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.
In the American Geosciences Institute’s newest Status of the Geoscience Workforce Report, released May 2014, jobs requiring training in the geosciences continue to be lucrative and in-demand. Even with increased enrollment and graduation from geoscience programs, the data still project a shortage of around 135,000 geoscientists by the end of the decade.
The number of degrees being awarded to women has generally continued to increase through time. The percentage of degrees awarded to women has not declined like enrollment, and the total number of degrees are rising at all levels.
The number of women enrolled as undergraduate geoscience majors continued to increase, and at the graduate level remained largely steady. Given the recent trend of lower percentages of female participation, we decided to present the data to see if the absolute number of females was also decreasing.
Enrollments in U.S. geoscience programs remained robust during the 2012-2013 academic year. Though total enrollments retreated from their 2011-2012 highs, the drop in enrollments was less than 3%. The current enrollment trend likely reflects the strong employment outlook for geosciences relative to the continued weak U.S. job market.
Accurate data on the enrollments and completions of underrepresented minorities in geoscience degree programs can be difficult to acquire. The most commonly used source is data provided by the Department of Education through their Integrated Postsecondary Education Data System (IPEDS).