Evolving Concepts and Teaching Approaches In Tectonics and Sedimentation

Developments in sedimentary geology within the last decade greatly extend our ability to read tectonic events from the sedimentary record. Informally polled, eleven teacher-researchers of sedimentary tectonics cited five key areas of advance: (1) general basin type and setting in plate tectonic context; (2) tectonic setting as reflected in sandstone composition; (3) refinements in facies analysis in conjunction with basin type and setting; (4) quantitative analysis of subsidence histories of sedimentary basins; and (5) stratigraphic analysis of reflection seismic data.These advances in sedimentary tectonics are woven into graduate courses or seminars in basin analysis at many universities. Classes typically include a review of modern depositional systems analysis and a survey of basin types by tectonic setting. As an example, students at Stanford University are exposed to concepts in tectonics and sedimentation in two modes. A graduate level course entitled “Sedimentary Basins” reviews the broad spectrum of basin analysis techniques, then moves on to survey basin types. The midterm examination is a practical exercise requiring reconstruction of a contrived sedimentary basin, through synthesis of student field observation of selected local outcrops and supplied petrologic, paleontologic, and sub-surface data. A second course, a field seminar, provides “hands-on” experience in problem solving in sedimentary tectonics, with group analysis of an unsolved local field problem. While basin analysis cannot be justified as a separate course offering at many institutions, important elements can be built into other courses. However administered, incorporation of sedimentary tectonics into geologic education is important, because patterns of regional tectonic evolution often are elegantly reflected in the fill of sedimentary basins.