limnology. He uses molecular and isotopic indicators of the biological origins and diagenetic alterations of organic matter to reconstruct past sedimentary environments. Among his current research interests are glacial-interglacial marine productivity cycles, lacustrine sedimentary paleoclimate histories, depositional conditions forming deep-sea black shales and sapropels, and impacts of environmental changes on delivery of organic matter to lake sediments.

Theodore C. Moore, Professor, Ph.D., 1968, Scripps Institution of Oceanography, UCSD. Professor Moore's interests lie in the study of paleoceanographic and paleoclimatic change. His research involves the stratigraphy of ocean and lake sediments and makes use of seismic stratigraphy, lithostratigraphy, and biostratigraphy (Radiolaria) to explore the history of the earth. Ongoing studies focus on the very detailed records of climate change through the Pleistocene and Holocene and extend into the Cenozoic.

Robert M. Owen, Professor, Ph.D., 1975, University of Wisconsin. Professor Owen's primary interests are paleoceanography and marine geochemistry. His research has focused on rare earth element cycles, the relationship between tectonism and seafloor hydrothermal activity, paleoclimate, and marine mineral exploration.

David K. Rea, Professor, Ph.D., 1974, Oregon State University. Professor Rea is a geological oceanographer whose interests are in the sedimentary history and tectonic evolution of ocean basins. His ongoing research is in the fields of paleoceanography and paleolimnology in an effort to decipher records of regional and global climatic change.

James C. G. Walker, Adjunct Professor, Ph.D., 1964, Columbia University. Professor Walker's research is concerned with the processes that control the composition of the ocean and the atmosphere and the way in which these processes may have changed during the course of earth history, particularly as a result of biological evolution. The work involves a combination of theoretical modeling and observation and interpretation of the sedimentary rock record. He has also conducted research in the fields of aeronomy, ionopheric physics, planetary atmospheres, and atmospheric chemistry.

PALEONTOLOGY

Tomasz K. Baumiller, Associate Professor, Ph.D., 1990, University of Chicago. Professor Baumiller studies the functional morphology of modern and fossil organisms by employing experimental, theoretical, and field-based approaches and extends the results of these studies to explain evolutionary trends and transitions. He is also developing taphonomic techniques (taphonomy: the study of processes between death and burial of an organism) to gain insights into the biology of fossil organisms. He works mainly with echinoderms, with a special interest in Late Paleozoic, Triassic, and Recent crinoids.

Daniel C. Fisher, Professor, Ph.D., 1975, Harvard University. Professor Fisher's interests include use of functional morphology and phylogenetic inference (incorporating stratigraphic data) to understand large-scale patterns of change in evolution. He works with chelicerate arthropods, receptaculitid algae, and primitive echinoderms. He is also investigating the nature of human association with mastodons and mammoths and the cause of late Pleistocene megafaunal extinctions.

Philip D. Gingerich, Professor, Ph.D., 1974, Yale University. A specialist in vertebrate paleontology and mammalian evolution, Professor Gingerich's research has focused on the origin and radiation of modern mammalian orders in the Cenozoic, detailed documentation of evolutionary patterns at the species and faunal levels in the fossil record, and the early stages of primate and human evolution. Active field programs involving students are underway in Pakistan and the western United States.

Gerald R. Smith, Adjunct Professor, Ph.D., 1965, University of Michigan. Professor Smith is investigating the processes leading to the origin of fish species. His paleontological work is centered in the Miocene and Pliocene rift lakes of southwest Idaho and adjacent Oregon. He is studying the fossil record of fishes in the Idaho lakes in the context of ecological and climatic changes through time and connections to other Late Cenozoic lakes in the Intermountain West. He is collaborating with K.C. Lohmann in the study of the stable isotopes of oxygen as climatic indicators, recorded in seasonal growth bands of the aragonitic fish otoliths in the fossil record.

PALEONTOLOGY & CLIMATOLOGY

Robyn J. Burnham, Associate Professor, Ph.D., 1987, University of Washington. Professor Burnham's interests lie in angiosperm paleobotany and paleoecology. She has focused her research efforts on taphonomy in modern tropical ecosystems and the implications of life-form and seasonal cycles in forested ecosystems for the potential fossil record. She has applied the principles operating in modern ecosystems to the early Tertiary tropical and subtropical environments preserved in the western United States and northwestern South America.

SEDIMENTARY GEOLOGY & GEOCHEMISTRY

Kyger C. Lohmann, Professor, Ph.D., 1977, SUNY/Stony Brook. Professor Lohmann's research has focused on the chemical and textural aspects of carbonate sediments and mineral phases. Such research integrates information characterizing the mineralogy, petrology, stable isotope and trace element chemistry of ancient rock materials. Examples of past studies include: ore deposition in carbonate terranes, secular variation in the chemistry of the paleocean, paleoclimatology or marine and freshwater settings, and the mechanisms and modes of sediment diagenesis.

Lynn M. Walter, Professor, Ph.D., 1983, University of Miami. Professor Walter's research focuses on aqueous and solid phase geochemistry of sedimentary systems. Approaches range from integrated porewater-solid phase studies in modern environments (salt pans, carbonate platforms, deltas) to experimental study of carbonate-silicate-evaporite mineral reaction kinetics. Hydrogeochemical investigations of groundwaters and sedimentary basin formation waters are another active area of study, integrating isotopic (O, D, Sr, B, C) systems with water chemistry to deduce organic matter? mineral reactions along fluid migration paths.

Bruce H. Wilkinson, Professor, Ph.D., 1973, University of Texas/Austin. Professor Wilkinson conducts research in the field of sedimentary geology with particular emphasis on modern and ancient lacustrine sequences. He is also interested in the diagenesis of marine carbonates and the evolution of Phanerozoic carbonate-producing systems.
 
 

6. OFFICE STAFF MEMBERS AND THEIR DUTIES

Nancy Ballis (Administrative Assistant I)

Norma Crowley (Financial Clerk III) Nancy Kingsbury (Office Assistant III)


Tom Merline  (Administrative Associate)

TBA (Academic Secretary II)
 

7. OTHER STAFF MEMBERS

Alex Andronikov æ GIGL Lab Manager

Dale Austin æ Illustrative Services

Scott Baird æ Computer Services

Chris Hall æ Noble Gas Lab Manager and Assistant Research Scientist

Carl Henderson æ EMAL Lab Manager

James Hinchcliff æ Thin Sections

Ted Huston æ Keck ICP-MS Lab Manager

Marcus Johnson æ RIGL Lab Manager

Nathan Rowling æ Computer Services (UNIX)

William Wilcox æ Building Manager

Lora Wingate æ Light Stable Isotope Lab Manager

Charles Wooden æ Camp Davis Facility Manager
 
 

8. DEGREE REQUIREMENTS*

*As this section has been generalized, it is highly recommended that you also read the Graduate Bulletin and the Rackham Student Handbook for additional information.

