@article{jones_mcconnell_wiggen_bedward_2019, title={Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course}, volume={67}, ISSN={1089-9995 2158-1428}, url={http://dx.doi.org/10.1080/10899995.2019.1568854}, DOI={10.1080/10899995.2019.1568854}, abstractNote={Abstract Incorporating active learning strategies into introductory STEM courses has been shown to improve student outcomes, however, these activities take class time to execute. The question of how to implement these effective strategies without sacrificing a significant volume of content coverage has led to the development of a “flipped” model of instruction. This flipped model requires students to take responsibility for learning some basic concepts prior to attending class so the instructor can use newly freed class time to incorporate active learning activities. This study investigated the impact of implementing a partially flipped class format on student exam performance and confidence across four semesters of a large-enrollment physical geology course. Basic geology content was presented as pre-class homework assignments using short instructional videos (Geoscience Videos) that were created following empirically-derived methods of effective multimedia design. The videos facilitated an increase in the proportion of content that could be communicated outside of class and allowed for an augmentation of in-class activities on more complex geology concepts. We compared student performance and confidence across semesters and found; (a) students were able to learn the basic content as effectively as they had when it was presented in class; (b) students improved their performance on some content during summative exams; and, (c) student confidence significantly varied on some topics as a result of the course alterations. As a result, we posit that the flipped model can provide valuable opportunities to increase student learning as long as students are supported via out-of-class homework and feedback on their level of understanding regarding topics they are learning prior to attending course meetings.}, number={3}, journal={Journal of Geoscience Education}, publisher={Informa UK Limited}, author={Jones, Jason P. and McConnell, David A. and Wiggen, Jennifer L. and Bedward, John}, year={2019}, month={Apr}, pages={195–210} }
 @article{steer_iverson_egger_kastens_manduca_mcconnell_2019, title={The InTeGrate Materials Development Rubric: A Framework and Process for Developing Curricular Materials that Meet Ambitious Goals}, ISBN={["978-3-030-03272-2"]}, ISSN={["2509-9795"]}, DOI={10.1007/978-3-030-03273-9_2}, abstractNote={We designed and tested a curriculum development and auditing methodology for the Interdisciplinary Teaching about Earth for a Sustainable Future (InTeGrate) project. That process was driven and facilitated by a written rubric for curriculum development. Materials developers participated in workshops to prepare them to write and revise their materials in accordance with the rubric and were guided by an assessment consultant. Other assessment team members independently audited (reviewed) the materials before they could be tested with students. Curriculum developers encountered the most difficulty meeting criteria related to metacognition, grading rubrics, writing learning outcomes and objectives, and linking and aligning materials across the curriculum. Changes to the professional development program improved teams’ abilities to meet those standards. We found the development rubric and process to be an effective methodology for developing materials addressing grand challenges facing society.}, journal={INTERDISCIPLINARY TEACHING ABOUT EARTH AND THE ENVIRONMENT FOR A SUSTAINABLE FUTURE}, author={Steer, David and Iverson, Ellen R. and Egger, Anne E. and Kastens, Kim A. and Manduca, Cathryn A. and McConnell, David}, year={2019}, pages={25–43} }
 @article{czajka_mcconnell_2019, title={The adoption of student-centered teaching materials as a professional development experience for college faculty}, volume={41}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2019.1578908}, abstractNote={ABSTRACT Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester-long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI). Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self-reported changes in the practices, RTOP observations recorded the incorporation of more student-centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student-centered beliefs about teaching and learning. These findings demonstrate that the adoption of well-crafted, student-centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty.}, number={5}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Czajka, Charles Doug and McConnell, David}, year={2019}, month={Mar}, pages={693–711} }
