The National Science Foundation’s Survey of Graduate Students and Postdoctorates in Science and Engineering is conducted annually to collect information about enrollments/hiring and demographics of graduate students (master’s and doctoral students) and postdoctoral appointees. AGI’s Workforce Program analyzed the data from 2016 to investigate participation of underrepresented racial and ethnic populations in postdoctoral opportunities within the geosciences.
Enrollments in U.S. geoscience programs remained relatively steady during the 2016-2017 academic year. Undergraduate enrollments have not substantially changed since 2012. However, a growing percentage of those undergraduate enrollments are in online degree programs, which have been offsetting enrollment declines particularly seen in private 4-year colleges and regional state universities. Following national trends observed across STEM fields in the past couple of years, geoscience graduate enrollment levels have declined 8%.
Between 2014 and 2017, 2376 geoscience graduates took AGI’s Geoscience Student Exit Survey--1764 bachelor’s graduates, 378 master’s graduates, and 234 doctoral graduates. In September 2017, AGI’s Workforce Program followed up with these Exit Survey participants to ask them about their career path as early-career geoscientists.
Online courses and programs in higher education have been a growing phenomenon for the past two decades. In recent years, geoscience programs have increasingly been adding online components to their curricula. During the survey in preparation for the 2018 Directory of Geoscience Departments, we asked departments about the state of online courses in their program.
The Status of Recent Geoscience Graduates 2017 report examines the prior five years of data and explores a number of emerging trends. In particular, the trends of employment of recent graduates in the geosciences and of the recent graduates planning to attend graduate school are showing new emerging developments in 2017.
Prerequisite requirements for 67 US-based field camps were identified from syllabus and camp websites and categorized into one of ten overarching course topics. Additionally, the field camps themselves were classified as either a traditional camp (4 to 6 week summer field experience) or a non-traditional camp (any camp not classified as a 4 to 6 week summer field experience) in order to understand the potential differences in prerequisite requirements between these two types of camps. There were 45 and 22 traditional and non-traditional camps, respectively.
We present follow-up results from a 2016 workshop on sexual harassment and assault in the sciences, convened by the American Geophysical Union (AGU) and funded by the National Science Foundation (NSF).