Abstract Connemara Marble, a well-known distinctive decorative stone from the west of Ireland, is herein proposed as a Global Heritage Stone Resource. Connemara Marble is a sillimanite-grade ophicarbonate, dominated by dolomite and calcite with varying proportions of serpentine, diopside, forsterite, tremolite clinochlore and phlogopite. The marble displays intricate corrugated layers that range in colour from white through sepias to various shades of green. These features impart unique characteristics that set the marble apart from other ornamental stones. Characteristics reflect amphibolite-grade metamorphism of an impure siliceous dolomitic limestone during the Grampian orogeny (475–463 Ma). Olivine, diopside, tremolite along with calcite and dolomite were formed during the peak of metamorphism which was followed by a later pervasive hydrothermal metamorphism that led to the extensive growth of serpentine after olivine and diopside. It has been used since Neolithic times, but has been quarried and fashioned in Connemara since the eighteenth century, and widely utilized in buildings in Ireland and the UK, for cladding, banisters, columns and church fittings. Later in the late nineteenth and early twentieth centuries it was exported in large quantities to the USA for use in civic and educational buildings. Its many uses as an ornamental stone in the interiors of buildings and in Irish jewellery commands worldwide acclaim.

Geoscience students often have difficulty interpreting real-world spatial relationships from traditional two-dimensional geologic maps. This can be partly addressed with direct, tactile field experiences, although three-dimensional (3-D) cognition can still be hampered by incomplete exposure of all spatial dimensions. Many of these barriers can be overcome by incorporating computer-based, virtual 3-D visualizations within undergraduate field-oriented curricula. Digital field equipment is fast becoming a standard tool in environmental, engineering, and geoscience industries, in part because of the increased accessibility of ruggedized computers equipped with global positioning system (GPS) receivers. Handheld computers with geographic information systems (GIS) software record and display data in real time, which increases the accuracy and utility of draft field maps. New techniques and software allow digital field data to be displayed and interpreted within virtual 3-D platforms, such as Google Earth. The James Madison University Field Course provides a field geology curriculum that incorporates digital field mapping and computer-based visualizations to enhance 3-D interpretative skills. Students use mobile, handheld computers to collect field data, such as lithologic and structural information, and analyze and interpret their digital data to prepare professional-quality geologic maps of their field areas. Student data and maps are incorporated into virtual 3-D terrain models, from which partly inferred map features, such as contacts and faults, can be evaluated relative to topography to better constrain map interpretations. This approach familiarizes students with modern tools that can improve their interpretation of field geology and provides an example of the way in which digital technologies are revolutionizing traditional field methods. Initial student feedback suggests strong support for this curriculum integrating digital field data collection, map preparation, and 3-D visualization and interpretation to enhance student learning in the field.