I use modeling (numerical, thermal, conceptual), thermochronology, geochronology, field work, subsurface data, structural geology, basin analysis, geochronology, and digital topography/GIS to investigate relationships between landscapes, tectonics, and basins. See below for descriptions and examples. In almost all of my research I strive to combine data collection with modeling.
From Curry and van der Beek, in review
I use numerical, thermal, and conceptual models to test hypotheses and geologic scenarios. The real utility of running models comes from combining them with data and observations, which serves to (1) validate (or invalidate) the model for a specific area, (2) understand the limitations of data (e.g. if there are non-unique solutions), and (3) constrain unknown variables.
We use the HPC at NCSU to run large inverse thermo-kinematic and landscape-evolution models. My students use Matlab, Python, and Fortran to accomplish various modeling goals.
From Curry et al., 2021. Figure DR3.
By exploiting the temperature-dependent retention of radiogenic decay products in particular minerals, thermochronology reveals the thermal history of a rock, which helps interpret the tectonic, exhumational, and erosional history. These data can validate hypotheses, form the basis of models, and advance our understanding of the geologic history of an area.
The landscape we observe is a result of complex feedbacks between tectonics, surface processes, lithology, climate, and human impact. Unraveling these signals is notoriously difficult, but starts with careful observation of the landscape. I use digital topography and GIS, field observations, field measurements, and numerical modeling to investigate the forces that shape Earth's surface.
Sediment storage in basins chronicles complex interactions between tectonics, surface processes, isostasy, lithology, and climate. Information on the subsurface from wellbores, seismic imaging, and geophysical measurements combined with surface mapping and data can help understand the evolution of these complex source-to-sink systems.
In both my research and teaching, I get into the field as much as possible for collecting samples, making observations, taking measurements (e.g. strike and dip, channel dimensions, slopes), mapping, and just to take in a new geologic setting!