The American Geosciences Institute (AGI) announces the publication of Status of the Geoscience Workforce 2018, the comprehensive report on educational, employment, and economic indicators in the geosciences.
The overall percentage of women in geoscience faculty positions at four-year institutions continues to slowly increase from 17% in 2015 to 20% in 2017. AGI has been tracking the changes in the representation of women by rank at four-year institutions for a few years, and recently, a question was posed to us to investigate the representation of women within the major categories of geoscience research fields.
Join AGU's Sharing Science Community
This online community provides members the opportunity to interact with other communication/outreach-interested parties, access to a library of over 100 scholarly manuscripts on the science of science communication, the opportunity to receive information and updates from the program, and more.
Joseph Kerski, PhD, GISP is the Education Manager at ESRI. He is a geographer with a focus on the use of Geographic Information Systems (GIS) in education. Joseph was the President of the National Council for Geographic Education and gave an invited TED Talk in 2018 on “The Whys of Where”. He has served as geographer in four major sectors of society, including government (with NOAA, the US Census Bureau, and the US Geological Survey), academia (with Sinte Gleska University, the University of Denver, and as MOOC instructor for Penn State University, Elmhurst College, and eNet Learning), private industry (as Education Manager for Esri), and nonprofit organizations (with roles in the National Council for Geographic Education, the American Association of Geographers, and others). He has worked with AGI for many years on the Global GIS project and Earth Science Week. Joseph has authored over 75 chapters and articles on Geographic Information Systems (GIS), education, earth science, physical and cultural geography, mathematics, fieldwork, teaching and learning, and related topics, and makes frequent presentations at conferences and university campuses. He is active in conducting professional development training for primary, secondary, and university educators. He has authored or co-authored seven books, including Interpreting Our World: 100 Discoveries that Revolutionized Geography, Essentials of the Environment, Spatial Mathematics, Tribal GIS, International Perspectives on Teaching and Learning in Secondary Education, and the GIS Guide to Public Domain Data.
To earn CEU credits, please complete the associated on-demand GOLI course that was developed from this webinar with a grade of 70% or higher. You may then apply for 0.10 CEU credit. There is an administrative fee for the issuance of the CEU, and you can view the fee structure here. CEUs are awarded from the American Institute of Professional Geologists. The course is available in the GOLI course catalog at https://goli.americangeosciences.org.
Watch a video about the California Professional Geologist License from the California Department of Consumer Affairs.
Laurie Racca, PG, is a licensed Professional Geologist with 25+ years of experience specializing in complex environmental site investigations and leading multidisciplinary teams. Her experience includes working in private environmental and geotechnical consulting, providing regulatory agency oversight large military and civilian environmental cleanups for the California Department of Toxic Substances Control, and investigating fraud, waste and abuse as part of the Office of Enforcement at the California State Water Resources Control Board. She was appointed as the Senior Registrar for Geologists and Geophysicists by the California Board for Professional Engineers, Land Surveyors, and Geologists (BPELSG) in June 2015. She also volunteers as the Examination Committee Chair for the National Association of State Boards of Geology (ASBOG®).
Randy Kath has a Doctor of Philosophy in Geology from the Institute for the Study of Mineral Deposits at the South Dakota School of Mines and Technology, and over 30 years’ experience in academic, consulting and industry practice. In addition to teaching engineering geology, structural geology, economic geology, field geology and geologic mapping, Dr. Kath is currently performing geologic mapping and structural interpretation at the 7.5-minute quadrangle scale in the Piedmont/Blue Ridge & Valley and Ridge provinces of northwest Georgia in support of the USGS State Map program. These geologic quadrangles are currently being used to identify mineral, aggregate, and groundwater resources by a variety of end users.