MASTER'S DEGREE IN GEOLOGY

(Revised November 1991)

The Master of Science degree in Geology or the Master of Science degree in Mineralogy will be awarded to graduate students who complete a minimum course requirement of 32 credit hours as outlined in the Graduate School Bulletin. Of these 32 hours, at least 20 hours must be in Geological Sciences courses excluding credit for a research project or thesis investigations, 6 hours must be elected in advanced cognate work, and up to 6 hours may be accumulated on a research project or thesis investigation. (Of the 20 hours in Geological Sciences, 16 hours must be in formal, graded courses, and the remaining 4 hours may be accumulated in seminar courses. Extension Service courses cannot be elected to fulfill the minimum course requirement.) A thesis, a report on a research project, or a publishable scientific paper must be presented to and judged acceptable by two faculty members who form the Candidate's M.Sc. Committee. The chair of the Committee will be the faculty member under whose direction the work is done. The subject of the research project, scientific paper, or thesis, whichever the Candidate elects, must be chosen no later than the first week of the second semester in residence. Four copies of the hardbound thesis (or the report or manuscript in lieu of thesis) must be presented to the Department Chair no later than the last day of classes of the term in which the degree is expected. Copies will be put on permanent reserve at the Science Library and in the Department. If the Candidate elects to submit a scientific paper, it will be read and judged acceptable for submission as a publication by his/her faculty committee.

The graduate program is based on a comprehensive background in the fundamental phases of geological and cognate sciences. Prior to completion of the M.Sc. program, students holding a bachelor's degree from another school are expected to have completed the equivalent requirements of the University of Michigan Undergraduate Professional Concentration Program, including cognate courses and a rigorous course in field geology. Students lacking such a background will be expected to elect appropriate courses to remedy such deficiencies.

The M.Sc. program should adequately prepare students in one or more of the specialized fields of geology from the following categories: To attain this objective, a candidate for the Master's degree must include in his/her graduate program at least four advanced geology courses and two cognate courses from other departments.
 
 

MASTER'S DEGREE IN OCEANOGRAPHY, MARINE GEOLOGY OR MARINE GEOCHEMISTRY

(September, 1989)

The Master of Science degree in Oceanography-Marine Geology and Geochemistry will be awarded to Candidates who complete a minimum course requirement of 32 credit hours as outlined in the Graduate School Bulletin. Of these 32 hours, at least 20 hours must be in Geological Sciences courses excluding credit for a research project or thesis investigations, 6 hours must be elected in advanced cognate work, and up to 6 hours may be accumulated on a research project or thesis investigation. A thesis, a report on a research project, or a publishable scientific paper must be presented to and judged acceptable by two faculty members who form the Candidates M.Sc. Committee. (Extension Service courses cannot be elected to fulfill the minimum course requirement.) The chair of the Committee will be the faculty member under whose direction the work is done. The subject of the research project, scientific paper, or thesis, whichever the Candidate elects, must be chosen no later than the first week of the second semester in residence. Four copies of the hardbound thesis (or the report or manuscript in lieu of thesis) must be presented to the Department Chair no later than the last day of classes of the term in which the degree is expected. Copies will be put on permanent reserve at the Natural Science Library and in the Department. If the Candidate elects to submit a scientific paper, it will be read and judged acceptable and submitted for publication by his/her faculty committee.

The graduate program is based on a comprehensive background in the foundations of earth and cognate sciences. Students holding a bachelors degree from another school are expected to have completed, prior to completion of the M.Sc. program, the equivalent requirements of the University of Michigan Undergraduate Marine Geology Program, including cognate courses. Students lacking such a background will be expected to elect appropriate courses to remedy such deficiencies.

The M.Sc. program in Marine Geology and Geochemistry is intended to prepare the students in one or more of the specialized fields of oceanography. To attain this objective, a Candidate for the Masters degree should include in his/her graduate program at least four advanced geology courses and two cognate courses within one of the following categories:

Marine Sedimentology: marine geology, stratigraphy, sedimentology, geochemistry, paleontology, tectonics. Cognates: physical oceanography, statistics, mathematics

Marine Geophysics: marine geology, tectonics, geophysics, sedimentology, stratigraphy, structural geology. Cognates: physical oceanography, physics, mathematics, statistics

Marine Geochemistry: marine geology, geochemistry, sedimentology, mineralogy. Cognates: physical oceanography, chemistry, statistics

Marine Biology/Paleobiology: marine geology, paleontology, sedimentology, stratigraphy. Cognates: physical oceanography, statistics, biology, natural resources
 

DOCTOR OF PHILOSOPHY DEGREE IN THE DEPARTMENT OF GEOLOGICAL SCIENCES -- General Requirements

  1. Admission to the Ph.D. Program. The deadline for the submission of applications and all other supporting documents for admission for the Fall Term is June 1; however, to be considered for financial support, all materials should be received by January 15. The deadline for admission for the Winter Term is November 1.
The Graduate Record Examinations, prepared and administered by the Educational Testing Service of Princeton, New Jersey, are required as part of the application for admission to a graduate program whether that work is begun at the M.Sc. or Ph.D. level. An applicant for admission to the Ph.D. program shall submit the results of his/her performance on the GRE with application and other materials required by the Department. An advanced (subject) GRE examination is also expected of the applicant but this may be waived, upon the applicant’s request, with permission of the Department Chair. The GRE is administered throughout the United States and other countries several times each year. Dates and places to take the examination may be obtained from the Educational Testing Service, P.O. Box 955, Princeton, NJ 08540. The applicant is expected to make his/her own arrangement to pay for and take these examinations and to see that the results are sent to this Department.

Persons who have or expect to receive the M.Sc. degree from the University of Michigan must complete a formal application for admission to the Ph.D. program within the Department. Applications should be submitted in January for admission to the Ph.D. program the following Fall Term and in September for admission the following Winter Term. Forms may be obtained from the Department of Geological Sciences.

Normally the M.Sc. degree is prerequisite to the Ph.D. However, upon request of the student and a recommendation by a faculty member, an entering student may be admitted directly to the Ph.D. program.

II. Period of enrollment. Three to four years of course work and research.

III. Special Programs. The Department may allow certain students to depart from the requirements of a normal Ph.D. program in order that they may take advantage of special cognate science interests and background. However, in order for a student to qualify for such an exception, he/she must prepare an acceptable plan, which is reviewed and approved by the student’s advisor and the Department Executive Committee prior to admission.

IV. The Exploratory Evaluation, which is conducted orally, has been instituted to help incoming Ph.D. students, who obtained an M.Sc. degree elsewhere, prepare for the Preliminary Examinations. The five members of the Committee that administers the Exploratory Evaluation shall be selected by the student and his/her advisor in consultation with the Graduate Advisor. The Exploratory Evaluation is designed to discover serious deficiencies in the student’s breadth of knowledge as described below for the Preliminary Examination, if any exist. This Exploratory Evaluation is not a test; the student cannot pass or fail. If deficiencies are discovered, a recommendation (not a requirement) may be put on record; this recommendation can take the form of suggested courses (of the group 231, 305...440, cognates, other 400-level courses to be taken or audited), the material of which, in the opinion of the Committee, must be mastered if the student is to pass the Preliminary Examination. The Exploratory Evaluation and the Committee administering it are not concerned with thesis topics, graduate curriculum requirements, and/or the date of taking the Preliminary Examinations. The Exploratory Evaluation shall be completed within the first month of residency. Students should set up appointments, as soon as they arrive on campus, with the Committee members who administer the Exploratory Evaluation separately. Any delay will cause problems for the student if a recommendation is made to audit or enroll in courses that are offered only once a year. Members of the Exploratory Committee will communicate their comments and recommendations to the student’s advisor, as well as to the Graduate Advisor in writing. To reiterate, the Exploratory Evaluation is instituted for the sole purpose of helping the student in the preparation for his/her Preliminary Examination.

