For the 2014-2015 academic year, AGI’s Geoscience Student Exit Survey had 692 graduating students from 210 different geoscience programs participate -- 495 bachelor’s graduates, 127 master’s graduates, and 70 doctoral graduates.
According to AGI's Geoscience Student Exit Survey, 48% of geoscience graduates choose to major in the geosciences at some point during their first two years as an undergraduate. This supports the importance of the introductory geoscience courses as recruitment tools into the major. AGI is conducting a brief survey to see the subject focus of these introductory courses, as well as the supplementary activities, such as field and research experiences, that can develop interest in the geosciences, for universities in the United States and Canada.
Concerns have been raised that geoscience programs tend to attract students from middle and upper class families, possibly due to either parental familiarity with geoscience from prior college experience or because of extra costs for co-curricular activities such as field camp. In an attempt to begin investigating the socioeconomic status of geoscience students, discussions within AGI’s Workforce Program have focused around using parent’s highest education level as a proxy for inferring a student’s socioeconomic status.
In AGI’s and AAG’s Geoscience Career Master’s Preparation Survey, similar to Currents 103, we asked Geography departments and non-academic professionals about 20 different specific technical competencies in geography. When asked about applying geographic information about geology and processes that shape the physical landscape, 51% of faculty and 36% of students indicate students are “Adequately” or “Extensively Prepared”, whereas 75% of non-academic professionals indicate that these skills are “Important” or “Very Important” to their careers. Overall in the physical Geography departmen
AGI’s and AAG’s Geoscience Career Master’s Preparation Survey asked facutly how prepared their students are in 36 different technical geology competencies. It inquired about how prepared students feel in these competencies, and compared those with how important each of the competencies are to non-academic professionals’ current positions in the workforce. The list of competencies were taken from the National Association of State Boards of Geology (ASBOG) Task Analysis Survey. The graphs examine 12 selected geology competencies that had the most interesting trends.