37-4 Microfossils in the Classroom: A Course-Based Research Project Using Jurassic Material from Dinosaur National Monument

Session: Geoscience Research Poster Showcase by 2YC and 4YCU Undergraduate Students

Poster Booth No.: 127

Presenting Author:

Robert Brackett

Authors:

Brackett, Robert Jeffrey¹, King, Michael Ryan², Hunt-Foster, ReBecca K³, Packert, Jack Stephen⁴, Menton, Bayden Wolfe⁵, Simson, Mackenna Sydney⁶

(1) Natural & Environmental Sciences, Western Colorado University, Gunnison, Colorado, USA, (2) Natural & Environmental Sciences, Western Colorado University, Gunnison, CO, USA, (3) National Park Service, Dinosaur National Monument, Vernal, UT, USA, (4) Natural & Environmental Sciences, Western Colorado University, Gunnison, Colorado, USA, (5) Natural & Environmental Sciences, Western Colorado University, Gunnison, Colorado, USA, (6) Natural & Environmental Sciences, Western Colorado University, Gunnison, Colorado, USA,

Abstract:

Vertebrate microfossils from localities DNM 94 and DNM 96 in Dinosaur National Monument were incorporated into a course-based undergraduate research experience involving eighteen students. Both localities occur within the Brushy Basin Member of the Upper Jurassic Morrison Formation. Students examined microfossil concentrates derived from historically processed material and newly disaggregated and sieved mudstone. The project introduced students to authentic paleontological research practices while generating specimen data from previously unsorted material.

The activity followed a scaffolded instructional sequence. Before sorting, students worked in groups of three to examine twenty printed examples of commonly encountered vertebrate microfossils, including dinosaur teeth, crocodylian and turtle material, and fish scales. Each group developed a classification system based on observable two-dimensional morphology. The class then combined these systems to establish shared descriptive criteria. Because no standardized photographic reference set existed for these localities, the system was refined into four broad categories as new materials were encountered.

Students sorted concentrates with fine-tipped brushes under a stereomicroscope at 8× to 35× magnification and placed selected objects into 24-well slides or small vials. The wells were suitable because most recovered microfossils measured less than 2 mm in diameter and remained below the slide covers. Approximately three slides and one vial were used per student. Containers were labeled with the locality number, sorter initials, and a classification code. “V” designated readily recognizable and potentially significant vertebrate specimens, particularly teeth; “I” indicated objects with potentially identifiable morphology; “O” represented dark fossil material lacking recognizable morphology; and “N” contained material interpreted as non-fossiliferous.

Procedural refinements improved specimen recovery and accountability. Sorting trays had a tapered margin so objects could be guided directly into wells without being lifted. White plastic tablecloths beneath work areas improved recovery of dark specimens displaced by static electricity or handling. An instructor reviewed all slides and vials to identify misclassified material and ensure that potentially informative specimens were not placed in lower-priority categories. Two students then photographed the most diagnostic specimens from the class-wide “V “and “I” collections using a stereomicroscope-mounted camera. Preliminary identifications included teeth from small crocodylians, theropod dinosaurs, and an ornithischian dinosaur.

The project provided experience in collaborative classification, microfossil sorting, specimen labeling, curation, quality control, and scientific imaging while demonstrating that classroom-based research can produce usable paleontological data.

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