  1. The Preliminary Examination. The purpose of the Preliminary Examination is to determine the adequacy of the applicant’s abilities and background for the pursuit of original, independent research. For students with an M.Sc. degree from the University of Michigan the Preliminary Examination is to be scheduled no later than two weeks before the end of classes in the student’s first term in residence following admission to the Ph.D. program. An extension of an additional term may be granted to these students if their program of studies has been significantly interrupted after receipt of the M.Sc. degree.
The Examining Committee will consist of five faculty members. Two will be chosen from the three-person Ph.D. Examination Committee appointed by the Department Chair. Commonly these two will include the Chair of the Examination Committee, who will preside over the oral examination. The other three members will be selected jointly by the student and his/her advisor, in consultation with the Graduate Advisor. Students are urged to seek guidance in preparation for this examination from the Committee members.

Students who enter the Ph.D. program with an M.Sc. degree from another institution will have a Preliminary Examination Committee composed of the same members as the Exploratory Evaluation Committee (as far as practical), and take the Preliminary Examination no later than two weeks before classes end in the second term of residency.

The preliminary exam will consist of both a written part and an oral part. The written exam will have several questions, compiled by the examining committee, that are to be answered in a time period of not more than four hours. To pass the examination the student must demonstrate a firm grasp of material from, or equivalent to, the core curriculum of the Undergraduate Professional Concentration program of this Department and course work completed as a graduate student. The written exam is scheduled around the fifth Saturday following the start of the term in which the student is required to take the preliminary examination. The exact date, time and place of the written examination will be announced at the beginning of each semester.

Upon successful completion of the written part, the student can take the oral part of the preliminary examination, which she/he will schedule with the committee members. The oral examination period falls between the seventh week after the start of term and the end of term. The student is encouraged to make arrangements for the oral examination as early as possible. The oral portion of the exam will begin with a presentation by the candidate, not to exceed 15 minutes in length, of a forward-looking research presentation. The student will present the examining committee with an extended abstract of up to two pages in length one week prior to the exam. The presentation will be followed by an open discussion between the examining committee and the candidate based on, but not necessarily limited to, the research presentation.

Upon completion of the Preliminary Examination, the chair of the Examination Committee will submit a written report evaluating the examination and reporting whether the student passed, failed, or passed with stated conditions. This report will be directed to the Departmental Chair, who will inform the Graduate School if the examination was passed. If the student failed the examination, the Committee must recommend if (and when) the student may be permitted to attempt a second examination.

VI. Advancement to Candidacy. Following the completion of all departmental course requirements (including six hours of cognate courses, and all other course requirements for the Masters program), the residency requirements of the Rackham Graduate School (see below), the successful completion of the Preliminary Examination, and the meeting of all stipulations of the Preliminary Examination Committee, the student may be advanced to Candidacy. If further course work or remedial work is required, advancement to Candidacy will be delayed until these conditions are met.

  1. Dissertation Committee. Before the first day of classes of the term following the successful completion of the Preliminary Examination, a Dissertation Committee will be nominated in consultation with the student and the potential Dissertation Committee Chair. The chair of the committee must be a faculty member, but a research scientist may serve as co-chair. The Committee must have at least four members, and at least two of these members must be regular faculty from the Department of Geological Sciences. One member must be from outside the Department and be a regular member of the Graduate Faculty in a Rackham doctoral program. Preferably, this outside member will hold an appointment in a collateral or related field.
In the same term, this Committee will meet with the student to consider his/her future program, keeping in mind the recommendations of the Preliminary Examination Committee. The Department has no formal foreign language requirement, but the Dissertation Committee may deem it necessary for the student to demonstrate proficiency in a relevant foreign language.

The student must present a dissertation prospectus to the Committee for consideration and approval no later than one week before this meeting. Subsequently, the Dissertation Committee shall meet with the student at least once each academic year to review his/her progress. At least one member of the Preliminary Examination Committee shall be appointed to the student’s Dissertation Committee. The Departmental Chair will inform the Graduate School and the Committee members of the nominations.

VIII. Residence Requirements. Requirements are established by the Graduate School. They include at least 18 hours of graduate credit on the Ann Arbor campus.

IX. Final Requirements. The Department will adhere to the Graduate School deadlines for completion of all final requirements including scheduling of the final Defense of Dissertation Examination, as outlined in the Dissertation Handbook. These deadlines apply both to students in residence and those completing dissertations in absentia. The student is urged to prepare the individual chapters of his/her dissertation for publication following Rackham guidelines, if at all possible. Dissertation committee members should be given chapters (often submittable papers) in a timely fashion, well before the final thesis submission. The Defense of Dissertation Examination consists of a public lecture with a question-and-answer period, followed by a closed examination by the Dissertation Committee. The Ph.D. degree is awarded in geology, mineralogy, or oceanography.
 
 

DOCTOR OF PHILOSOPHY DEGREE IN GEOLOGY -- Specific Requirements

I. Admission to the Ph.D. Program. Persons who will have received the M.Sc. in the geological sciences from an accredited university are eligible to apply for admission to the Ph.D. program in the Department of Geological Sciences at the University of Michigan. The doctoral program of study should be based on a comprehensive background in the fundamental phases of geological and cognate sciences, approximately equivalent to the Undergraduate Professional Concentration and M.Sc. programs in this Department. Students lacking such a background must make up deficiencies as soon as possible after beginning graduate study.

II. The Exploratory Evaluation. The five members of the Exploratory Evaluation Committee shall be selected by the student and his/her advisor in consultation with the Graduate Advisor for Geological Sciences.

III. The Preliminary Examination. For students concentrating in Geological Sciences, the Preliminary Examination will be given orally by the Examining Committee and lasts 2 to 3 hours. To pass the examination the student must demonstrate a firm grasp of material from, or equivalent to, the core curriculum of the Undergraduate Professional Concentration program of this Department and of course work completed as a graduate student.

IV. Advancement to Candidacy. As soon as all stipulations of the Preliminary Examination Committee have been completed, the Dissertation Committee will meet with the student to determine fitness for Candidacy.

