Accurate fault maps are an important component in the assessment of hazard from fault displacement. Different mapping techniques, biases and ambiguous geomorphic evidence for faulting can drive even expert mappers to produce different fault maps. Another challenge is that future ruptures may not follow past ruptures, so available evidence in the landscape may not lead to accurate rupture prediction. The ultimate goal of my work is to develop a systematized approach for fault mapping so that resulting maps are more evidence-based and ultimately of higher quality I systematized the active fault mapping process and the documentation of evidence for potential fault rupture. I developed and taught a systematic mapping process based on geomorphic landforms evident in remote sensing datasets to undergraduate students, graduate students, and geologic professionals. My approach uses data acquired before historic ruptures to make and test “pre-rupture” fault traces based on the landscape morphology, geomorphology, and geology. The mappers used the Geomorphic Indicator Ranking system (GIR) to represent the geomorphic evidence for faulting such as scarps, triangular facets, offset features, beheaded drainages, and many more. I evaluated the approach in three ways: (1) To assess the geomorphology that best predicts future rupture, I compared the separation distance between the mapped geomorphologic features and the rupture. Scarps and lineaments performed best. (2) I compared the fault confidence chosen by the mapper versus that computed from GIR elements (i.e., mapped geomorphology) near the fault traces. Accurately characterizing fault confidence requires a balance between the mapper input and the calculated confidence rankings. (3) I conducted listening sessions with 21 participants to understand each participant’s approach to fault mapping to highlight best practices and challenges of geomorphic fault mapping. The terminology and mapping process vary by experience level. My approach works both as a teaching tool to introduce tectonic geomorphology and fault mapping to novice mappers, but also works in an industry setting to establish consistent documentation for fault maps. These higher quality fault maps have implications applications of fault mapping including easier dissemination of information, comparison between different fault maps, and hopefully more accurate fault locations for hazard mitigation.

The origin of life remains unknowable to current science. Scientists cannot see into the origin of life on Earth, and until humanity discovers life elsewhere in the universe and begin to compare this alien life to Earth, it is likely to be undiscoverable. However, alien life may be so different from life as it is currently known that it may not be recognizable when it is found. Therefore, astrobiology needs a universal theory for life to avoid detection methods being biased towards Earth-based life. This also extends to the instrumentation sent into space, which should be built to detect universal properties of life. Assembly theory, a novel measure of complexity and arguably the only testable agnostic biosignature in current science, is used here to provide precision requirements for mass spectrometry instrumentation on future spaceflight missions with the goal of finding life elsewhere. Universal properties are not only applicable to the origins of life, but also to technologically advanced societies. Predictable patterns are found in today’s industrially based society, such as energy usage as a function of population density. These patterns may serve as the basis for technosignatures that are evidence of advanced extraterrestrial civilizations. Patters found in patent chemistry are explored, as well as predictions of chemical complexity based on assembly theory, to determine how complex chemistry is built by human society and which statistical patterns may be found in extraterrestrial civilizations. Moving beyond astrobiology, science cannot be done in a vacuum but must be communicated and taught to others. Topics such as a universal definition of life, biosignatures, and increasing complexity mean nothing without interest and engagement from others, particularly students. To this end, transformative pedagogical tools are used, particularly sociotransformative constructivism (sTc), to build and teach an Earth Science and Astrobiology curriculum to a classroom of high school incarcerated students. The impact of this class on their science learning and how they personally identify as scientists is studied.