This document synthesizes research within a historical, linguistic, socio-cultural context to develop understandings of earthquake intensity and magnitude to better inform the public about Natual Resources Canada's forthcoming earthquake early warning system (EEWS).

This is a project proposal to understand how the Canadian population understand earthquake magnitude and intensity. The project incorporates three strategies: historical, linguistic, and socio-cultural, to come to these understandings.

This project examines how metaphors shape teaching and learning in geoscience. Using Conceptual Metaphor Theory and the MIPVU method, we analyze geoscience textbooks and social media to identify and map metaphor use — direct, indirect, and implied. We then evaluate how these metaphors affect understanding and develop clearer alternatives to improve science communication.

This project explores how metaphors shape scientific thinking and learning, particularly in geoscience education. By adapting the Metaphor Identification Procedure (MIPVU) into a simpler four-phase process, researchers are identifying common conceptual metaphors in introductory textbooks and examining how they influence student understanding. The goal is to help educators recognize the power-and pitfalls-of metaphor use, improving teaching strategies and learning outcomes in science.

This project explores how metaphors in introductory geology textbooks influence student understanding. By examining both scientific and teaching metaphors—such as describing the mantle as “flowing taffy”—researchers aim to identify which ones clarify or confuse key concepts. The study will analyze common metaphor use, uncover links to student misconceptions, and develop strategies to improve science learning through clearer, more effective language.

This page contains visual representations of project landscapes and virtual outcrop models

With geoscience enrollment at the University of Calgary quadrupling over two decades, traditional field experiences have become difficult to deliver. To address this, the department is developing Virtual Field Experiences (VFEs) - interactive, web-based explorations that bring essential field learning into the classroom and enhance student engagement in the early years of study.

To address the strain on geoscience resources caused by rapidly increasing enrollment, the University of Calgary is developing Virtual Field Experiences (VFEs) — immersive, web-based explorations that replicate real fieldwork and enhance student engagement. This initiative aims to restore vital field-based learning in the early years of the program through interactive, inquiry-driven digital environments.