Areas of Research
I am currently engaged in a number of research projects, including: a) structural, petrological and chronological studies of thrusting, extension and magma emplacement in the Caledonides of central Norway; b) magma emplacement studies in the central Sierra Nevada, CA; c) structural/tectonic studies of faults, fractures, and monoclines in the Big Bend region – this includes mapping and structural analysis around “Laramide” structures as well as laccoliths; d) structural and petrologic studies of ophiolite complexes; and e) various lab-oriented microstructural studies of ophiolitic gabbros and ultramafic rocks. With Cal Barnes, the igneous petrologist here at TTU, I have NSF funding for three years to continue our Norwegian studies.

My emphasis with graduate students is to combine field studies (detailed mapping at scales from 1:24,000 to 1:300), cross section construction) with laboratory work including quantitative microstructural analyses (image analysis, strain analysis, LPO/SPO, etc.) and geochemistry. Geochemical studies are conducted in collaboration with Cal Barnes who runs an ICP lab (major and trace elements) at Tech. We also work with scientists at University of Wyoming and utilize the microprobe and other analytical facilities there.

Given our emphasis on field-oriented studies of high-temperature deformation, igneous and metamorphic petrology, geochemistry and geochronology, and the intimacy of our program, I think we have defined a successful niche in the realm of studies dealing with magma evolution and tectonism in arcs. With collaborators both in-house and at various universities and geological surveys, we can provide training at a variety of levels and across a number of disciplines.

In addition to studies on high-temperature structural petrology, I am also interested in more “classical” structural problems including the interaction of folding and fracture development and the geometrical and kinematic evolution of fold and thrust belts. I have ongoing field-oriented projects in the Big Bend region of SW Texas as well as the Cordilleran fold and thrust belt in eastern California.

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Teaching and Learning
While there is a strong focus on research in the Geoscience Department, I equally emphasize the development of mentoring skills, teaching and learning pedagogy, and the notion of multiple learning styles with the students who work with me. Whether students go on to work in industry or academics, my philosophy is that developing multiple methods of communication and interactivity as well as an understanding of the way in which people learn will allow the student to communicate their science and enthusiasm with the maximum impact. I also recognize that many graduates from Texas Tech go on to teach at colleges and universities and so there is a strong need to develop good teaching and learning habits.

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Expectations
In addition to the various mandatory degree requirements as outlined by the Geosciences Department and Graduate School, I have a general list of “expectations” from each graduate student. These include:
• active and vocal participation in seminars and weekly meetings,
• development of a research proposal (or proposals) that is submitted to GSA and/or AAPG,
• positive and satisfactory progress on research and teaching goals as evaluated over each semester,
• oral and poster presentation of the state of their research (whether it be undergraduate, Master’s, or PhD level research),
• participation in any industry interviews, outreach programs, or short courses in the students area of interest,
• the completion and submittal of at least one (for an M.S.) to three (for a PhD) manuscripts to a refereed journal upon graduation.

Outcomes
Completion of these goals should place the student in the best possible position for employment or continuing their education upon finishing the program at Texas Tech. As of December 2004, my current and former students have been offered or taken positions at ExxonMobil, Schlumberger, environmental and mining firms in southern California and Wyoming, or entered PhD programs such as the University of Massachusetts and Texas Tech.

Financial Support
Graduate student support in the Geosciences may come as either a Research Assistantship (RA) or a Teaching Assistantship (TA). Both assistantships offer full support for tuition as well as ~$13,000 per 9 months stipend. Support may be guaranteed for 2 years for the M.S. degree and 3 years for the PhD. Additional support may be offered based on satisfactory progress. For example, support beyond 3 years for the PhD may be derived from NSF or other types of grants. I regularly apply for Federally funded grants (e.g., NSF) and expect to work very hard to acquire funding to support the research group. Except for a brief period during the fall of 2004, I have had continuous NSF support since arriving at Texas Tech in 1999. Students with the best qualifications will be nominated for a Chancellor’s Fellowship. This is a very prestigious award at the University level and offers an additional $3000/year. Four students that I have advised have been awarded Chancellor’s Fellowships.