 @article{czajka_mcconnell_2018, title={An exploratory study examining undergraduate geology students’ conceptions related to geologic time and rates}, volume={66}, ISSN={1089-9995 2158-1428}, url={http://dx.doi.org/10.1080/10899995.2018.1480826}, DOI={10.1080/10899995.2018.1480826}, abstractNote={ABSTRACT Past research has evaluated how preservice teachers, high school students, and introductory college students conceptualize geologic or deep time. The ability to think on geologic timescales is regarded as an important skill in the study of geology, yet little work has specifically addressed how student understanding of this concept evolves during the undergraduate experience and beyond. We describe an exploratory, preexperimental study conducted at a large research university investigating student knowledge of various Earth history and geologic time concepts among geology majors. A 21-question pre/posttest was constructed to assess concepts related to landscape identification, landscape formation rates, Earth history, the geologic timescale, and relative and absolute dating. Pre/posttesting was conducted across four semesters within a variety of courses including historical geology, structural geology, geomorphology, and a geology field camp course. Data were also collected from a group of nonmajors in an introductory physical geology course to obtain a novice score and from a group of faculty expert geoscientists at the Geological Society of America annual meeting to obtain an expert score on the instrument. Additionally, interviews were conducted with 11 senior geology majors to gain a deeper understanding of their conceptions related to a sample of the concepts assessed. Results show that students make the largest gains after taking physical and historical geology courses, but no significant changes were seen in upper-level geology courses. Many geology students lacked familiarity with the geologic timescale and had difficulty estimating formation rates of landscapes formed on intermediate timespans.}, number={3}, journal={Journal of Geoscience Education}, publisher={Informa UK Limited}, author={Czajka, Charles Doug and McConnell, David}, year={2018}, month={Jun}, pages={231–245} }
 @article{chapman_mcconnell_2018, title={Characterizing the Pedagogical Beliefs of Future Geoscience Faculty Members: a Mixed Methods Study}, volume={43}, ISSN={0742-5627 1573-1758}, url={http://dx.doi.org/10.1007/S10755-017-9416-9}, DOI={10.1007/S10755-017-9416-9}, number={3}, journal={Innovative Higher Education}, publisher={Springer Nature}, author={Chapman, LeeAnna Young and McConnell, David A.}, year={2018}, month={Jun}, pages={185–200} }
 @article{teasdale_viskupic_bartley_mcconnell_manduca_bruckner_farthing_iverson_2017, title={A multidimensional assessment of reformed teaching practice in geoscience classrooms}, volume={13}, ISSN={["1553-040X"]}, DOI={10.1130/ges01479.1}, abstractNote={This study analyzed quantitative and qualitative data from classroom observations combined with instructor survey results to characterize the application of reformed teaching practices in undergraduate geoscience classes in the United States. Trained observers used the Reformed Teaching Observation Protocol (RTOP) to score 204 geoscience classes. Observed faculty represent a diversity of institutions, teaching rank, and years of experience. Classrooms observed included introductory and upper-level undergraduate courses that ranged in size from 6 to 275 students. Total RTOP scores do not correlate with class size, class level, institution type, instructor gender, instructor rank, or years of teaching experience. Classroom instruction was separated into three categories based on total RTOP scores: Teacher Centered (≤30), Transitional (31–49), or Student Centered (≥50). Statistical analyses of RTOP subscales and individual item scores are used to identify the instructional practices that are characteristic of each category. Instructor survey responses and qualitative classroom observations provide additional details about instructional practices common within each instructional category. Results of these analyses provide a coherent picture of instructional strategies used in geoscience classrooms. Instruction in the most Student Centered classrooms differs from that in Transitional and Teacher Centered classrooms in at least one of three ways. Student Centered classes are more likely to include (1) students engaged in class activities with one another; (2) activities in which instructors assess student learning and adjust lessons accordingly; and (3) opportunities for students to answer and pose questions that determine the focus of a lesson.}, number={2}, journal={GEOSPHERE}, author={Teasdale, Rachel and Viskupic, Karen and Bartley, Julie K. and McConnell, David and Manduca, Cathryn and Bruckner, Monica and Farthing, Dori and Iverson, Ellen}, year={2017}, month={Apr}, pages={608–627} }
