At the 2015 Geological Society of America Annual Meeting the American Geosciences Institute recognized Rodney C. Ewing with the Medal in Memory of Ian Campbell for Superlative Service in the Geosciences. Over his career, Ewing has bridged disciplines to develop new applications of geologic and materials sciences and advanced science itself in the publications of interest. It is especially noteworthy that he has served and continues to serve, on many advisory committees and policy boards focused on nuclear energy and the environment. He continues to provide timely, thoughtful, scientific leadership in the policy arena related to the disposal of the nation's high-level radioactive waste.
The results of a survey have been published in a report assessing the academic experiences of Master's candidates against the skill sets identified as valuable for non-academic working professionals. The study titled, "Geoscience Career Master's Preparation Survey" sought to understand students' experiences within geology, geography or hybrid geology-geography Master's programs, their career goals and interests, and how well they are being prepared to enter into non-academic positions.
The American Geosciences Institute (AGI) and the National Association of Geoscience Teachers are pleased to welcome Baylor University Professor, Dr. Vincent Cronin as the Editor of the Physical Geology Lab Manual, starting with the the 11th Edition.
The American Geosciences Institute's Center for Geoscience and Society is pleased to release two reports concerning geosciences education in the United States. The reports were developed in response to the need for comprehensive monitoring of the U.S. educational system in terms of the instruction of geoscience content and participation in geoscience-related learning experiences. The reports are based on data pertaining to science education collected from all 50 states and the District of Columbia.
Recent geoscience graduates were asked to describe their greatest challenge to completing their degree. The table highlights the most cited challenges by students, along with the percentage of graduates that faced the challenge and example comments from students. Thirteen percent of graduates either did not respond to the question or did not feel they faced a major obstacle while working towards their degree.