- Detrital age spectra of post-Taconian sedimentary rocks as a clue to provenance and regional paleography.
- Identifying reactivation histroy of regional scale transcurrent faults.
- Identifying cryptic terrane boundaries beneath sedimentary basins.
My students and I are usually the first geologists to see the bedrock exposures that we find in the woods, streams, and on lakeshores -- a rarity in New England where geologists have trod the same ground for almost 200 years. Because eastern Maine is one of the last areas of the northeast to receive geologic attention, much of the work involves basic mapping, but topical projects abound for Masters and Ph.D. theses. Previous students have studied detailed stratigraphic transects; volcanic stratigraphy and geochemistry; diagenetic processes that created a banded ironstone; multiple deformation of Cambro-Ordovician rocks; contact metamorphic melting near large gabbroic plutons; evolution of a small layered gabbro complex, and strain distribution and fault history of a regional-scale strike-slip fault. Many more await.
As founding director of GLOBE NY Metro, the internationally acclaimed GLOBE Program® for Southern New York State, I am also committed to improving K-12 science education through an ambitions teacher training initiative.
My job as a professor is to impart to my students not only the content of the courses I teach, bit also the scientific excitement that has kept me active as a researcher for more than four decades. From my experience, I believe that the enjoyment and excitement of geology comes after students actually work as geologists, not just read textbooks. Geology is the most tangible of sciences; it has abstract concepts like any other discipline, but we can see, touch, smell, and taste what we study. My classes therefore create situations in which students can experience the joys (and frustrations) of research, ask and answer geologic questions for themselves, and learn how geoscientists study the Earth in the field and laboratory. Even my introductory courses use an inquiry-based approach in which the class explores possible answers to significant geologic questions. Advanced and graduate courses feature individual or group research projects, written and oral reports. And as much hands-on work in the field as possible.
- GEOL 12 Natural Disasters
- GEOL 16 Earthquakes, Volcanoes, and Moving Continents
- GEOL 25 Natural Resources and the Environment
- GEOL 101 Physical Geology
- GEOL 59 (now GEOL 261) Methods of Field Geology
- GEOL 60 (old number) Field Geology
- GEOL 201 Earth Materials I
- GEOL 202 Earth Materials II
- GEOL 373 Geological Reasoning
- GEOL 399.3 Special Topics
- GEOL 501 Earth Materials and Earth Processes
- GEOL 551 GLOBE Program for Elementary Teachers
- GEOL 552 GLOBE Program Research for Secondary teachers
- GEOL 717 Field Methods
- GEOL 718 Field Geology
- GEOL 720 Mineralogy
- GEOL 763 Geographic Information Systems and Geologic Mapping
- GEOL 799 Variable topics courses including
- Metamorphic Petrology
- Tectonics of the Northern Appalachians
- Application of Igneous and Metamorphic Petrology to Tectonic Problems Strain history of metamorphic rocks
Ludman, Allan, and West, David P. Jr. editors, 1999, Norumbega fault system of the Northern Appalachians; Geological Society of America Special Paper 331, 202 p.
Ludman, Allan, 1998, Evolution of a transcurrent fault zone in shallow crustal metasedimentary rocks: the Norumbega fault system of the Northern Appalachians; Journal of Structural Geology v. 20, p. 93-107.
Ludman, Allan, J. Hopeck, and P.C. Brock, 1993, Nature of the Acadian orogeny in eastern Maine; in Roy, D.C. and Skehan, J.W., editors, The Acadian Orogeny: Recent Studies in New England, Maritime Canada, and the Autochthonous Foreland; Geological Society of America Special Paper 275, p. 67-84
Ludman, Allan, editor, 1991, Geology of the Coastal Lithotectonic Block and neighboring terranes; New England Intercollegiate Geological Conference Guidebook, 400 pp.