This combined research provides in-depth insights into both the tectonic evolution of the Bradshaw Mountain region in Arizona and the effective use of Structure-from-Motion (SfM) photogrammetry in remote geological education. The first study focuses on deciphering paleostress fields in the Bradshaw Mountains region, which helps unravel Earth's past tectonic activities and lithospheric evolution. By examining fractures in plutonic stocks, ranging in age from 73 to 64 million years, crucial insights into the area's tectonic history were obtained. Fracture properties such as size, frequency, orientation, and location were diligently recorded. Further examination in a regional context revealed a complex stress regime during the Laramide orogeny, underpinned by diverse fracture and aplite dike orientations. The findings hint at potential influences of stress reversal during Laramide pluton emplacement and crystallization on regional principal stress, which deviated from previous regional tectonic studies. Factors like crustal dilation, local uplift, tensile stress cycle, and topographic stress could explain the lack of predicted mineralized orientations. The implications of these findings are vital for reconstructing Laramide tectonic and magmatic activities in the region, although further research is required to fully understand the causative mechanisms. The second study centers on the use of SfM photogrammetry in geological education, with a focus on remote learning environments. This involves creating 3D models of hand samples and outcrops with exceptional resolution for detail recognition. Detailed guidance on hardware and software specifications, image capture conditions, file management, and 3D model creation using Metashape is provided. The study emphasizes the dual-masking technique for optimum texture quality and the role of SketchFab in the analysis and viewing of the final product. This integration of SfM photogrammetry into geological education supplements traditional hands-on learning and enhances students' grasp of geological concepts. The technique provides an immersive, interactive experience, especially beneficial for students unable to physically access geological samples, and fosters critical thinking through a hands-on digital interface.

In-person field education through exploration is fundamental in geoscience, but equal access is limited by time, cost, safety, distance, physical ability, and instructor variability. Technology advances allow students to explore pedagogically rich but inaccessible places through virtual field trips (VFTs). Studies show that VFTs result in significant learning gains and are an effective learning modality. Most research has focused on instructor-generated VFTs disseminated through a top-down model, whereas technological innovations are making user-generated VFTs more practical. This longitudinal, mixed-methods study decentralized the production of VFTs by teaching students and educators to build their own VFTs for place-based education via the proposed Virtual Field Trip Production Process for Place-Based Education. Students and educators produced seven place-based VFTs reviewed by subject-matter experts that are currently being used as digital learning experiences in high school and college settings. Place-based education (PBE) traditionally occurs in actual places, while VFTs convey an actual place virtually and can share the same learning objectives as their in-person counterparts. Sense of place, the combination of meanings and attachments an individual or group ascribes to a given place, is a measurable learning outcome of PBE with cognitive, affective, and behavioral components. Participants were administered the Positive and Negative Affect Schedule (PANAS), Place Attachment Inventory (PAI), and Young’s Place Meaning Survey (YPMS). Regression analysis showed statistically significant increases in positive affect (PA) and statistically significant decreases in negative affect (NA) as well as statistically significant gains in sense of place and content knowledge. In both geology and PBE, drawing is an important tool for learning, teaching, and assessing. Current VFT software environments do not allow users to digitally draw within the platform. This study examined differences in learning outcomes and final grades between students submitting mechanical versus digital drawings, geologic maps, and concept sketches. Regression analysis of the drawing, geologic map, and concept sketch exercises revealed no statistically significant differences between mechanical and digital drawing modalities in both learning outcomes and final grades. Geoscience educators can confidently allow students to submit digital drawings while software programmers and learning designers should consider adding this capability to their VFT platforms.

The Hassayampa River Canyon, located near Wickenburg, Arizona, is a riparian ecosystem and a popular recreational area in the arid Sonoran Desert of central Arizona. The canyon hosts well-exposed middle Cenozoic volcanic and sedimentary sequences, an underlying crystalline basement, and the unconformity that separates the two packages of rocks. The crystalline basement includes Proterozoic metamorphic and granitic rocks, and a Cretaceous granodiorite intrusion. The area features extension-related normal faults, major associated tear faults, evidence for faulting during accumulation of the mid-Cenozoic sequence, and known mineral deposits, including those of manganese, gold, and copper. New geologic mapping provides the city of Wickenburg with scientific and societal information for future land-use and resource-management decisions, and improves the understanding of the geologic history of the region. New geologic mapping in the southern half of the Sam Powell Peak 7.5' Quadrangle highlights (1) mid-Cenozoic volcanism and extension that formed the main geologic features of the area, including Hassayampa River Canyon; (2) relationships between Neogene sedimentation and late Neogene basin-fill deposits, and (3) the development of the modern Hassayampa River system onto pre-existing bedrock topography. Geologic mapping was conducted under the joint State-Federal USGS National Cooperative Geologic Mapping program, and was jointly funded by the Arizona Geological Survey and USGS under EdMap award G18AC00230.

Papago Park in Tempe, Arizona (USA) is host to several buttes composed of landslide breccias. The focus of this thesis is a butte called “Contact Hill,” which is composed of metarhyolitic debris flows, granitic debris flows, and Barnes Butte Breccia. The Barnes Butte Breccia can be broken down into several different compositional categories that can be dated based on their relative ages. The depositional timeline of these rocks is explored through their mineral and physical properties. The rhyolitic debris flow is massively bedded and dips at 26° to the southeast. The granitic debris flow is not bedded and exhibits a mixture of granite clasts of different grain sizes. In thin section analysis, five mineral types were identified: opaque inclusions, white quartz, anhedral and subhedral biotite, yellow stained K-feldspar, and gray plagioclase. It is hypothesized that regional stretching and compression of the crust, accompanied with magmatism, helped bring the metarhyolite and granite to the surface. Domino-like fault blocks caused large brecciation, and collapse of a nearby quartzite and granite mountain helped create the Barnes Butte Breccia: a combination of quartzite, metarhyolite, and granite clasts. Evidence of Papago Park’s ancient terrestrial history is seen in metarhyolite clasts containing sand grains. These geologic events, in addition to erosion, are responsible for Papago Park’s unique appearance today.

The mountains of western North America are spectacular and diverse, from sheer walls of crumbling black limestone in the Canadian Rockies, to smooth glacially polished granite in the Wind River Range, to gargantuan ice-clad volcanoes in the Cascades. These great bastions of rock, snow, and ice, still very much wild and untamed, provide an incredible arena for adventure, exploration, and challenge. Over the past three years, I have devoted thousands of hours to exploring these vast wild places, climbing high peaks, steep cliffs, and frozen waterfalls. In doing so, I studied the rich geologic history of the mountains. This thesis project is a compilation of stories and images from those adventures, along with the stories of the mountains themselves: how the rocks were formed, thrust skyward, and sculpted over the ages into their present, glorious form. The photographic and detailed narrative of the geology and adventures is on a new website called Cloud Piercers, which currently features three geologically diverse mountain massifs: (1) Mount Rainier, an active volcano in the Cascade Range of Washington; (2) Mount Robson, the highest peak in the Canadian Rockies, within a terrain of folded Paleozoic sedimentary rocks; and (3) the Wind River Range of Wyoming, composed mostly of Archean metamorphic and granitic rocks. This website will be expanded in the future as the geologic studies and adventures continue.