DOCTOR OF PHILOSOPHY IN OCEANOGRAPHY: MARINE GEOLOGY AND GEOCHEMISTRY -- Specific Requirements

  1. Admission to the Ph.D. Program. Students with a Master’s degree in oceanic, earth or other appropriate science and who wish to pursue studies in oceanic science are encouraged to apply to the Ph.D. program in Oceanography: Marine Geology and Geochemistry. The doctoral program is based on a comprehensive background in the fundamental phases of oceanic, earth and cognate sciences, approximately equivalent to the undergraduate and Masters of Science oceanography programs in this department. Students lacking such a background must make up deficiencies as soon as possible after beginning graduate study.
  1. The Exploratory Evaluation. The five members of the Exploratory Evaluation Committee shall be selected by the student and his/her advisor in consultation with the Graduate Advisor for Oceanography. Students who enter the Ph.D. program with a masters degree from another institution or academic department (such as biology or chemistry) will be given an oral Exploratory Evaluation by the Oceanography Preliminary Examination Committee within the first month of residency.
  1. The Preliminary Examination. The student must demonstrate a firm grasp of material from or equivalent to the core curriculum of the undergraduate degree program in oceanic science and of course work and research completed as a graduate student. Emphasis in the Preliminary Examination is placed on the student’s ability to integrate, synthesize and utilize material in the analysis and solution of geological and oceanographic problems, rather than recall of specialized knowledge. The Preliminary Examination is given in two parts: one written and one oral. The written portion of the exam is composed of four sets of questions that focus on the four main fields of biological, chemical, physical, and geological oceanography. Normally each set of questions is designed by one of the oceanography professors, who designates whether or not reference material may be used in providing written answers to his/her questions. Written answers to each set of questions are to be completed within two hours, with the total written examination lasting no more than eight hours. The student must pass the written examination before proceeding to the oral examination. The oral examination will be given within a few days following the written examination by the student’s Preliminary Examining Committee. Upon successful completion of both the Oceanography written and oral Preliminary Examinations the student may be advanced to candidacy.
Advancement to Candidacy. The Preliminary Examining Committee shall decide if further course work is necessary

SUMMARY OF STEPS TOWARD Ph.D.?

Action
Timing
Responsibility
     
1. Appointment of Prelim Exam Committee As soon as possible during first term of Pre-Candidacy; inform Administrative Assistant (Nancy Ballis) 2 permanent members appointed by Dept. Chair; 3 ad hoc members selected by student's Advisor and 
    student in consultation with the graduate advisor
     
     
Action
Timing
Responsibility
1a. Schedule Exploratory interviews for non-UM M.Sc. holders As soon as possible during first term of Pre-Candidacy; inform Admin Assistant (Nancy Ballis) Prelim Exam Committee; Committee Chair and Student
     
1b. Exploratory interviews (non-UM M.Sc. holder) Within first 21 days of first semester in residence as a Pre-Candidate Prelim Exam Committee
     
1c. Report to the Graduate Advisor on Exploratory Within 10 days after exam Prelim Exam Committee Chair, and each committee member
     
2. Schedule Prelim Exam For UM M.Sc. holders, within first 30 days of first term as Pre-Candidate.  Student and Prelim Exam Committee Chair
     
3. Prelim Exam For UM M.Sc. holders, at least 2 weeks before last day of classes in first semester as Pre-Candidate Prelim Exam Committee
  For non-UM M.Sc. holders, at least 2 weeks before last day of classes in second semester as Pre-Candidate  
     
4. Report to Department Chair on Prelim Exam As soon as possible after exam Prelim Exam Committee Chair
     
5. Report to Rackham on Prelim Exam As soon as possible after #4 Department Chair, prompted by Graduate Advisor and/or student
     
6. Appointment of Dissertation Committee and notice to Rackham Immediately after Prelim Exam has been passed. (Student should approach members informally ahead of time.) Inform Admin Asst to send notice Graduate Advisor in consultation with student and prospective Chair of Dissertation Committee
     
7. Submission of written dissertation prospectus and budget to Dissertation Committee As soon as possible after Prelim Exam Student
Action
Timing
Responsibility
8. First Dissertation Committee meeting Should take place as soon as student needs advancement to candidacy, consultation and certainly before the first summer of Ph.D.-level dissertation research Dissertation Committee Chair and student
     
9. Completion of any conditions attached to Prelim Exam As soon as possible after Prelim Exam Student
     
10. Recommendation to Rackham of student for Candidacy As soon as possible after #9 (no later than 2 weeks after classes begin for Candidacy fees to apply for that semester) Department Chair, prompted by student and/or Dissertation Committee Chair
     
11. Dissertation Committee Reviews on Annual basis Annually from date of #7 Dissertation Committee Chair and student
     
     
12. Scheduling of final Defense of Dissertation and other final procedures In consultation with Rackham Dissertation Handbook and Rackham Dissertation Secretary* Student and Dissertation Committee Chair
     
13. Defense of Dissertation  As scheduled with Rackham  Student
Public Lecture and Exam Dissertation Secretary and Dept. Admin. Asst.  
     
14. Report and Recommendation to Rackham As soon as possible Dissertation Committee Chair
     

?Oceanography requirements differ slightly. Consult the Oceanography graduate advisor for details.

*It is necessary for the student to consult with the Dissertation Secretary at Rackham prior to the defense to assure that all necessary fees have been paid, Rackham regulations have been met, etc. The Secretary is also helpful in the dissertation preparation stages when questions of format, style, etc., may arise that are not covered in the Dissertation Handbook.

9. FINANCIAL SUPPORT

After being evaluated and admitted into the Department's graduate program, you will receive an official letter signed by the Chair that indicates the level and nature of your support, and any requirements that may apply. Assuming that financial support is offered, the letter will identify the degree toward which you will be working and the duration of support. Support packages typically involve a combination of GSRA (graduate student research assistantship), GSI (teaching assistantship; now called graduate student instructor) and MA (museum assistantship), and include fringe benefits and full tuition waiver. Special rules apply to the myriad of fellowships that exist, which are explained in the individual letters. The nature of the GSRA/GSI/MA/Fellowship mix is given great attention, and generally you cannot change these appointments without specific permission from the Department's support and appointments person, and your research advisor(s).

For students entering at the M.Sc. level, the duration of support is 2 years, including fringe benefits and tuition waiver. M.Sc. students are not required to be registered for the term in which they graduate (provided no credits are taken). Note that fringe benefits continue through the summer only if an appointment has been made for the following fall. Students entering the Ph.D. program with an M.Sc. degree from another institution will receive an offer of support for a total of 4 years, whereas students who first complete an M.Sc. at Michigan will receive an additional three years of support if and when they are admitted to the Ph.D. program (making a total of five years for M.Sc.+Ph.D.).

All support is for the academic year only, and includes predetermined stipends and fringe benefits as well as a tuition waiver. Summer support, however, is not guaranteed by the Department, but is arranged by your research advisor(s). You should not register for the summer term unless you defend your dissertation outside the grace period (see Rackham handbook), because tuition will have to be paid by you. Fringe benefits continue for students who have an appointment for the following Fall term or through separate arrangements. A few summer appointments are available (e.g., EMAL, field camp), which are arranged through the individual directors of these programs. Beyond the time period indicated for your degree, further support may be covered by your advisor(s) (including benefits and tuition), but this is not guaranteed.

