careers

Important Writing Skills for Careers in the Environmental Industry

Wednesday, October 2, 2019

This webinar will provide insight into the technical writing skills that are needed by geoscience students pursuing careers in the environmental consulting industry. Speakers will discuss skills that are developed during undergraduate or graduate academic training, types of written products that are developed by geoscientists in the environmental consulting industry, training and professional development opportunities for improving and expanding writing skills and advice for students on how to acquire the needed writing skills as they prepare for and pursue their career path.

This webinar will:

  • Explore the types of written products developed in the environmental consulting industry
  • Feature advice for students on how to acquire the necessary skills as they prepare for entry into this sector
  • Explore how industry and academic departments could work together to help prepare students

Our speakers are:

  • Mike Lawless, Principal/Vice President, Environmental Division Manager, Draper Aden Associates
  • Brandy Barnes, Staff Geologist, Draper Aden Associates

CEU Credits

If you would like to earn 0.1 CEUs through the American Institute of Professional Geologists (AIPG) for attending this webinar, please use the following link to submit your application for CEUs: Apply for CEUs

Please note that you must attend at least 70% of the live webinar in order to be awarded the CEUs from the American Institute of Professional Geologists, and that your attendance time will be checked prior to the CEUs being issued.

College Course Participation: A faculty member can register on behalf of a course and/or group of their students to participate in the webinar. With this registration, the faculty member can submit up to 20 participating students for awarding of 0.1 CEUs to each of them by AIPG.

Media Partners and Sponsors

Thank you to our media partners:

This webinar is made possible through the generous sponsorship of the METER Group.


www.metergroup.com/environment/

Earth and Space Science Ph.D.'s, Class of 2006

Thursday, April 2, 2009

This report describes the initial employment during the spring of 2007 of geoscientists who earned their Ph.D.s during the preceding academic year. The term geoscience is used throughout the report and refers to a broad range of fields in Earth, atmospheric, ocean, and space sciences (see Appendix for list of fine fields). The report is based on a survey of geosciences Ph.D.s whose degrees were awarded between April 2005 and December 2006 and who remained in the U.S. after earning their doctorates. The Appendix provides a detailed description of how the survey was conducted.

2003 Report on Earth and Space Science Ph.Ds

Monday, August 15, 2005

This study documents employment patterns and demographic characteristics of recent PhDs. It summarizes the latest annual survey of recent Earth, Space, Atmospheric, and Ocean Science PhDs conducted by the American Geological Institute (AGI), the American Geophysical Union (AGU), and the Statistical Research Center of the American Institute of Physics (AIP).

Highlights of the results include the following:

An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

Friday, December 1, 2017

Within STEM fields, employers are reporting a widening gap in the workforce readiness of new graduates. As departments continue to be squeezed with new requirements, chasing the latest technologies and scientific developments and constrained budgets, formal undergraduate programs struggle to fully prepare students for the workforce. One major mechanisms to address gaps within formal education is in life-long learning. Most technical and professional fields have life-long learning requirements, but it is not common in the geosciences, as licensing requirements remain limited.

Geoscience Policy Internships and Fellowships: Pathways to Science Policy Careers

Saturday, December 1, 2018

Student and early-career geoscientists commonly seek professions with high societal impact, but pathways to alternative geoscience careers can be difficult to navigate, particularly in science policy and outreach. Many geoscience policy leaders enter the profession through the gateway of policy internships and fellowships. These opportunities crafted for those interested but inexperienced in science policy provide training in government processes, tangible experience in policy analysis, and integration into robust networks of professionals.

How Do You Define an Internship?

Friday, December 1, 2017

According to the American Geosciences Institutes Geoscience Student Exit Survey, internship participation rates over the past four years have been low, particularly among bachelors and doctoral graduates. In 2016, 65% of bachelors graduates, 44% of masters graduates, and 57% of doctoral graduates did not participate in an internship while working on their degree. When asked if they submitted applications for internship opportunities, 42% of bachelors graduates, 23% of masters graduates, and 46% of doctoral graduates claimed to not submit any applications.

The Transition into the Workforce by Early-Career Geoscientists, a Preliminary Investigation

Friday, December 1, 2017

The American Geosciences Institutes Geoscience Student Exit Survey asks recent graduates about their immediate plans after graduation. Though some respondents indicate their employment or continuing education intention, many of the respondents are still in the process of looking for a job in the geosciences. Recent discussions about geoscience workforce development have focused on the critical technical and professional skills that graduates need to be successful in the workforce, but there is little data about employment success and skills development as early-career geoscientists.

Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

Monday, December 1, 2014

Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students’ employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment.

Tracking Geoscience Pathways from the Undergraduate Degree through the Years as an Early Career Geoscientist

Sunday, December 1, 2013

The American Geosciences Institute’s Workforce Program has recently launched AGI’s Geoscience Student Exit Survey and the Survey of the Geoscience Workforce in an effort to provide more detailed information about the career pathways of early career geoscientists from their undergraduate degree through their first five years in the workforce.

Tube Maps for Effective Geoscience Career Planning and Development

Sunday, December 1, 2013

One of the greatest challenges faced by students and new graduates is the advice that they must take charge of their own career planning. This is ironic as new graduates are least prepared to understand the full spectrum of options and the potential pathways to meeting their personal goals. We will examine the rationale, tools, and utility of an approach aimed at assisting individuals in career planning nicknamed a "tube map." In particular, this approach has been used in support of geoscientist recruitment and career planning in major European energy companies.

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