Addressing the geoethics skills gap through co-curricular approaches

Abstract

Abstract Geoethics as a broad and universal professional topic has become emergent over the last decade. Though the need of ethical conduct by geoscientists has always existed, the uneven professional licensing and standards for geoscientists as well as high-profile misconduct by geoscientists is driving employer demand for geoethical competency. Geoscience degree programmes in the USA are poorly equipped to teach geoethics beyond academic honesty and research integrity. One means to address the deficiency is through proactive engagement by the community and students in co-curricular activities to address specific needs. Co-curricular activities such as internships, mentoring, society and club activity, and professional development courses already exist, but are not well-coupled to the formal education process. For geoethics, the American Geosciences Institute (AGI) and the American Institute of Professional Geologists (AIPG) found that online on-demand professional development courses are a potentially effective co-curricular approach. The courses focus on the intentional learning framework, and experience shows that formal geoethics courses are in greater demand than other professional and technical topics in the on-demand course space. The challenge remains exposure of the opportunities to students and consistent acceptance by faculty and employers in the geosciences.