I regularly engage in STEM education initiatives.  Currently, with EES colleague Dork Sahagian and College of Education colleague Alec Bodzin, we have developed curriculum and teacher educative materials, which use geospatial technologies (e.g. ArcGIS) and inquiry to enhance energy, climate science, and tectonics learning in middle school.  Research in science education can foster a more diverse and expanded pipeline of future scientists and engineers for the global workforce.  To learn more about the current education research or curricular modules go to the Environmental Literacy and Inquiry website -- https://eli.lehigh.edu/.

Lehigh University Dan Anastasio - Aerial view of a student trip


I aspire to teach innovative, memorable courses by making the material interesting and tractable irrespective of its conceptual difficulty. This task is achieved in different ways in different instructional settings, which range from First Year seminars [EES 90], to large natural science distribution courses [EES 21], upper class electives [EES 223, EES 334] graduate courses [EES 428], and summer field courses [EES 341]. To achieve this goal takes enthusiasm, continual commitment, and dedication to teaching. Courses can always be improved to elevate the learning of the entire class; therefore, my courses are always in revision. I integrate evolving technologies into classes such as web content and online learning, the Coursesite system, and classroom response systems for example.  While willing to take risks in the classroom, I strive to maintain an understanding of both the curricular role a course plays and the specific audience. I work to be well prepared and organized for all classes, knowledgeable of the subject matter to the point of not needing notes. I design my own laboratories and problem sets for my classes to better integrate lecture and laboratory material and to take advantage of Lehigh’s location in the Appalachian Mountains. I find that laboratories are especially powerful learning environments because of the positive impact of hands-on, inquiry-based experiential learning. I integrate numerous field trips into my courses and require students to make measurements and collect data in the field so that they are practicing scientists, not simply passively learning. I strive to keep a positive atmosphere in the classroom, field, and laboratory by being fair, clear on expectations, available and approachable in class and out, respectful at all times, and accommodating of students with disabilities; all while attempting to be as rigorous and demanding as possible. My graduate courses are current, benefit from my research, and are accessible to all EES geologists. I believe that graduate students should be competitively trained for a national marketplace, finish in a timely fashion, and to benefit personally from their research efforts. My teaching is generally praised on student evaluations.


EES 021 Introduction to Planet Earth 3 Credits
Processes within the Earth and dynamic interactions between the solid earth, the atmosphere, and the oceans. Lectures.
Attribute/Distribution: NS

EES 223 Structural Geology and Tectonics 4 Credits
Material behavior of rocks and the architecture of the Earth’s crust. Plate tectonic processes and plate margin deformation. Introduction to geologic maps and field techniques. Lectures, laboratories, and one or two weekend fieldtrips. Prerequisites as noted below.
Prerequisites: EES 115 or EES 131
Can be taken Concurrently: EES 131
Attribute/Distribution: NS

EES 334 Geosphere Structure and Evolution 3,4 Credits
Synthesis of the state of knowledge of Earth structure and long-term evolution, with emphasis on the crust and mantle, and integrating petrologic, geophysical, and geochemical perspectives. Mass and energy transfer through time among the crust, mantle, hydrosphere, biosphere, and atmosphere. Petrographic study of selected rock suites, and introduction to geophysical observations of the deep structure of the solid Earth. Lectures, discussion, laboratories, field trip. Prerequisites as noted below or consent of instructor.
Prerequisites: EES 131 and EES 100 and EES 115
Can be taken Concurrently: EES 100, EES 115
Attribute/Distribution: NS

EES 341 Field Camp in Earth and Environmental Sciences 6 Credits
Integrated, capstone, geological, hydrological, and ecological field experiences using the diverse natural settings of the Rocky Mountains as the classroom. Projects challenge students to synthesize field data in solving real geologic and environmental science problems. A cross country trip is used to build a common knowledge base and introduce the student to the western landscape. Focus is on specific skills that are difficult to convey in the traditional classroom setting, including GIS/GPS computer-based geologic mapping, section measuring, structural analysis, stream hydrology, sediment transport, and landscape ecology. Five weeks in the field; summer session. Consent of Field Camp Director required. Students must apply through the Lehigh Field Camp Program. Must have declared major in EES. Prerequisites as noted below or consent of the program director.
Prerequisites: EES 131 and EES 115 and EES 152 and EES 223 and EES 316
Attribute/Distribution: NS
Field camp website

EES 427 Orogenic Belts 3 Credits
Geometry, kinematics, and mechanics of orogenic belts. Course will explore current paradigms of depositional, deformational, and metamorphic processes in the Earth’s crust. Lectures, seminars, and field trips. Topically variable may be repeated for credit. Consent of instructor required.
Repeat Status: Course may be repeated.

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