Geoscience Workforce Research Articles

Critical Experiences for Field Geologists: Emergent Themes in Interest Development

ABSTRACTGeoscience education researchers are working to understand how we can most effectively increase our overall geoscience workforce capacity. The present study employed an inductive approach to explore the critical experiences that led to the persistence of successful field geologists in this STEM field. Interviews with 29 professional field geologists and 8 upper level undergraduates were analyzed to identify emergent themes. Three overarching themes emerged: Academic Experiences, Connections with People, and Engagement with Earth. Academic experiences, such as introductory courses and field trips, were commonly mentioned as being significant in recruitment. Relationships with people, such as professors and family members, provided encouragement for and exposure to geology-related activities. Participants provided detailed description of the regional geology where they grew up and the geology of locales from family trips as experiences with Earth influenced their interest in geology. The results of this study validate past studies of recruitment and retention of geoscientists, particularly in the influence of academic experiences on interest in geology. However, the abundance of themes related to the role of family, engagement in outdoor recreation, and personal experiences with local geology underscores the importance of informal science experiences for fostering choice and participation in field geology careers. Future models of retention and recruitment for the geosciences could benefit from emphasizing familial relationships and informal science experiences.

Fostering Accessibility in Geoscience Training Programs

New insight has emerged over the past decade into mechanisms for improving diversity across the geosciences. Publications and programs associated with the American Geosciences Institute, the U.S. National Science Foundation, and the International Association for Geoscience Diversity (IAGD), as well as technical sessions and diversity receptions at geoscience society meetings, are promoting geoscience diversity. While these efforts to diversify the geoscience workforce have improved awareness and generated programs aimed at increasing graduation rates across genders [Holmes et al., 2008] and ethnicities [O'Connell and Holmes, 2011], people with physical disabilities continue to be underrepresented in the geoscience workforce [Locke, 2005; Atchison and Martinez‐Frias, 2012].

Building a diverse geoscience workforce

Preparing Students in Two‐Year Colleges for Geoscience Degrees and Careers; Tacoma, Washington, 18–21 July 2012 Building a strong and diverse geoscience workforce is a critical national challenge. An important role is played by 2‐year colleges (2YCs) in increasing both the number and diversity of geoscience graduates. At the workshop, called Preparing Students in Two‐Year Colleges for Geoscience Degrees and Careers, faculty from 2YCs and 4‐year colleges and universities (4YCs), as well as representatives from professional organizations, discussed the successes and challenges of programs, strategies, and activities that support career preparation of 2YC students for geoscience careers, either as geotechnician graduates or geoscience majors at 4YCs. The workshop program, which includes links to presentations and specific examples of these strategies, can be found at http://serc.carleton.edu/sage2yc/workforce2012/program.html.

Partnering to improve undergraduate teaching: NAGT and AGU join forces

To live sustainably on the planet, we must understand its workings, its effect on us, and our effect on it. This requires not only research but also broad education that supports informed personal and political decision making and creates the geoscience workforce of tomorrow. AGU brings together Earth and space scientists not only to support scientific research but also to promote society's use of that science. Currently, AGU's outreach programing is focused on improving members' ability to communicate scientific research results more broadly.

Who Will Fill the Geoscience Workforce Supply Gap?

Society needs more geoscientists than there are presently students.

Effectiveness of a Summer Experience for Inspiring Interest in Geoscience Among Hispanic-American High School Students

Summer programs are a common strategy for increasing interest in STEM (Science, Technology, Engineering, and Math) careers among K-12 students. Here we report four years of results from a two-week program designed to expose Hispanic-American high school students in El Paso, Texas to content and careers in the geosciences. The goal of the program was to grow interest in geoscience among a group of students already interested in STEM careers in order to spur a long-term increase in the number of students entering the geosciences from a demographic group that is now greatly under-represented in the geoscience workforce. Short-term indicators, in the form of data from pre- and post-participation surveys, show statistically significant positive changes in participants' attitudes towards geoscience. Longer-term indicators, in the form of survey results designed to track participants' college careers, show that 55% are still in the geoscience pipeline, as measured by a choice of a STEM discipline as a college major and 10% are geology majors. This high retention rate compares very favorably with national data that show that in 2001, 32% of all bachelor's degrees were awarded in science and engineering disciplines of which 1% were in geosciences.