Dr. Kath also has extensive experience as an independent consultant performing structural and lithologic mapping, remote sensing analysis and developing three-dimensional geologic models for major infrastructure projects throughout the southeastern United States, specializing in complexly folded and faulted terrains. Prior to joining the University of West Georgia in 1995, Dr. Kath worked as a senior geologist for Golder Associates, Inc. in Atlanta, Georgia, and before that, served as an exploration geologist for Goldstake Explorations Inc. in Spearfish, South Dakota, and a consulting geologist for Homestake Mining Co. in Lead, South Dakota, Beau Val Mines in Nevada, and Avatar Resources in Vancouver, British Columbia. Dr. Kath performed district-scale and detailed geologic mapping and structural interpretation for gold exploration programs in the northern and central Black Hills, South Dakota.
Dr. Kath has served as a subject matter expert on the council of examiners for the National Association of State Boards of Geology (ASBOG®) since 2006, and ASBOG®’s president in 2015. Since 2008, ASBOG has been collecting demographic data on the test form that allows for detailed statistical analysis of the content domain data from the Fundamentals of Geology (FG) examination by university and graduation year. In 2012, Dr, Kath developed an assessment graphing application (CPAT) to streamline the statistical analysis and graphing of the FG examination data for assessing university curriculum performance relative to a national dataset. The graphing application is programmed around the Microsoft Access database engine and has a GUI interface. Data from the application is currently available for 217 universities.
Jack Warner received his Ph.D. in Experimental Psychology in 1980 from the University of Nebraska-Lincoln. During his early professional career, Jack served as Director of Examination Services in the Colorado Department of Regulatory Agencies, Division of Registrations. He provided 25 licensing boards with expertise related to developing and validating their licensing examinations.
Jack is President of TEST, Inc. which he established after working in state government for several years. TEST, Inc. has provided ASBOG® with psychometric services since 1992. The services include developing test blueprints based on task analysis survey results, developing and updating the FG and PG Examinations, conducting test development workshops, analyzing the statistical properties of examinations items, grading examinations, establishing cut-off scores, and preparing summary reports that document the performance of the examinations.
College Course Participation: A faculty member can register on behalf of a course and/or group of their students to participate in the webinar. With this registration, the faculty member can submit up to 20 participating students for awarding of 0.15 CEUs to each of them by AIPG.
The White House unveiled its five-year strategic plan for science, technology, engineering, and mathematics (STEM) education on December 4. The report, entitled “Chartering a Course for Success: America’s Strategy for STEM Education,” outlines the administration’s goals and approaches for advancing STEM education and workforce, highlighting the federal government’s role in promoting STEM education by working with private partnerships and removing barriers to participation in STEM careers.
This course is designed to provide water utility personnel, engineers, hydrogeologists, regulatory officials, and other interested persons an understanding about the sand and gravel and bedrock aquifers in New England, how and why well performance declines over time, and information about available options for rehabilitating these wells.
The American Geosciences Institute has been conducting the AGI’s Geoscience Student Exit Survey for the past five years. The upcoming Status of the Geoscience Workforce 2018 report will have an analysis of the ve-year trends from the survey.
Career preparation for many geoscience students begins when they choose their undergraduate major and develop practical workplace skills through internships, leadership positions, or research experiences. A new series from the American Geosciences Institute called Career Compass provides suggestions and strategies for students to obtain critical competencies and experiences that will launch their geoscience career based on their academic preparation. Each Career Compass is constructed using data from the U.S.
Female undergraduate enrollment rates retreated slightly after several years of increases. Interestingly, the female participation rate in graduate enrollments rose sharply. This increase might be in response to an overall slower geoscience job market for bachelor’s recipients. This is likely enhanced with an exiting male-heavy cohort which did not seem to continue on to graduate school in response to the slowing job market, thus returning female graduate enrollment rates back towards the levels seen between 2005-2009.
The U.S. Office of Personnel Management (OPM) announced a new direct hiring authority in various science, technology, engineering, and mathematics (STEM) positions in a memorandum issued by acting director Margaret Weichert to all federal agency heads on October 11. Federal agencies can use a direct-hire authority, which expedites the hiring process, to fill vacancies when a critical hiring need or severe shortage of candidates exists.