Over the past two decades undergraduate curricula in “geology” have changed radically. What previously had been core courses – physical and historical geology, structural geology, mineralogy, optical, the three petrographies, economic geology, and paleontology – have been squeezed, amalgamated, or even eliminated, all to make room for today’s academic needs. Current demands include new courses – computational approaches to modeling, remote sensing, global environmental change, planetary science, statistics, and a seemingly endless array of related (and peripheral) subjects. As a teacher, your reviewer finds these substantive changes disturbing. Although today’s undergraduates in geology can whip through complex software with remarkable...

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