 @article{manduca_iverson_luxenberg_macdonald_mcconnell_mogk_tewksbury_2017, title={Improving undergraduate STEM education: The efficacy of discipline-based professional development}, volume={3}, ISSN={["2375-2548"]}, DOI={10.1126/sciadv.1600193}, abstractNote={Effective teaching practices are more common in courses taught by faculty who spend time learning about teaching.}, number={2}, journal={SCIENCE ADVANCES}, author={Manduca, Cathryn A. and Iverson, Ellen R. and Luxenberg, Michael and Macdonald, R. Heather and McConnell, David A. and Mogk, David W. and Tewksbury, Barbara J.}, year={2017}, month={Feb} }
 @book{the good earth introduction to earth science_2010, publisher={New York: McGraw-Hill Higher Education}, year={2010} }
 @article{ramlo_mcconnell_duan_moore_2008, title={Evaluating an Inquiry-based Bioinformatics Course Using Q Methodology}, volume={17}, ISSN={["1059-0145"]}, DOI={10.1007/s10956-008-9090-x}, number={3}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Ramlo, Susan E. and McConnell, David and Duan, Zhong-Hui and Moore, Francisco B.}, year={2008}, month={Jun}, pages={219–225} }
 @article{ramlo_mcconnell_2008, title={Perspectives of university faculty regarding faculty reading circles: A study using Q methodology}, volume={22}, number={1}, journal={Journal of Faculty Development}, author={Ramlo, S. E. and McConnell, D. A.}, year={2008}, pages={25–32} }
 @article{gerwing_mcconnell_stearns_adair_2007, title={Critical thinking for civic thinking in science}, volume={11}, number={3}, journal={Academic Exchange Quarterly}, author={Gerwing, J. and McConnell, D. and Stearns, D. and Adair, S.}, year={2007}, pages={160–164} }
 @book{mcconnell_steer_owens_knight_park_2007, title={The good earth: Introduction to earth sciences}, ISBN={9780073256504}, publisher={Boston: McGraw-Hill Science Engineering}, author={McConnell, D. A. and Steer, D. and Owens, K. and Knight, C. and Park, L. E.}, year={2007} }
 @article{owens_steer_mcconnell_2006, title={Researcher, Teacher, Education Researcher: The Evolution of a University Geoscience Instructor}, volume={106}, ISSN={["1949-8594"]}, DOI={10.1111/j.1949-8594.2006.tb18068.x}, abstractNote={This case study describes a professor's evolution from geoscience researcher to effective teacher to education researcher. The article details his initial beliefs about teaching, looks at the factors that prompted him to seek a different teaching approach, and enumerates the supports and challenges that he had on his journey. Factors essential to this evolution are early career success in discipline research, an institutional climate to reward teaching, mentoring support by colleagues, access to professional development opportunities, and involvement in action research activities. The case study is linked to education literature about teaching and education research and makes recommendations based on the findings of the study.}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Owens, Katharine D. and Steer, David and McConnell, David}, year={2006}, month={Jan}, pages={27–35} }
 @article{mcconnell_steer_owens_borowski_dick_foos_knott_malone_mcgrew_van horn_et al._2006, title={Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses}, volume={54}, DOI={10.5408/1089-9995-54.1.61}, abstractNote={Conceptests are higher-order multiple-choice questions that focus on one key concept of an instructor's major learning goals for a lesson. When coupled with student interaction through peer instruction, conceptests represent a rapid method of formative assessment of student understanding, require minimal changes to the instructional environment and introduce many of the recognized principles of effective teaching that enhance student learning. In this study, instructors from several different institutions developed over 300 conceptests for the geosciences. These instructors then used this suite of concept questions in a wide range of classroom settings, including large introductory general education Earth Science courses for non-majors at open enrollment institutions, smaller physical geology classes suitable for majors at private colleges, and in introductory geology laboratory settings. Results of pre- and post-class Geoscience Concept Inventory (GCI) testing and qualitative feedback from students and instructors showed that conceptests increased attendance, improved student satisfaction, and enhanced student achievement. Participating instructors found implementation of conceptests into their classes straightforward and required less than 30 minutes of preparation per class. The conceptest question database is available on-line for geoscience instructors.}, number={1}, journal={Journal of Geoscience Education}, author={McConnell, D. A. and Steer, D. N. and Owens, K. and Borowski, W. and Dick, J. and Foos, A. and Knott, J. R. and Malone, M. and McGrew, H. and Van Horn, S. and et al.}, year={2006}, pages={61–68} }
