The American Geosciences Institute (AGI) is accepting a for the Edward C. Roy Award for Excellence in Earth Science Teaching. Given annually, this award is presented to one full-time K-8 teacher in the U.S. or U.K. whose excellence and innovation in the classroom elevates students’ understanding of the Earth and its many processes.
Earth Science plays a unique and essential role in today’s rapidly changing world. It is an integrated study of the Earth’s history, composition, and structure, its atmosphere and oceans, and its environment in space. Knowledge of Earth Science is important because most human activities are related to interaction with the planet Earth. Basic knowledge about the Earth, then, is the key to development of an informed citizenry.
The National Earth Science Teachers Association is a nonprofit 501(c)(3) educational organization, founded in 1985, whose mission is to facilitate and advance excellence in Earth and Space Science education. NESTA's purpose is the advancement, stimulation, extension, improvement, and coordination of Earth Science education at all educational levels. NESTA is an organization made up of and governed by classroom teachers, and extends its influence through association with other professional societies and organizations.
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 American Geosciences Institute (AGI) is pleased to announce that the theme of Earth Science Week 2014 will be "Earth's Connected Systems." This year's event will promote awareness of the dynamic interactions of the planet's natural systems.
In February, 2012 and April, 2013, AGI’s Workforce Program sent brochures about geoscience careers to approximately 18,000 high school students who scored well on the SAT and indicated intent to pursue a STEM degree. Students’ test scores ranged from 520 to 800 for Critical Reading and Writing, and from 530 to 800 for Math. Currents #74 examines some of the dynamics of these student populations.
K-12 education provides an important formative stage in a student’s education, and the coursework to which students are exposed during this period (especially during high school) influences choices they make in regards to college majors. Examination of national trends in degrees of K-12 teachers between 1993 and 2006 indicates a low representation of teachers with geoscience degrees. In pre-kindergarten and elementary school, teachers most commonly have their highest degrees in the social sciences or in non-science and engineering disciplines.
The American Geological Institute (AGI) hosted the rst Earth System Science (ESS) Education Summit in Houston, Texas, at BP Exploration’s new Helios Plaza meeting facility on February 8-11, 2010. The Summit was supported by a grant from the National Science Foundation, as well as by funding from AGI, the American Association of Petroleum Geologists and the Geological Society of America.
AGI contacted 262 four-year institutions of higher learning to determine whether or not they accept a high school Earth science course for admission. At least three schools were contacted per state (state schools as well as private institutions). As of May 8, 2011, 226 schools responded. (This study is ongoing.) The preliminary results indicate that 77.0% of the surveyed institutions accept high school Earth science courses, but there can be conditions on that acceptance.