Structural Geology
and Tectonics
Learn how and why the Earth deforms!
Teaching reviews available at the bottom of the page.
Taught in 2013, 2016-2021.
This is a 4 AU cross-listed course available to ASE undergraduates on the Geosciences track under the course code ES3002 and to graduate students under the course code ES7012. The course is taught by Prof. Judith Hubbard, and consists of 3 hours of lecture, 3 hours of lab, and a multi-day field trip during recess week. Typical enrolment: 10-25 students.
Course description: An introduction to deformation of Earth materials, including mountain building and plate tectonics, faulting and earthquakes, folding, and ductile deformation. We will examine the forces acting on rocks and resultant strains for a variety of pressure and temperature conditions. We will study rock fracture and faulting through theory, analog experiments, geologic maps, and cross sections. Ductile deformation mechanisms will be examined through microscopic investigation of rock fabrics. Regional tectonic histories will be explored through group readings. Includes a field trip over recess week; see below for details.
Labs will introduce modern applications of structural geology to the energy and environmental industries and earthquake hazard assessment by using balanced cross sections, seismic reflection data, and satellite imagery. Students will also be introduced to the geology of the major tectonic settings, using readings, maps, and advanced visualization and analysis tools.
Course content
Structural geology and tectonics are two huge topics on their own - and even bigger combined! In this class, students explore a wide range of data and techniques to understand Earth deformation, from traditional tools like hand-drawn cross sections to digital mapping, deriving and working with numerical models, analog modeling, quantitative interpretation of seismic reflection data, hand sample analysis, field exploration, and more.
We bring tectonics to life in the laboratory by generating our own fold-and-thrust belts - check out the student videos!
Instructions for building your own sandbox can be found here.
Field trips
Some of the best learning happens on field trips, as students are inspired by their natural surroundings, and are able to ask, observe, and answer questions on their own, rather than being guided by instructors. This organic learning can be multiplied with work before and after the field trip. On my field trips, I ask students to prepare a short presentation that they deliver to their fellow students on the outcrop on a topic relevant to that space. Students also keep field notebooks, but are encouraged to use their notebooks as personal records so that they have the freedom to explore ideas and note-taking approaches rather than following a rigorous standard. After all, a field trip should above all be fun!
Southern Islands field trip
In 2021, I designed and led a new field trip to Singapore's Southern Islands. At the time, we were only allowed in groups of 8, and housing at the island dormitory was insufficient; I solved this by hiring three yachts to come to the island at night to serve as "floating hotels" - with eight students each.
Despite the challenges, we all loved the chance to break out of our routines and explore new rocks and environments.
Field trips are the soul of geology, but running trips during COVID poses special challenges.
Taiwan field trip
In 2017 and 2019, we flew to Taiwan over spring recess week and explore the impact of tectonics both old (ductile deformation) and new (Chi-Chi earthquake). (Note: the course did not run in 2018; the trip was planned in 2020 but cancelled due to COVID.)
Malaysia field trip
The first Structure field trip ran to coastal Malaysia (2016). The deformed metasediments in this region record ancient tectonic collision.
Student teaching reviews from previous years:
"Able to break down difficult concepts simply; understands what students struggle with."
"Engaging, funny, relatable, easily understood, just basically being a joy to be around (academically and otherwise)."
"She is really sincere and caring, e.g. she is always willing to have a chat with us about things beyond the course, career plans, etc."
"Had loads of in-class hands-on activites that reinforce learning concepts."
"I enjoyed her lectures because of her energy and the comfortable pace of delivering the lectures."