workforce

AGI Workforce Program: Career Resources for All Geoscientists

Wednesday, November 4, 2015

With rising college tuition and uncertainty of the return of investment in higher education, it has become increasingly important to prepare students with marketable skills for the workforce and arm them with the tools to secure employment. Online education and Professional Science Master’s programs often try to address the deficiencies graduates face when seeking employment, but these strategies aren’t always widely accepted within traditional academic programs.

Do Two-Year College Transfers Face Different Challenges Working on the Bachelor's Degree than Students Who Only Attended a Four-Year Institution?

Tuesday, November 3, 2015

For the past two years, AGI’s Geoscience Student Exit Survey has been used to collect data investigating successful two-year college transfer students. Geoscience graduates with a bachelor’s, master’s or doctoral degree who spent at least one semester at a two-year college were asked questions about the vehicles for successful transfer to a four-year institution and the major challenges faced while working towards their terminal degree. All recent graduates that take AGI’s Exit Survey have the opportunity to share their major challenge or challenges to obtaining their terminal degree.

Smoothing the Road: Challenges Faced on the 2YC Geoscience Student Transfer Pathway and Implications for Receiving

Tuesday, November 3, 2015

In 2013 and 2014, the Geoscience Student Exit Survey administered by the American Geosciences Institute was used to investigate the transfer experiences of students who attended a two-year college (2YC) for at least one semester during their postsecondary education. Combined, over 27% of recent geoscience graduates reported having attended a 2YC for at least one semester. These graduates were invited to identify which factors allowed them to be successful in transfer to the receiving four-year college or university (4YC).

Human Capacity Building - UNESCO's Inspiration, Geosciences' Global Footprint

Monday, November 2, 2015

One of the cornerstones of UNESCO's mission is capacity building, and in the context of science, both the development of the human resources to promote sustainable science as well as to be a catalyst for economic and social development. This is a role that the geosciences have played, and will increasingly play into the future.

Investigating the Introductory Geoscience Course

Sunday, November 1, 2015

According to the American Geosciences Institute’s Status of Recent Geoscience Graduates 2014 report, 51% of undergraduates choose to major in the geosciences during their first or second year in college, indicating the importance of the introductory geoscience courses as a recruitment tool for future majors. Not only are the introductory courses key for recruitment, often they contain non-science students trying to complete their science credit. Therefore, the geoscience introductory courses may be the last opportunity to teach non-science majors how to think critically and scientifically.

Increasing Diversity in the Deep Carbon Observatory

Sunday, November 1, 2015

U.S. geoscientists remain substantially less racially and ethnically representative than the general population, which means a large pool of talent is not entering the geosciences. A number of barriers have been identified, including scarce role models, lack of strong geoscience departments at minority serving institutions, and limited career awareness in the general population. The geoscience community has invested decades into addressing this problem, especially recruiting new underrepresented individuals into the discipline.

Promoting Access and Inclusion in the Geosciences through International Community Engagement

Sunday, November 1, 2015

The promotion of access and inclusion in the geosciences for students and geoscience practitioners with disabilities has increased over the past decade, perhaps partially due to the National Science Foundation’s definition of traditionally underrepresented groups, which now includes mention of individuals living with disabilities.

DCO Diversity Grants

Deep Carbon Observatory Diversity Engagement

AGI received funding from the Alfred P. Sloan Foundation to bolster participation of traditionally underrepresented geoscientists within the Deep Carbon Observatory (DCO) community.  AGI worked on behalf of DCO to engage and actively recruit geoscientists from underrepresented groups to participate in DCO research and activities.  AGI is proud to annouce the 2016 DCO Diversity Grant recipients!

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