Slide Archive
Below are the charts documenting all of the data collected during the sequence of projects used to craft the vision and Change in the Geosciences report. The raw data is not available publicly because it includes identifying information. All questions asked in surveys are represented in the provided charts.
Each chart is available as a powerpoint slide for download and may be used per the CC-BY-NC-ND license.
Figure 2-1: Contributed Input Levels by Institute Type
Figure 2-2: Contributed Input Levels by Employer Type
Figure 3-1: Geoscience Concepts Importance
Figure 3-2: Science Skills Importance
Figure 3-3: Geoscience Skills Importance
Figure 5-1: Teaching Method Use
Figure 5-2: Technologies Used in Teaching
Figure 5-3: Technologies Used in Field Instruction
Figure 8-1: Engagement Methods to Broaden Participation
Figure 8-2: Methods Use to Ease 2YC-4YC Transition
Figure 9-1: Departmental Supports for K-12 Educators
Figure C-1: Reported Program Reform Success
Figure C-2: Reported Profess on Reforms
Figure A-1: Participants by Sector
Figure A-2: Issue Importance in Undergraduate Geoscience Education
Figure A-3: Are Competencies More Important Than Specific Courses?
Figure A-4: Importance of Key Geoscience Concepts
Figure A-5: Earth as a Complex System
Figure A-6: Deep Time
Figure A-7: Earth Materials
Figure A-8: Earth Structure
Figure A-9: Surface Processes
Figure A-10: Natural Resources
Figure A-11: Natural Hazards
Figure A-12: Climate Change
Figure A-13: Hydrogeology
Figure A-14: Critical Undergraduate Skills and Competencies
Figure A-15: Uncertainty and Ambiguity
Figure A-16: Problem Solving
Figure A-17: Inferences about Earth System
Figure A-18: Integrate Multidisciplinary Data
Figure A-19: Strong Field and GIS skills
Figure A-20: Computational and Data Skills
Figure A-21: Strong Quantitative Skills
Figure A-22: Critical Thinking
Figure A-23: Integrate Disparate Information
Figure A-24: Communicate Effectively
Figure A-25: Work in Teams and Across Cultures
Figure A-26: Technological Flexibility
Figure A-27: Scientific Research Methods
Figure A-28: Focus on Competencies
Figure A-29: Likelihood of Systemic Reform of Undergraduate Curriculum
Figure A-30: Undergraduate Opportunities
Figure A-31: 4-year Public Institutions
Figure A-32: 4-year Private Institutions
Figure A-33: Public Research Institutions
Figure A-34: Private Research Institutions
Figure A-35: 2-year Colleges
Figure A-36: Hispanic-Serving Institutions
Figure A-37: Teaching Methods Used by Faculty
Figure A-38: Teaching Methods Used
Figure A-39: Inquiry-based Labs
Figure A-40: Frequent Use of Discussions
Figure A-41: Collaborative Learning in Class
Figure A-42: Use Real Data & Research
Figure A-43: Blended Learning
Figure A-44: Explore Before Learning
Figure A-45: Reflection and Refinement
Figure A-46: Collaborative Team Projects
Figure A-47: Flipped Classroom
Figure A-48: MOOCs
Figure A-49: Technology Used in Field Teaching
Figure A-50: Technologies Used in Teaching
Figure A-51: Likelihood of Using Research-Validated Teaching Strategies
Figure A-52: Faculty Using Reformed Pedagogy
Figure A-53: Lack of Time and Support
Figure A-54: Financial Resources
Figure A-55: Performance and T&P Reviews
Figure A-56: Need Validated Techniques
Figure A-57: Student Evaluations
Figure A-58: Instructional Infrastructure
Figure A-59: Teaching Development Opportunities
Figure A-60: Is Earth Science Taught in Local K-12 Schools?
Figure A-61: Ways Department Helps K-12 Teacher Training
Figure A-62: Programs for 2-year to 4-year College Transition
Figure A-63: Systematic Efforts to Broadening Participation
Figure A-64: Organization Tracks Diversity in your Population