Support does not come without responsibilities. In order to receive continued assistance, you will have to be a student in "good standing" (see Rackham handbook), meet degree requirements (such as passing the required, annual Ph.D./dissertation committee meetings), perform GSI and/or GSRA duties acceptably, make adequate progress towards the graduate degree (as judged by the thesis committee), and proceed to candidacy according to schedule (Ph.D. only). The Department will track this carefully, and reserves the right to stop support when these requirements are not met. Make sure you meet with the graduate advisor at the beginning of each academic year, and do not assume that your research advisor is informed about your progress and/or Department regulations. Direct all inquiries about the nature of your GSRA/MA support to your research advisor(s), and discuss aspects of GSI and other forms of support with the Department's student support and appointments person.

10. GRADUATE COURSES IN GEOLOGICAL SCIENCES

415 INTRODUCTORY ECONOMIC GEOLOGY (Kesler)
(Prerequisites: G.S. 310, 351, or permission of instructor)

The goal of this course is to show how important types of mineral deposits relate to their geologic/tectonic environment and what geologic and geochemical processes lead to their formation. Brief attention is given to the geologic, engineering and economic factors that govern whether a mineral deposit can be exploited. The laboratory provides an opportunity to examine materials from selected mineral deposit types, as well as to learn about research methods in economic geology, including polished section petrography, alteration studies, and fluid inclusion measurements. No text is required for the course. Grading is by means of lab and lecture assignments and a final exam. 4 credits Lec & Lab

417 GEOLOGY OF THE GREAT LAKES (Kesler)

Geologic history of the late-glacial and post-glacial Great Lakes of North America, with emphasis on evaluation of evidence. Related topics such as bedrock setting, engineering problems, and physical environment of sedimentation. This course is designed to give the student an overview of the physical science of the Great Lakes. We will study the geologic setting and history of the lakes concentrating on the effects of the last major glaciation, the seasonal cycles and circulation of the lakes, processes of sediment erosion, transportation and deposition, and present Great Lakes research efforts such as paleolimnology and pollution problems. The class will have a mid-term and final exam. A brief report on some aspect of Great Lakes science will be required. Reading assignments will be taken from the scientific literature. 2 credits Lec

418 PALEONTOLOGY (Baumiller, Fisher)
(Prerequisites: G.S. 117 [or equivalent], or Biol. 105 or 114)

This course is an introduction to the principles, methods of analysis, and major controversies within paleontology. It will familiarize the student with the fossil record and its use in addressing problems in evolutionary biology, paleoecology, and earth history. Examples will be drawn from the history of various groups of organisms, including both vertebrates and invertebrates. Three lectures weekly; midterm, final examination, and term paper. 3 credits Lec

419 PALEONTOLOGY LABORATORY (Baumiller, Fisher)

This course is an introductory laboratory in paleontology. It will involve observation, analysis, and interpretation of fossil specimens (primarily invertebrates) and relevant material of living organisms. Its goal is to give the student experience in dealing with paleontological problems and to develop a familiarity with the systematics and morphology of important groups of fossil organisms. One three-hour lab weekly; lab exercises, midterm, and final examination. 1 credit Lab

420 INTRODUCTORY EARTH PHYSICS (Pollack, Ruff)
(Prerequisites: Math 116.)

Comprehensive introduction to the physics of the solid earth. Topics include seismology and the structure of the earth's interior; geodynamics; gravity and the figure of the earth; isostasy; geomagnetism and paleomagnetism with implications for plate tectonics; geothermics and the thermal history of the earth 3 credits Lec

422 PRINCIPLES OF GEOCHEMISTRY (Zhang)
(Prerequisites: G.S. 231, 305, 310 and Chem 126)

The course is designed to provide a quantitative introduction to geochemical aspects of the rock cycle. Topics which will be covered include: thermodynamic and kinetic controls on the distribution of the elements, trace element and isotope geochemistry, geochemistry of the oceans and atmosphere, environmental geochemistry, and geochemical cycles. Instruction will consist of lectures and discussion of homework problems. The course is intended primarily for senior concentrating in the geological sciences, but is also open to graduate students with advisor approval. Evaluation will be based on homework problems, a short term paper, a midterm examination and a final comprehensive examination. 3 credits Lec

424 INTRODUCTORY COSMOCHEMISTRY AND EARLY EVOLUTION OF PLANETS (Zhang)
(Prerequisites: Math. 116, Phys. 126, and Chem. 130, or equivalent.).

This course introduces basic concepts of cosmochemistry and focuses on the solar system. Lectures on properties of the elements and nuclides, nuclear reactions, stellar evolution, the origin of the elements, chemistry of the solar system, classification and composition of meteorites, origin of planetary atmospheres, chemistry of terrestrial planets (Earth, Moon and the Apollo project, Mars and SNC meteorites, Venus, and Mercury), isotopic systems (including extinct nuclides) and how to use them to infer the history of the solar system. Several special seminars on planetary evolution and current topics. Knowledge of mineralogy, petrology and geochemistry preferred but not required. Evaluation will be based on homework problems, participation in seminars, a midterm exam, a term paper and a comprehensive final exam. 3 credits Lec

425 ENVIRONMENTAL GEOCHEMISTRY (Kesler and Meyers)
(Prerequisites: Introductory chemistry).

This course deals with the geochemistry of Earth's environment. The intended audience for the course includes advanced undergraduates and graduate students in Geological Sciences, as well as students at a similar level in related departments such as Chemistry, Natural Resources, Public Health and Engineering. The course begins with a review of geochemical fundamentals and goes on to a review of the composition of the lithosphere, hydrosphere and atmosphere and the ways that they are related to the composition of the biosphere. Special attention is given to naturally occurring elements and compounds of environmental interest and to geochemical processes of environmental significance. Lecture material is supplemented by problem sets and discussions. Evaluation is based on these assignments, as well as a midterm and a final exam. Reading comes largely from a course pack, class handouts and research papers. 429 PALEOECOLOGY: RECONSTRUCTION OF PAST ENVIRONMENTS AND COMMUNITIES (Staff)  
The fossil record documents a long and often surprising history of interactions between organisms and their physical and biological environments. This course is an introduction to the problems and methods of reconstructing ancient environments and communities. Plants, invertebrates, and vertebrates will be discussed, although the main emphasis will be on vertebrates. Topics include reconstruction of climates, physiography, vegetation, and faunas; the different approaches, both in field work and analysis, to each of these topics; changes in taxonomic diversity through geologic time; extinctions and adaptive radiations; past communities that were organized differently from those of today; and the strengths and weaknesses of modern analogues in paleoecology. Taphonomy, the study of preservational processes, is also included as an integral part of inferring life habits for individuals and the composition of original communities of plants and animals.

Prerequisites: Introductory Biology or Introductory Geology required. Evolutionary Biology, Ecology, or Paleontology recommended.