 @article{steer_knight_owens_mcconnell_2005, title={Challenging students ideas about earth structure using a model-based, conceptual change approach in a large class setting}, volume={53}, DOI={10.5408/1089-9995-53.4.415}, abstractNote={A model-based, conceptual change approach to teaching was found to improve student understanding of earth structure in a large (100+ student) inquiry-based, general education setting. Results from paired pre- and post-instruction sketches indicated that 19% (n = 18/97) of the students began the class with naïve preconceptions of the structure of the interior of the Earth. Many of the remaining students (95%; n = 75/79) began the lesson believing that the crust is several hundred kilometers thick. Peer discussion and instruction appeared to be effective in eliminating most naive preconceptions. Analyses of post-instruction sketches indicated that 3% (n = 3/97) of all students retained naïve preconceptions, 18% (n = 18/97) changed their views from naïve to the “thick crust” view, 58% (n = 58/97) began to recognize the relative scales of the boundaries with 30% (n = 28/97) drawing the sketch with scaled boundaries. Many of the students (65%; n = 76/117) could correctly answer formative earth structure conceptual questions that were asked five lessons after the earth structure lesson was taught. A comparison of pre- and post-course conceptual test question responses indicated that 13–20% more students could correctly answer similar questions two months after the model-based, conceptual change plate tectonics lessons were taught.}, number={4}, journal={Journal of Geoscience Education}, author={Steer, D. N. and Knight, C. and Owens, K. and McConnell, D. A.}, year={2005}, pages={415–421} }
 @article{mcconnell_steer_owens_knight_2005, title={How students think: Implications for learning in introductory geoscience courses}, volume={43}, DOI={10.5408/mcconnell_v53p462}, abstractNote={Non-major students in introductory geoscience classes exhibit a wide range of intellectual development. Approximately half of these students do not have the skills to understand the abstract scientific concepts traditionally discussed in introductory classes. Many geological concepts will remain unlearned without appropriate activities that build on a foundation of concrete examples. The good news is that these same students can improve their logical thinking skills when they participate in challenging in-class collaborative learning exercises with their more intellectually sophisticated peers. While the exercises themselves are important in promoting the development of higher-order thinking skills, the group interaction also appears to be a significant contributor to the improvement of reasoning.}, number={4}, journal={Journal of Geoscience Education}, author={McConnell, D. A. and Steer, D. N. and Owens, K. and Knight, C.}, year={2005}, pages={462–470} }
 @inproceedings{broadway_coyner_foos_mcconnell_owens_2005, title={Teacher education collaboration across higher education institutions: A case study}, booktitle={Ohio Systemic Initiative, Project SUSTAIN}, publisher={Project SUSTAIN}, author={Broadway, F. and Coyner, S. and Foos, A. and McConnell, D. and Owens, K.}, year={2005}, pages={7–24} }
 @article{mcconnell_steer_owens_2003, title={Assessment of active learning strategies for introductory geology courses}, volume={51}, DOI={10.5408/1089-9995-51.2.205}, abstractNote={Educational research findings suggest that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. Active learning occurs when instructors build learner participation into classes. Learning in large, general education Earth Science classes was evaluated using formative assessment exercises conducted by students in groups. Bloom's taxonomy of cognitive development was used as a guide to identify critical thinking skills (comprehension, application, analysis, synthesis, evaluation) that could be linked to specific assessment methods such as conceptests, Venn diagrams, image analysis, concept maps, open-ended questions, and evaluation rubrics. Two instructors conducted a series of analyses on sample classes taught with traditional lecture and inquiry-based learning methods. Qualitative and quantitative analyses show that such methods are preferred by students, improve student retention, produce no decrease in content knowledge, promote deeper understanding of course material, and increase logical thinking skills.}, number={2}, journal={Journal of Geoscience Education}, author={McConnell, D. A. and Steer, D. N. and Owens, K.}, year={2003}, pages={205–216} }
 @article{mcconnell_owens_2002, title={Lewis and Clark and the scientific method}, volume={6}, number={4}, journal={Electronic Journal of Science Education}, author={McConnell, D. A. and Owens, K.}, year={2002} }
 @article{owens_broadway_foos_mcconnell_2001, title={An evolution of collaboratives within a University: A conversation among colleagues}, volume={6}, journal={Electronic Journal of Science Education}, author={Owens, K. and Broadway, F. and Foos, A. and McConnell, D. A.}, year={2001} }
