EDMAP is an interactive and meaningful matching-funds grant program with universities for students to gain experience and knowledge in geologic mapping as well as contribute to the national effort to geologically map all of the United States. This program trains the next generation of geologic mappers and is one of the three components of the congressionally-mandated U.S. Geological Survey National Cooperative Geologic Mapping Program (NCGMP). Geology faculty, skilled in geologic mapping, request EDMAP funding to support upper-level undergraduate and graduate students at their institution in a one-year mentored geologic mapping project that focuses on a specific geographic area. Also, each EDMAP proposal must be closely coordinated with a State Geologist or a USGS geologic mapping project. Every federal dollar awarded is matched with university funds. EDMAP has supported 144 universities and over 850 students from geoscience departments across the Nation. Following the presentations, you can listen to the open discussion period in which audience members from around the world to ask questions of the speakers.
Our speakers include:
Randall C. Orndorff Download presentation slides
Director, Eastern Geology and Paleoclimate Science Center at the U.S. Geological Survey previously: Associate Program Coordinator, National Cooperative Geologic Mapping Program, U.S. Geological Survey
Dr. John T. Haynes Download presentation slides
Assistant Professor, Department of Geology & Environmental Science, James Madison University
In this webinar, Dr. Thomas D. Hoisch from Northern Arizona University examines the results from a survey of 783 students in introductory geology classes that were surveyed at Northern Arizona University during the fall 2008 and spring 2009 semesters. The survey evaluated the perceptions and attitudes toward the sciences that are offered as undergraduate degree programs: Biology, Chemistry, Environmental Science, Geology, and Physics. The survey results indicate that misperceptions exist regarding the field of geology. Geology was perceived to be low in prestige, low in difficulty and low-paying relative to biology, chemistry, and physics. In addition, geology occupations were perceived to pay less than students’ minimum salary expectations. Student perceptions of prestige, difficulty and pay are significantly correlated, with students tending to associate higher pay with greater prestige and difficulty (Hoisch and Bowie, 2010). Read more in Currents #36.
Hoisch, T.D., and Bowie, J.I., 2010, Assessing factors that influence the recruitment of majors from introductory geology classes at Northern Arizona University. J. Geoscience Education, v. 58, p. 166-176. http://nagt-jge.org/doi/pdf/10.5408/1.3544297
Leigh Freeman from Downing Teal, a leading recruiter of talent for the global minerals industry, who will look at the supply and demand trends for geoscientists in the minerals sector.
James Steel from HSBC Securities (USA), who will explore both the metals trading sector and the numerous employment opportunities in the financial sector. (Note: this content was redacted due to the employer's requirements.)
Gavin Mudd from Monash University, who will discuss workforce issues and developments in sustainable mining practices.
The presentations are followed by an question and answer session with the speakers and webinar participants.
Collectively, the mega-trends in the Australian mining industry point to significant environmental challenges for the future of mining and mineral processing, such as potentially increased unit energy, pollutant, waste and water costs, and subsequently higher production costs. This will impact not only the demand for minerals and metals, but also drive the search for alternative technologies across exploration, mining, milling, smelting and refining. In the long term, it will increase the need for greater material efficiency and recycling. Read more in Geoscience Currents #29.
Examination of these trends indicates a low representation of teachers with geoscience degrees. Considering that earth science education requirements are met by the majority of students in grades 6-8, the low representation of elementary school teachers with geoscience degrees is cause for concern in regards to the preparation of elementary students for mandatory earth science curriculum in the middle grades, and for priming their interest to take earth science courses in the higher grades. Furthermore, 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.