 3 credits Lec

430 DEPOSITIONAL ENVIRONMENTS (Lohmann, Wilkinson)

GS 430 is an in-depth introduction to depositional processes and products in a broad range of modern terrigenous clastic and marine carbonate sedimentary settings. Topics that are usually covered include considerations of facies in time and space, sealevel changes and cycles, concepts of fluid flow, sediment transport, flow regime and bedforms, sedimentary structures, arid and humid region alluvial fans, coarse- and fine-grained meander belt fluvial systems, aeolian deposits, lacustrine systems, river- and wave-dominated deltas, wave mechanics, transgressive and regressive barrier systems, terrigenous tidal flats, turbidites and debris flows, mechanisms of carbonate generation, composition and texture of carbonate components, sedimentation on epicratonic carbonate platforms, carbonate tidal flats, reefal communities and accumulation, carbonate cycles, slope/rise carbonate systems, abyssal oozes, nonmarine carbonate deposits, and evaporite basins. Evaluation and grades based on 3 examinations, 1 term-paper, and class participation.

3 credits Lec

 431 INTRODUCTION TO OPTICAL MINERALOGY (Peacor) This is a course in optical mineralogy and petrography. It has the same lecture as the recitation section of GS231, and the same lab as one lab section of GS231. It is intended for the graduate student in Geological Sciences who needs an introduction to this subject. A grade will be based on weekly labs, quizzes and a lab final. 1 credit Lab

432 FIELD STUDIES IN QUATERNARY GEOLOGY AND GEOMORPHOLOGY (Staff)

Field course to be offered Term I or II or both terms. Check with departmental administrative assistant for specific term the course will be offered. 1-4 credits Field

433 FIELD STUDIES IN ECONOMIC GEOLOGY (Kesler)

Field course to be offered Term I or II or both terms. Check with departmental administrative assistant for specific term the course will be offered. 1-4 credits Field

434 FIELD STUDIES IN GEOPHYSICS, TECTONICS, AND STRUCTURE (Staff)

Field course to be offered Term I or II or both terms. Check with departmental administrative assistant for specific term the course will be offered. 1-4 credits Field

435 FIELD STUDIES IN MINERALOGY, PETROLOGY, AND GEOCHEMISTRY (Essene, Lange, Mukasa, Peacor)

 
Field course to be offered Term I or II or both terms. Check with departmental administrative assistant for specific term the course will be offered. 1-4 credits Field

436 FIELD STUDIES IN STRATIGRAPHY, PALEONTOLOGY, AND SEDIMENTOLOGY (Staff)

 
Field course to be offered Term I or II or both terms. Check with departmental administrative assistant for specific term the course will be offered. 1-4 credits Field

437 EVOLUTION OF VERTEBRATES (Gingerich)
(Prerequisites: A course in general biology or historical geology.)

The course will cover the fossil evidence of the evolutionary history of the vertebrates. Lectures will describe the diversification, adaptation, and paleoecology of fishes, amphibians, reptiles, and birds from the Cambrian to the recent. Laboratories, one three hour session per week, will be devoted to the study and identification of fossils and characteristics of the vertebrate groups. The grading system will be based on two exams and a term paper. 4 credits Lec & Lab

438 EVOLUTION OF THE PRIMATES (Gingerich)

Survey of living primates and analysis of the primate fossil record. Reconstruction of paleobiology of fossils Plesiadapis, Notharctus, Aegyptopithecus, Proconsul, etc., is followed by analysis of the origin, systematic relationships, and major adaptive radiations of primates. 4 credits Lec & Lab

439 FOSSIL RECORD AND EVOLUTION OF MAMMALS (Gingerich)
(Prerequisites: Permission of instructor.)

Overview of the history of mammals based on the fossil record. Course covers osteology and odontology of living mammals, with particular emphasis on skeletal elements commonly preserved as fossils and their value for understanding the biology of extinct mammals; patterns of morphological variation and species concepts; evolutionary patterns at the species level; Mesozoic mammals; origin and diversification of modern orders in the Cenozoic; morphological and molecular approaches to mammalian phylogeny at higher taxonomic levels; evolution of the brain and other anatomical systems. Understanding of basic geology and biology is assumed. Student evaluation based on laboratory participation, research paper, mid-term and final examinations. Extensive reading of original literature in addition to text. 4 credits Lec/Lab

440 FIELD COURSE IN GEOLOGY [TAUGHT SUMMER TERM ONLY] (Staff)

Field instruction in structural geology, geomorphology, stratigraphy, and economic geology. Includes use of plane table and aerial photographs in geologic mapping. 8 credits Lec & Field Studies

442 SURFACE PROCESSES AND SOILS (Staff)

Study of processes occurring on the Earth's solid surface that determine its landforms, as well as the processes by which soils form on the surface. The emphasis is on both processes in the present environment and the evolution of landforms over geological time. Several required field trips will investigate landforms and processes around southern Michigan. 4 credits Lec & Lab

449 MARINE GEOLOGY
(Prerequisites: An introductory course in geological sciences or oceanography [G.S. 222] permission of instructor.)

 
This course is an examination of the geology of the ocean basins and the adjacent continental margins. Topics covered include methods of marine data collection, geologic structure of the ocean floor and margins, sea-floor spreading and plate tectonics, the processes of terrigenous, biogenous, and chemical sedimentation, and the interpretation of the sedimentary record in terms of past ocean circulation and global climate history. Grades are based on a mid-term and final examination and a term project designed to reveal the geologic history of one of the major ocean basins to be selected each year by the class. The class is given in lecture format, class discussions are encouraged. 3 credits Lec

455 DETERMINATIVE METHODS IN MINERALOGICAL AND INORGANIC MATERIALS (Essene, Lange, Lohmann, Peacor, Zhang)
(Prerequisites: One term of elementary chemistry and physics.)

This course consists of a comprehensive study of the theory and practice of methods of analysis commonly used in research in mineralogy and petrology. Theory learned in the lectures is applied in the laboratory in extensive exercises using research equipment. Emphasis is placed on three methods: (1)powder X-ray diffraction (4 weeks) (2)X-ray fluorescence analysis of rocks (2 weeks) (3)electron microprobe analysis A (4 weeks). Because the preceding methods are so important, they are taught in depth, so that the student is able to utilize them independently. Additional topics include electron microscopy, atomic absorption spectroscopy, and stable isotope methods. 4 credits Lec & Lab

456 PALEOBOTANY (Burnham)

This course discusses the morphology, anatomy, and evolution of all major plant groups known from the fossil record. The course is organized both taxonomically and stratigraphically. Its predominant emphasis is on vascular plants which are considered from their first appearance in the Silurian to the Recent. The laboratory involves study of an extensive series of fossil materials. 4 credits Lec & Lab

466 COMPUTATIONAL MODELS OF GEOCHEMICAL PROCESSES (Staff)
(Prerequisites: Introductory geology or permission of instructor: BASIC language programming skills.)