 @book{mcconnell_2000, title={The good earth: Companion guide}, ISBN={0072418354}, publisher={New York: McGraw-Hill}, author={McConnell, D. A.}, year={2000} }
 @book{mcconnell_2000, title={The good earth: On-line textbook}, publisher={Boston: McGraw-Hill Science Engineering}, author={McConnell, D. A.}, year={2000} }
 @book{mcconnell_2000, title={The good earth: On-line textbook (Version 1.5)}, publisher={Boston: McGraw-Hill Science Engineering}, author={McConnell, D. A.}, year={2000} }
 @article{mcconnell_1999, title={Greendays: An environmental almanac}, volume={47}, journal={Journal of Geoscience Education}, author={McConnell, D. A.}, year={1999}, pages={96+} }
 @article{mcconnell_1998, title={Greendays: An environmental almanac}, volume={46}, journal={Journal of Geoscience Education}, author={McConnell, D. A.}, year={1998}, pages={211+} }
 @article{mcconnell_kattenhorn_benner_1997, title={Distribution of fault slip in outcrop-scale fault-related folds, Appalachian Mountains}, volume={19}, ISSN={["0191-8141"]}, DOI={10.1016/s0191-8141(96)00094-6}, abstractNote={Current kinematic models of ramp-related folds predict a direct relationship between ramp angle and fold shape and imply specific sequences of deformation. Analyses of outcrop-scale structures in the Valley and Ridge province of the Appalachians reveal configurations that depart from model predictions. The models fail to account for the presence of footwall synclines, and are inconsistent with measured displacement distributions on some natural faults. Observations support the interpretation that faults can grow by propagation both up- and down-dip from a nucleation point. Fault propagation in either direction may result in the formation of folds primarily on the side of the fault that is displaced in the direction of fault propagation.}, number={3-4}, journal={JOURNAL OF STRUCTURAL GEOLOGY}, author={McConnell, DA and Kattenhorn, SA and Benner, LM}, year={1997}, pages={257–267} }
 @article{spang_mcconnell_1997, title={Effect of initial fault geometry on the development of fixed-hinge, fault-propagation folds}, volume={19}, ISSN={["0191-8141"]}, DOI={10.1016/S0191-8141(97)00065-5}, abstractNote={This paper describes how a model of fixed-hinge, basement-involved, fault-propagation folds may be adapted to apply to thin-skinned thrust faults to generate footwall synclines. Fixed-hinge, fault-propagation folding assumes that the fold-axial surfaces diverge upwards, fold hinges are fixed in the rock, the fault propagated through the forelimb, thickness changes occur in the forelimb and the forelimb progressively rotates with increasing displacement on the underlying fault. The original model for fixed-hinge, fault-propagation folds was developed for the case of a planar fault in basement with a tip line that was at the interface between basement and the overlying sedimentary cover rocks. The two geometries applicable to thin-skinned thrusts are for the cases where a fixed-hinge fault-propagation fold develops above an initial bedding-parallel detachment, and an initial fault ramp of constant dip which flattens down-dip into a bedding-parallel detachment.}, number={12}, journal={JOURNAL OF STRUCTURAL GEOLOGY}, author={Spang, JH and McConnell, DA}, year={1997}, month={Dec}, pages={1537–1541} }
 @book{mcconnell_1997, title={Encounters with the environment: Readings in environmental issues}, ISBN={9780787241650}, publisher={Dubuque, IA: Kendall/Hunt}, author={McConnell, D. A.}, year={1997} }
 @article{mcconnell_1996, title={Using presentation software in large lecture classes}, volume={44}, DOI={10.5408/1089-9995-44.2.164}, abstractNote={Geology departments may have all or many of the resources necessary to utilize readily available instructional technology for teaching large numbers of students in introductory courses. Presentation software, such as Astound, provides instructors with the option of adding maps, figures, graphs, and animation to classroom demonstrations. Complex diagrams can be recreated, element by element, label by label, at a pace suitable to the instructor. This method has been used to teach an environmental geology course at the University of Akron and was enthusiastically received by the students. However, the method is initially time intensive, and it should be viewed as another instructional tool rather than a miracle cure for the ills of undergraduate education.}, journal={Journal of Geoscience Education}, author={McConnell, D. A.}, year={1996}, pages={164–168} }
 @article{kattenhorn_mcconnell_1994, title={Analyses of outcrop-scale fault-related folds, Eagle Rock, Virginia}, volume={34}, journal={Southeastern Geology}, author={Kattenhorn, S. A. and McConnell, D. A.}, year={1994}, pages={79–88} }