 
Computational models allow us to test ideas concerning the processes that control the chemical and physical properties of the global environment, to predict possible future changes in these properties, and to reconstruct the history of the evolutionary changes that have led to the world we inhabit. Simple computational models will be developed, concentrating on the composition of atmosphere and ocean. These models will be used to explore controlling processes and the response of the global chemical system to perturbations such as those introduced by human activities as well as those caused in the course of earth history by biological evolution and tectonic activity. Students will develop these computational models themselves, run them on microcomputers to test ideas developed in class, and interpret the results in terms of evidence from the sedimentary rock record to develop new ideas and to design new computational experiments. 3 credits Lec & Rec

467 STRATIGRAPHY AND SEDIMENTATION (Wilkinson)
(Prerequisites: G.S. 305, 310, and 351)

Stratigraphy is an intermediate level course which evaluates the framework for determining the time-space-rock relationships present within the sedimentary record of Earth history. It will provide an understanding of the principles and terminology of stratigraphy; these will be applied directly to real geological sequences through problem oriented exercises. Synthesis of tectonic, sedimentologic and paleontologic data within this context will provide the basis for resolving the environmental and physical evolution of the Earth as a dynamic, interactive system. Prerequisites: an introductory geology course and Sedimentology (GS 305); recommended background; Structural Geology and Paleontology. Evaluation of student performance will be based on two examinations and ongoing class projects. This course will fulfill the 400-level elective in the Geological Sciences concentration. 3 credits Lec

473/A&OS 473. ORGANIC GEOCHEMISTRY (Meyers)
(Prerequisites: Chem. 226 or Geol. 305.)

The origins and fates of organic matter in geological settings form the basis of this course. Distributions of various types of carbon compounds in lakes and oceans, recent and ancient sediments, and soils are discussed. Molecular and isotopic indicators are used as tracers of organic matter sources and of alteration and exchange processes within ad between these compartments. The special circumstances required for formation of coal, oil, and gas are explored as an important part of the alteration process discussions. The course format consists of lectures, discussions, and readings from the scientific literature. A midterm and final examination, plus a term paper, are required. 3 credits Lec & Disc.

477 HYDROGEOLOGY (Pollack and Walter)
(Prerequisites: Phys. 140/141, Chem. 125/130, and Math 116; Math 215 and 216)

 
This course provides an introduction to physical and chemical hydrogeology. Emphasis is on process and direct application to geological settings. The hydrologic cycle, physical rock framework, and properties of aquifer systems will be described and quantified. We will develop and apply transport equations and examples of fluid, energy and chemical transport in porous and fractured geologic media. In addition to stated prerequisites, Math 216 is also strongly recommended. Evaluation is based on weekly practicum/problem sets. 4 credits Lec & Lab 478 AQUEOUS GEOCHEMISTRY (Walter) This course which focuses on solution-mineral-gas equilibrium and mass transfer in geochemical environments ranging from near surface to deeper crustal temperature/pressure regimes. Topics covered will include models for ion activity/concentration relations, mineral dissolution and precipitation mechanisms and kinetics, adsorption and incorporation of ions into solids (thermodynamics of solid solutions), mass transfer mechanisms and their appropriate modeling techniques. The approach will involve integrated lecture, problems sets (weekly), laboratory period (working on geochemical models via current codes for aqueous speciation, analyzing natural waters, experiments (measure solubility yourself!), detailed problem solving). The goal is to develop geochemical skills in problem delineation and solving (how to set up and solve, how to obtain required geochemical measurements, how to critically evaluate data) which should be useful in a broad range of geoscience research areas (i.e. not just "soft" rocks!). 3 credits Lec & Lab

479 MARINE GEOCHEMISTRY (Owen)

The major emphasis of this course is on the oceanographic and geochemical processes which affect the origin, distribution and composition of lithogenous, biogenous, and hydrogenous marine sediments. Sediment-water interactions are examined through the study of interstitial water compositions and the various physico-chemical processes which are incorporated into the general diagenetic equation. Both conceptual and quantitative models of ocean composition are used as a means to evaluate our present understanding of the marine cycles and budgets of major and trace elements, seafloor hydrothermal systems, and the paleochemistry of seawater. 3 credits Lec

480 THE PLANETS: COMPOSITION, STRUCTURE AND EVOLUTION (Pollack, van Keken)

 
Origin and distribution of material in the solar system, gross composition and radial distribution of material in the planets and satellites; gravity fields and their relationship to shape and internal density distribution; origin and significance of surface topography; thermal, ionospheric and extended structure of planetary atmospheres; energetics and dynamics of planetary interior and atmospheres, thermal histories and evolution of solid interiors, devolatilization, origin and evolution of atmospheres. 3 credits Lec

483 GEOPHYSICS: SEISMOLOGY (Ruff)
(Prerequisites: Prior or concurrent election of Math 215 and Phys. 240; or permission of instructor.)

 
Elastic properties of rocks, elastic waves, seismological instruments and data, use of body wave travel times, surface wave dispersion, and periods of free vibrations to infer the structure and composition of the earth's interior; earthquake intensity and magnitude scales; spatial, temporal, and magnitude distribution of earthquakes, earthquake source mechanisms, seismological contributions to understanding of earth dynamics and global tectonics, moonquakes, underground nuclear explosions and the "man-made" earthquakes, earthquake prediction and control. Lecture and Laboratory. 4 credits Lec & Lab

484 GEOPHYSICS: PHYSICAL FIELDS OF THE EARTH (Van der Voo)
(Prerequisites: Prior or concurrent election of Math 216 and Phys. 240, or permission of instructor.)

 
Newtonian attraction; the potential function, spherical harmonics; attraction of special distributions, gravity exploration techniques; isostasy, the figure of the earth; earth tides, the magnetic field of the earth, spatial and temporal variations, theories of origin; rock magnetism, paleomagnetism, contributions to earth dynamics and global tectonics; magnetic field of special distributions, magnetic exploration techniques; temperatures and heat transport in the earth, geothermal measurements, implications for tectonic processes. Lectures and Laboratory. 4 credits Lec & Lab

486 GEODYNAMICS (Lithgow-Bertelloni, van Keken)
(Prerequisites: G.S. 420 and prior or concurrent election of Math 215 and Physics 240 or permission of instructor.)

 
This course introduces the student to the analysis of dynamic problems in geology and to the mathematical and physical tools by which they are solved. The basic principles of continuum and thermal physics are derived and applied to both small and large scale geological processes with principal emphasis on global processes. Four major topics in continuum physics will be considered in geological context: stress, strain, and elasticity; heat conduction, fluid flow, and advection of heat. The results of simple physical models allow us to explain a range of geophysical observations, including oceanic bathymetry and heat flow, plate kinematics, and the stress within plates. The student should take from this class an understanding of the physical causes of plate tectonics. There will be biweekly homework assignments made up of problem sets and essay questions; in addition, there will be two in-class and one take-home exam. 3 credits Lec

501 ELEMENTARY MICROPALEONTOLOGY

This course provides an introduction to the major microfossil groups used in marine biostratigraphy. It is designed for non-specialists who wish to gain background knowledge of the marine microfossils and the organisms which they represent, including their biology, ecology, evolution and geographic distribution. The principles of stratigraphic zonation will be discussed and examples of such zonations, together with their inherent strengths and weaknesses, will be presented. The course will include practical exercises using one or more microfossil groups in which the microfossils will be identified at the species level and applied in stratigraphic studies. 3 credits Lec, Lab