 @article{mcconnell_1994, title={FIXED-HINGE, BASEMENT-INVOLVED FAULT-PROPAGATION FOLDS, WYOMING}, volume={106}, ISSN={["0016-7606"]}, DOI={10.1130/0016-7606(1994)106<1583:FHBIFP>2.3.CO;2}, abstractNote={Research Article| December 01, 1994 Fixed-hinge, basement-involved fault-propagation folds, Wyoming DAVID A. McCONNELL DAVID A. McCONNELL 1Department of Geology, University of Akron, Akron, Ohio 44325-4101 Search for other works by this author on: GSW Google Scholar Author and Article Information DAVID A. McCONNELL 1Department of Geology, University of Akron, Akron, Ohio 44325-4101 Publisher: Geological Society of America First Online: 01 Jun 2017 Online ISSN: 1943-2674 Print ISSN: 0016-7606 Geological Society of America GSA Bulletin (1994) 106 (12): 1583–1593. https://doi.org/10.1130/0016-7606(1994)106<1583:FHBIFP>2.3.CO;2 Article history First Online: 01 Jun 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Search Site Citation DAVID A. McCONNELL; Fixed-hinge, basement-involved fault-propagation folds, Wyoming. GSA Bulletin 1994;; 106 (12): 1583–1593. doi: https://doi.org/10.1130/0016-7606(1994)106<1583:FHBIFP>2.3.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGSA Bulletin Search Advanced Search Abstract Analyses of basement-involved fault-propagation folds in the Rocky Mountains suggest that hinges were defined early in fold evolution and the intervening fold limb (forelimb) was rotated and steepened as the structure amplified. A kinematic model is described that assumes fold hinges were fixed, the fault propagated through the forelimb, thickness changes occurred in the forelimb, and forelimb inclination increased progressively as slip increased on the underlying fault. The model is used to examine deformation in basement-involved folds in the Bighorn Mountains and Bighorn basin. Some of the assumptions for the kinematic model were relaxed when analyzing natural folds, to account for modifications in fold geometry resulting from the distribution of secondary structures.Kinematic modeling techniques can be adapted by varying model parameters to simulate appropriate relative magnitudes of fault displacement and fault length for a specific stratigraphic section. Thus the models attempt to take account of mechanical characteristics that may show regional variations and control structural configurations. This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.}, number={12}, journal={GEOLOGICAL SOCIETY OF AMERICA BULLETIN}, author={MCCONNELL, DA}, year={1994}, month={Dec}, pages={1583–1593} }
 @article{dominic_mcconnell_1994, title={THE INFLUENCE OF STRUCTURAL LITHIC UNITS IN FAULT-RELATED FOLDS, SEMINOE MOUNTAINS, WYOMING, USA}, volume={16}, ISSN={["0191-8141"]}, DOI={10.1016/0191-8141(94)90144-9}, abstractNote={Analysis of basement-involved folds in the Seminoe Mountains, south-central Wyoming, reveals that lithological contrasts within the sedimentary section created a mechanical anisotropy that influenced both fault geometry and the relative rates of fault propagation and fault slip. Two structural lithic units are identified, a competent lower unit and an overlying incompetent unit. The upper unit is made up of moderate ductility rocks that were thinned ahead of the Hurt Creek fault. Offset formations in the upper unit have small relative stretch (ϵr) values and are interpreted to have represented an impediment to fault growth. In contrast, fault propagation was rapid relative to fault slip in the competent rocks of the lower structural lithic unit which have a correspondingly higher relative stretch. The Black Canyon fault is oriented at a low-angle to bedding in the lower structural lithic unit and is layer-parallel near the base of the upper unit. The Red Spring fault is a thin-skinned thrust fault and is interpreted to be linked to the Black Canyon fault to generate a triangle-zone geometry. Similar structures can be identified elsewhere in the Rocky Mountain foreland and this configuration may represent a previously unrecognized indicator of low-angle basement faults. Changes in the deformation style between structural lithic units must be reflected in changing fold form, thus preventing the direct application of geometric and kinematic models that predict a uniform fold profile.}, number={6}, journal={JOURNAL OF STRUCTURAL GEOLOGY}, author={DOMINIC, JB and MCCONNELL, DA}, year={1994}, month={Jun}, pages={769–779} }
 @article{mcconnell_wilson_1993, title={Linkage between deformation of basement rocks and sedimentary rocks in basement-involved foreland folds}, DOI={10.1130/spe280-p319}, abstractNote={Strain in sedimentary rocks is linked to deformation of underlying basement rocks during the formation of basement-involved folds. Strains are represented by an array of structures such as lift-off folds, thrust faults, heterogeneous thickness changes, extensional faults, and boudinage. Detachment surfaces define the boundaries of structural lithic units within sedimentary rocks that are characterized by different deformation styles.}, journal={Special Papers (Geological Society of America)}, author={McConnell, D. A. and Wilson, T. G.}, year={1993}, pages={319–333} }