507 IGNEOUS PETROLOGY AND PETROGENESIS (Lange)

The principal objective of this course is to familiarize the student with processes affecting initially homogeneous silicate melts in the earth's crust and mantle to produce rocks of various compositions. The processes are evaluated from a number of standpoints including field evidence, thermodynamic calculations, phase equilibria, trace element partitioning and isotopic signatures. Geochemical and petrologic features recognized in the various rock suites are tied to tectonic settings, and models explaining these compositional differences are discussed. GS310 and introductory chemistry are prerequisites for the course. 4 credits Lec

508 METAMORPHIC PETROLOGY AND PETROGENESIS (Essene)

This course is designed to introduce the student to research topics in metamorphic petrology. Although weekly lectures and a petrography lab are an integral part of the course, the major portion of the grade is based on a term paper on a research topic selected by the student. A field trip to some hard rock terrane is part of the course. 4 credits Lec, Lab, Field

510 PALEOBIOLOGY (Staff)

This course is a topical treatment of current controversies and areas of research in paleobiology, intended for students who have already had a basic introduction to the field. The course is given principally in a lecture format, with occasional sessions structured as seminars. Readings are derived from the primary literature. Topics covered include: microevolutionary patterns; macroevolution; units of selection; quantitative analysis of evolutionary rates; community dynamics and evolutionary ecology; evolution of life history strategies; mass and background extinction; periodicity in extinction and origination; nonlinear dynamics and chaos in evolution. 3 credits Lec, Sem

515 TECTONICS OF OCEANS AND CONTINENTS (Van der Voo)

A course in general tectonics intended for entering graduate students in geology. It considers modern tectonic processes at plate boundaries and the geologic signatures of past large-scale tectonic events. Most of the present-day plate boundaries lie beneath the sea, but ocean basins are relatively young features so it is the continents that preserve the long geologic record of past events. The course will be subdivided into 5 segments: Introduction and theory development, processes at modern plate boundaries, evolution of new and old ocean basins, modern tectonic systems of the continents, and the geologic history of those systems. Students will be required to read and understand the geological literature, present oral reports, and write papers and research proposals. 4 credits Lec, Sem

530 CARBONATE SEDIMENTOLOGY (Lohmann)

Carbonate Sedimentology examines not only the physical aspects of carbonate sediment deposition, but also the physical and chemical aspects of their alteration during processes of lithification. Topics covered in this course include: carbonate mineralogy and chemistry, biogenic and chemical components of carbonate sediments, distribution in time and space, depositional facies patterns, and the physical and chemical processes which lead to sediment alteration. The format of this course combines lectures to provide a conceptual framework and laboratory exercises to stress recognition of carbonate rock components and diagenetic features and fabrics. 3 credits Lec, Lab

553 PHASE EQUILIBRIA (Essene, Zhang)

This course emphasizes the connection between thermodynamics and phase equilibria. The student is introduced to the concepts of thermodynamics necessary for generation of phase equilibria. Emphasis will be placed on the roles of pressure, temperature mole fractions and fugacities of various gas species, activity composition relations in selected solids. An introduction to the common experimental techniques of determining phase equilibria. The grade is based on weekly problem sets, a midterm and a final. 3 credits Lec

570 CLASTIC SEDIMENTATION (Lohmann, Wilkinson)

An advanced course that examines processes and products of deposition in the various environments dominated by terrigenous clastic sediment. These include alluvial fan, coarse and fine grained meander belts, deltaic, aeolian, shelf, chenier, beach barrier, tidal flat, and slope-rise settings. In addition to lecture material, course responsibilities and grades are determined on the basis of weekly readings from the recent literature, a term paper, and a midterm and final examination. The thrust of the course is to familiarize participants with the spectrum of important clastic sedimentary systems, and with characteristic facies associations that allow the recognition of ancient analogues in the stratigraphic record. 3 credits Lec

580 ISOTOPE GEOLOGY (Mukasa, Lohmann)

This course explains from first principles the main radioactive and stable isotopic techniques used in geochemistry and geology. The course also demonstrates the manner in which isotope geochemistry has been utilized to solve some of the major problems in the earth sciences. The Rb-Sr, U-Th-Pb, Sm-Nd, K-Ar radioactive systems, and oxygen, carbon, hydrogen and sulfur stable isotope systems are discussed in detail. It is shown how these methods can be applied to bulk Earth geochemistry, dating of a wide variety of rock types and common geological processes, the age and origin of the Moon and meteorites, crustal evolution, mantle reservoirs, the origins of igneous rocks, crustal thermal histories, sedimentary diagenesis, sedimentary provenance, paleotemperatures, ore petrology and water-rock interaction. Performance is generally evaluated using continuous assessment, and mid-term and final exams. 3 credits Lec

582 ADVANCED ORE DEPOSITS (Kesler)
(Prerequisites: GS 415 or equivalent)

This course deals with the geochemistry of hydrothermal and magmatic ore deposits, with an empahis on fluid inclusions, relevant experimental data, and raction progress modeling in high-temperature systems. The course format includes lectures to presentations, as well as laboratory work with representative ore samples and reaction progress programs. 4 credits Lec, Lab

583 INTERMEDIATE SEISMOLOGY (Ruff)

This course covers selected advanced topics in seismology. The main topics are: (1) wave propagation in heterogeneous material, or (2) advanced seismic source theory. The course level is appropriate for graduate students in geophysics and other related physical sciences. The course format is a combination of lectures and student projects. 3 credits Lec

607 TECTONICS SEMINAR (van der Pluijm, Van der Voo)

Geology and geophysics of selected regions. Introductory lectures, discussions and weekly seminars are combined with student presentations on individual research projects (generally some aspect of a certain region). 3 credits Sem

608 ADVANCED ISOTOPE GEOLOGY (Mukasa)

The course complements Geological Sciences 580 where the basic principles of stable and radiogenic isotope geochemistry are presented and is aimed at those students and staff who desire a more thorough treatment of theories and models and of isotopic systems not covered in the introductory course. 3 credits Lec/Sem

622 PRINCIPLES OF PALEONTOLOGY (Fisher)

This is a lecture/seminar course that addresses advanced topics within paleontology. Recent offerings have focused on theoretical aspects of the analysis of adaptation and on the logic of phylogenetic inference. Readings are drawn from current literature on the chosen subject. Meetings consist of presentation of necessary background information and critical evaluation of current research. One three-hour meeting weekly; term paper. No required text.

3 credits Lec
 
 

 650 QUATERNARY STRATIGRAPHY (Farrand) This course deals in depth with the geological foundations of stratigraphy fundamental to chronological and environmental reconstructions--from principles of stratigraphy through dating methods and paleoenvironmental techniques, especially those peculiar to Quaternary geology, geomorphology and archaeology, in various climatic zones and the ocean basins. 3 credits Lec

662 ADVANCED STRUCTURAL GEOLOGY (van der Pluijm)

Advanced structural geology is primarily intended for graduate students in structural geology and related geological disciplines. It is offered as a course or seminar that examines a single theme. Recent course topics include strain analysis, crystal defects and deformation mechanisms, folds and fractures; regional geology and tectonics are excluded. Occasionally, lectures will be offered by guest speakers. Typically, the group consists of approximately 5